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1.
Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement. 相似文献
2.
Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
3.
4.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on
the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase
on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary
enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and
Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure
are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition.
Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost
majors and lower tuition for lower-cost majors.
相似文献
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5.
Xiaobing Wang Chengfang Liu Linxiu Zhang Renfu Luo Thomas Glauben Yaojiang Shi Scott Rozelle Brian Sharbono 《Asia Pacific Education Review》2011,12(4):533-546
Although universities have expanded in size, it is unclear whether the poor have benefited. If there are high returns to college
education, then increasing access of the poor to college has important welfare implications. The objective of this paper is
to document the rates of enrollment into college of the poor and to identify the hurdles to doing so. Relying on several sets
of data, including a survey of college students from universities in three poor provinces in China, we have found that the
college matriculation rate of the poor is substantially lower than students from non-poor families; the same is true for rural
women and minorities. Clearly, there are barriers that are keeping the rural poor out. The paper also demonstrates that the
real hurdles are not during the years of secondary schooling or at the time of admissions to college. The real impediments
keeping the rural poor from pursuing a college education arise long before high school—as early as preschool and elementary
school years—and are present throughout the entire schooling system. 相似文献
6.
To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school
preparation, first-year academic performance, multi-institution enrollment, and financial aid support on second-year persistence.
Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience,
math intensity of the declared major, simultaneous enrollment at another college/university, and second-year financial aid
offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening
access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year
math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters.
Middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared
freshmen with unmet need are more likely to transfer to other institutions. 相似文献
7.
Hispanic students are significantly over-represented in community colleges compared to White and Black students. This paper uses a powerful but underutilized statistical technique, the Oaxaca decomposition, to explore the impact of social capital, as manifested through college financial information, on Hispanic student enrollment in 4-year and 2-year programs. Background differences between the groups were found to have only a small effect on the gap in attending 4-year schools, while the effect of differential returns to these background characteristics was strong and significant. The analysis revealed that some variables of college financial information contribute significantly to the gap. 相似文献
8.
J. Cody Davidson Kristin B. Wilson 《Community College Journal of Research & Practice》2013,37(8):517-530
ABSTRACTHistorically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges. 相似文献
9.
《The Journal of educational research》2012,105(8):369-372
AbstractThis study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college. 相似文献
10.
Iryna Y. Johnson 《Research in higher education》2010,51(8):701-723
This study addresses several methodological problems that have confronted prior research on the effect of class size on student
achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where
grades are nested within classes and students, and considers a wide range of class sizes across various disciplines. Based
on data from undergraduate class sections at a single institution, the study provides consistent evidence of a negative effect
of class size on grade performance, most substantially affecting the achievement of “A” grades with lesser effect on grades
of “C” or higher. Because models with logarithmic specification show superior fit, this study also demonstrates that the effect
of class size on students’ final grades diminishes as the class size increases. These findings suggest that a larger impact
on student performance could be attained by further trimming enrollment in small classes than by reducing class size overall. 相似文献
11.
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed. 相似文献
12.
《Journal of College Student Psychotherapy》2013,27(3):5-28
Although it is commonly believed that college counseling positively affects student retention and further, that there are convincing data and evidence to support such a belief, an extensive literature search found no objective evidence at all on the relationship of a counseling center's conventional one-to-one counseling and therapy activities with short-term student retention. Two program evaluations which attempt to relate one-to-one individual counseling and psychotherapy to student retention rates at an urban regional state university are discussed. Changes in attendance rates, such as dropping out or retuning between quarters are the criteria used to evaluate program effects for both studies. The first study searched for discernible statistically significant effects. Three-quarters of comparisons of upperclassmen found conceivable retention advantages of students receiving counseling center services over a base-rate group. Yet the freshmen results suggest that counseling may be associates with student attrition, not retention. The second study investigated the relationship between retention and possibly relevant presenting problems and demographic variables of students undergoing individual counseling. No attendance differences among counseled students were found due to age, gender, or presenting problem. Following a discussion of the results, suggentions for future research are presented. A longitudinal, quasi-experimental controlled study of the impact counseling on student retention is clearly needed. 相似文献
13.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
14.
ANALYSIS OF STOPOUT BEHAVIOR AT A PUBLIC RESEARCH UNIVERSITY: The Multi-Spell Discrete-Time Approach 总被引：1，自引：0，他引：1
Iryna Y. Johnson 《Research in higher education》2006,47(8):905-934
Existing applications of event history modeling in attrition research typically focused on the first departure. This study extends the scope of existing applications by dividing each student’s enrollment history into periods of enrollment and non-enrollment (spells). The findings indicate that departure is strongly associated with poor college grade performance and part-time enrollment. Students receiving financial aid are more likely to persist. The probability of return is higher for students whose parents attended college, those with higher SAT scores and coming from nearby areas. The duration of previous spells has a positive impact on the probability of return and a negative impact on the probability of departure. 相似文献
15.
Rachel B. Rubin 《Research in higher education》2011,52(7):675-692
In this study, I capitalize on a natural experiment to examine the effect of federal Pell Grant eligibility on college enrollment
for students who graduated from high school in spring 2004 and who completed the Free Application for Federal Student Aid (FAFSA). Data from the Education Longitudinal Study of 2002 are used to array students on the continuous Expected Family Contribution (EFC) variable, attained from the FAFSA, and divide them into two categories—those with an EFC at or below the federally
designated amount for Pell eligibility, and those above. This regression-discontinuity approach allows me to measure whether
students who vary regarding their Pell Grant eligibility, but who have essentially identical family incomes, differ in their
college enrollment rates. I find no effect. While confirming prior studies examining the impact of the Pell Grant on college
enrollment for traditional students, this finding remains inconsistent with findings on other need-based grants. This result
suggests that the minimum Pell Grant amount, currently less than 10% of an average college’s tuition and fees, may be insufficient. 相似文献
16.
The effects of economic conditions upon higher education enrollments are specified nationally, regionally, and for an individual institution. It appears clear that since the early 1970s, about the time when studies began to report on the declining value of a college education, and when nontraditional students became a more significant factor in overall enrollments, potential students became much more sensitive to the opportunity costs of college attendance. As job opportunities increased, foregone earnings grew correspondingly, and enrollments turned down. Economic reversals were accompanied by enrollment upturns. Implications of this study for enrollment projections and planning are clear. 相似文献
17.
Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
18.
Impact of class lecture webcasting on attendance and learning 总被引：1，自引：0，他引：1
Tomoko Traphagan John V. Kucsera Kyoko Kishi 《Educational technology research and development : ETR & D》2010,58(1):19-37
The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design
employed four data collection methods in two class sections—one with webcast access and another without—of the same course
taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively
impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative
impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance.
(3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4)
Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though
a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts
could have positive effects on students’ learning experiences and performance, even if class attendance does decline. 相似文献
19.
Edward P. St. John 《Research in higher education》1991,32(2):141-158
While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates. 相似文献