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1.
The paper investigates socio-economic gaps in the match between student quality and upper-secondary qualification quality using detailed individual-level linked administrative data from schools, colleges and tax authorities in England. Academic match is identified using a continuous measure defining undermatched, matched and overmatched students based on the distance between each student’s attainment in age 16 high-stake examinations and the median attainment of students who achieved a similar academic or vocational qualification. Students from socially disadvantaged backgrounds are found to be more likely to be exposed to academic undermatch compared to their more advantaged peers and this effect is greater among the highest achieving students. The paper demonstrates that among the highest achieving students, 20% of the identified socio-economic gap in academic match can be explained by geographic differences, such as district deprivation and local Further Education opportunities. Further, the dominant 60% of the gap can be explained by differences in the school composition that students from differing backgrounds attend, such as the proportion of high achieving students and the proportion of disadvantaged students. Finally, although the effect of academic match in upper-secondary education on important individual outcomes, including university participation and labour market performance, in terms of earnings and employment probabilities at age 25, is imprecise, there are clear indications about the detrimental effect of academic undermatch on all these outcomes. 相似文献
2.
This paper quantifies the extent of student-college “academic undermatch,” which occurs when a student's academic credentials permit them access to a college or university that is more selective than the postsecondary alternative they actually choose. Using a nationally representative dataset, we find that 41 percent of students undermatch in their postsecondary choice. We also find that academic undermatch affects students with a range of academic credentials, but is more common among those students from low socioeconomic status families, who live in rural areas, and whose parents have no college degree. Finally, we show that between the 1992 and 2004 high school senior cohorts, academic undermatch has decreased by nearly 20 percent. The decrease is partially due to students being more likely to apply to a matched college. 相似文献
3.
Back-and-forth enrollment at different institutions—student swirl—and concurrent enrollment at two or more institutions—double-dipping—have
become common experiences for students in the United States. However, empirical studies explaining student mobility are rather
rare. This study examines how student departures from and returns to a single institution are affected by college attendance
elsewhere. The model presented here demonstrates that departure rates are higher for students concurrently attending another
college. Return rates, on the other hand, are substantially lower for those students who attend other colleges after departure
from the study institution. The effect of multi-institutional attendance differs by college type, with the effect of 4-year
out-of-state institution attendance being most pronounced. The simultaneous analysis of departures and returns provides the
study institution with a more accurate and complete picture of student mobility. 相似文献
4.
This paper provides empirical evidence on how China’s transition from the Boston mechanism to the Chinese parallel mechanism (a simplified version of the Deferred Acceptance mechanism), along with changes to the information available to students on their entrance exam performance when they submit their college preferences, affect the academic match between colleges and students. Using data on students admitted to Chinese colleges from 2005 to 2011, we characterize the general patterns of mismatch between colleges and students based on students’ scores on China’s National College Entrance Exam and find evidence of substantial overmatch and undermatch. Results from a generalized difference-in-differences model indicate that switching from the Boston mechanism to the Chinese parallel mechanism lowered the probability of mismatch by approximately 6%. Allowing students to submit their college preferences after learning their exam scores rather than before the exam reduced the probability of mismatch by 18%. 相似文献
5.
Elizabeth Stearns Stephanie Potochnick Stephanie Moller Stephanie Southworth 《Research in higher education》2010,51(4):366-395
Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine
the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race
and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive
equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and
academic variables. Asian American students also attend more selective institutions than White students. Results for African-American
students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average.
When we exclude students who attend historically Black colleges and universities, however, African-American students attend
significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high
school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous
academic courses than Whites. 相似文献
6.
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
7.
To improve college access for low-income students, an increasing number of public colleges and universities have implemented no-loan policies, where student loans are replaced with institutional grant aid that does not require repayment. Using detailed income measures provided by Mobility Report Card data, this study examines the effect of no-loan policies on student economic diversity at public 4-year institutions. Using a difference-in-differences design and the synthetic control method, we found that the adoption of no-loan policies at public institutions increased enrollment shares of low-income students (bottom two family income quintiles). However, the increase was minimal for students from the lowest income quintile, particularly at the most selective institutions. Our findings suggest that although no-loan policies may help improve affordability at public colleges and universities, further efforts are needed to address underrepresentation of students from the lowest part of the income distribution.
相似文献8.
Karen A. Kim Linda J. Sax Jenny J. Lee Linda Serra Hagedorn 《Community College Journal of Research & Practice》2013,37(5):402-422
Recognition of the nontraditional student in higher education is valuable because it promotes an awareness of issues particularly relevant to the community college student population. While research that categorizes students by age is a practical way to study a unique population within community colleges, this approach may not be the most preferred way to examine the complexities of community college students. This study focused on community college students' self-perceptions of their primary roles as students, employees, and parents, thereby offering an alternative to utilizing predefined categories in order to distinguish between groups (e.g., based on age). The findings also shed light on unique characteristics that differentiate among students who identify their roles primarily as students, employees, or parents. In fact, this study shows that even students often considered “traditional” may have qualities that are typically considered nontraditional. 相似文献
9.
Meredith Madden 《Equity & Excellence in Education》2013,46(3-4):378-395
U.S. community colleges are considered historical sites of educational access and opportunity for social mobility for nontraditional students. Theoretically framed in Acker’s theory of gendered organizations, this qualitative study explores low-income pregnant and parenting student mothers’ experiences with community colleges, spaces that are designed for an abstract, “ideal student.” Gendered analyses of in-depth interviews from 17 low-income pregnant and parenting student mothers across three community colleges in the Northeastern U.S. reveal compromised classroom and campus wide experiences that negatively impact processes of education and social growth. Findings illustrate the complexity of experiences for this marginalized student group who “do school” in institutional spaces that fail to meet their needs as students with multiple roles. Recommendations for institutional supports are offered. 相似文献
10.
Jillian M. Duquaine-Watson 《Equity & Excellence in Education》2013,46(3):229-240
Feminist analyses of the “chilly climate” have documented the ways in which women have been and continue to be marginalized within institutions of higher education. Yet there has been little attention to the relationship between the “chilly climate” and the lived experiences of particular populations in specific educational settings. This article attends to that relationship and draws on a two-year ethnographic study that focused on single mothers attending a community college in the Midwestern United States. Situating their experiences within the particulars of post-welfare reform America and the dynamics of the institution they attend, I argue that the educational climate these women face is particularly chilly, something that is evident in the various attitudes, practices, and policies they encounter in their interactions with faculty, staff, and other students. In addition to analyzing the ways in which the “chilly climate” influences both academic and social aspects of single mother students' experiences, I offer specific suggestions for ways in which colleges and universities can create a more welcoming and supportive environment for members of this particular student population. 相似文献
11.
Dawna Wilson Kimberly M. Lowry 《Community College Journal of Research & Practice》2017,41(4-5):267-272
ABSTRACTRecent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. 相似文献
12.
J. Cody Davidson Paul Blankenship 《Community College Journal of Research & Practice》2013,37(8):467-480
ABSTRACTToday, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed. 相似文献
13.
The current studies test the hypothesis that the financial burden of college can initiate a psychological process that has a negative influence on academic performance for students at selective colleges and universities. Prior studies linking high college costs and student loans to academic outcomes have not been grounded within relevant social psychological theory regarding how and when the financial burden of college can influence students’ psychological and cognitive processes. We test the hypothesis that the salient financial burden of college impairs students’ cognitive functioning, especially when it creates an identity conflict or perceived barrier to reaching a student’s desired financially successful future. First, we use longitudinal data from 28 selective colleges and universities to establish that students who accumulate student loan debt within these contexts are less likely to graduate from college because student loan debt predicts a decline in grades over time, even when controlling for factors related to socioeconomic status and prior achievement. Then, in an experiment, we advance research in this area with a direct, causal test of the proposed psychological process. An experimental manipulation that brings high college costs to mind impairs students’ cognitive functioning, but only when those thoughts create an identity conflict or a perceived barrier to reaching a student’s desired financially successful future. 相似文献
14.
Dimpal Jain Alfred Herrera Santiago Bernal Daniel Solorzano 《Community College Journal of Research & Practice》2013,37(3):252-266
In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a “transfer receptive culture.” We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully—that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practioners can employ on their home campuses. 相似文献
15.
Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
16.
冉静 《四川教育学院学报》2014,(8):80-83
提高大学生党员的党性修养,关系着国家的未来、民族的希望。当代大学生党员在党性修养方面存在的问题,是社会政治、经济、文化变迁的折射,也是高校党务教育工作与当前大学生党员教育需求存在一定差距。在全球化、信息化时代,要尊重大学生党员个性与时代特色,创新教育手段,用共产党员的核心价值理念和知识体系来引导大学生党员的理想信念由“无序”向“有序”发展、由“盲目”向“成熟”转向。 相似文献
17.
Ruth N. López Turley 《Research in higher education》2006,47(7):823-846
Although previous studies show that a majority of parents want their children to go to college and graduate with a 4-year degree, the strategies used to accomplish this goal vary widely. While some parents feel it is important for their children to attend school while living at home (college-at-home parents), others do not (college-anywhere parents). This study investigates the influence of these parental strategy preferences on whether children apply to college during their senior year of high school, as well as whether they apply to multiple colleges. Net of measured ability, socioeconomic factors, and students’ own strategy preferences, students with college-at-home parents are significantly less likely to apply to college than students with college-anywhere parents; and among those who do apply to college, students with college-at-home parents are significantly less likely to apply to multiple colleges. 相似文献
18.
Michael Tiboris 《Journal of Philosophy of Education》2014,48(4):646-664
‘Undermatched’ is the name education researchers have given to the surprisingly large number of students who attend post‐secondary institutions which are less selective than their academic credentials would permit, or who simply fail to even apply for college when they are qualified to do so. At first, this might seem like an obviously bad trend, especially as rates of undermatching are much higher among students from low‐income backgrounds. This article argues, however, that individual cases of undermatching are sometimes morally acceptable when the choice is made autonomously. Some readers will have trouble calling this situation just, as it is one in which a disadvantaged person has decided on a course of action which will likely perpetuate this disadvantage. To address this, the article considers alternate ways in which we might distinguish between autonomous and non‐autonomous choices in undermatching cases. The article concludes with some indications about how this analysis should affect future theory and policy intended to protect against unjust undermatching. 相似文献
19.
The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration—within the various science courses—of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that
- (a) Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and “remembering,” that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., “take-home”–type examinations).
- (b) Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.
- (c) The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.
- (d) Although teachers are aware of the student preferences, they persist in giving their students their own “pet”-type examinations.
20.
《The Journal of educational research》2012,105(6):281-284
AbstractThis is a report on a new instrument for institutional research, (Transactional Analysis of Personality and Environment-(TAPE), based on the semantic differential and unique in its potential for analysis of the integration among students, faculty, and administration in a college, A total of 3,016 students from twenty-one colleges rated the following concepts on the 52 scales in Form A or the 52 scales in Form B: “My College,” “My Self,” “Students,” “Faculty,” “Administration,” and “Ideal College.” Ratings of satisfaction with aspects of college life also were made. The data presented indicate that individuals who perceive great discrepancies between themselves and their college tend to be dissatisfied and consider dropping out. Furthermore, those colleges which have large mean Self- College discrepancies also tend to have high mean dissatisfaction scores. Data are also presented to exemplify the intra- and inter-institutional research comparisons possible with TAPE. 相似文献