scholarly journals Well-Placed: The Geography of Opportunity and High School Effects on College Attendance

2020 ◽  
Vol 61 (5) ◽  
pp. 567-587
Author(s):  
Noah Hirschl ◽  
Christian Michael Smith
Keyword(s):  
High School ◽  
College Attendance ◽  
School Effects ◽  
Geography Of Opportunity

Educated beyond Our Intelligence

1986 ◽  
Vol 168 (1) ◽  
pp. 47-59 ◽  
Author(s):  
W. Timothy Weaver
Keyword(s):  
High School ◽  
Educational Reform ◽  
Test Scores ◽  
College Attendance ◽  
Colleges And Universities ◽  
Academic Standards ◽  
Social Benefits ◽  
Reform Movements ◽  
School Records

This article discusses the effects of a hypothetical policy restricting entry to American colleges and universities on the basis of academic standards. Admission would he restricted to those applicants whose test scores and high school records placed them in the upper one half of their high school classes. Those failing to meet the standard presumably would be forced to go to work. The merits of the policy are examined in the context of conservative and liberal educational reform movements. Perceived economic and social benefits of college attendance are discussed.

No Excuses Charter Schools and College Enrollment: New Evidence from a High School Network in Chicago

2019 ◽  
Vol 14 (3) ◽  
pp. 414-440 ◽  
Author(s):  
Matthew Davis ◽  
Blake Heller
Keyword(s):  
High School ◽  
Charter Schools ◽  
College Enrollment ◽  
Standardized Test ◽  
College Attendance ◽  
Similar Rate ◽  
Capital Gains ◽  
College Matriculation ◽  
Percentage Points ◽  
Four Year Institutions

Although it is well known that certain charter schools dramatically increase students' standardized test scores, there is considerably less evidence that these human capital gains persist into adulthood. To address this matter, we match three years of lottery data from a high-performing charter high school to administrative college enrollment records and estimate the effect of winning an admissions lottery on college matriculation, quality, and persistence. Seven to nine years after the lottery, we find that lottery winners are 10.0 percentage points more likely to attend college and 9.5 percentage points more likely to enroll for at least four semesters. Unlike previous studies, our estimates are powerful enough to uncover improvements on the extensive margin of college attendance (enrolling in any college), the intensive margin (persistence of attendance), and the quality margin (enrollment at selective, four-year institutions). We conclude by providing nonexperimental evidence that more recent cohorts at other campuses in the network increased enrollment at a similar rate.

Dropping out of high school: Effects of close and distant friendships

2013 ◽  
Vol 42 (5) ◽  
pp. 1254-1268 ◽  
Author(s):  
William Carbonaro ◽  
Joseph Workman
Keyword(s):  
High School ◽  
School Effects ◽  
Dropping Out

scholarly journals Sexual Risk Behavior 6 Months Post–High School: Associations with College Attendance, Living with a Parent, and Prior Risk Behavior

2008 ◽  
Vol 42 (6) ◽  
pp. 573-579 ◽  
Author(s):  
Jennifer A. Bailey ◽  
Charles B. Fleming ◽  
Jessica N. Henson ◽  
Richard F. Catalano ◽  
Kevin P. Haggerty
Keyword(s):  
High School ◽  
Risk Behavior ◽  
Sexual Risk ◽  
Sexual Risk Behavior ◽  
College Attendance ◽  
Prior Risk

scholarly journals Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation

2012 ◽  
Vol 20 ◽  
pp. 5 ◽  
Author(s):  
Nathan Daun-Barnett ◽  
Edward P. St. John
Keyword(s):  
High School ◽  
Test Scores ◽  
Fixed Effects ◽  
Policy Issue ◽  
High School Graduation ◽  
School Curriculum ◽  
College Attendance ◽  
Exit Exams ◽  
Public Policy Issue ◽  
School Graduation

Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school.  In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates.  We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.

scholarly journals Do Parents Value School Effectiveness?

2020 ◽  
Vol 110 (5) ◽  
pp. 1502-1539 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Parag A. Pathak ◽  
Jonathan Schellenberg ◽  
Christopher R. Walters
Keyword(s):  
High School ◽  
New York ◽  
School Choice ◽  
Effective Schools ◽  
School Effectiveness ◽  
College Attendance ◽  
Long Run ◽  
School Graduation ◽  
Academic Match ◽  
School Assignment

School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

Public/Catholic Differences in the High School and Beyond Data: A Multigroup Structural Equation Modeling Approach to Testing Mean Differences

1990 ◽  
Vol 15 (3) ◽  
pp. 199-235 ◽  
Author(s):  
Herbert W. Marsh ◽  
David Grayson
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Educational Aspirations ◽  
College Attendance ◽  
Equation Modeling ◽  
Senior Year ◽  
School Students ◽  
Catholic High School ◽  
Mean Differences

Previous research based on the large, nationally representative High School and Beyond (HSB) study has compared senior year achievement test scores for public and Catholic high school students after controlling for background variables and sophomore year test scores. These analyses, however, were based on traditional applications of multiple regression with its implausible assumptions that variables are measured without error and that residuals are uncorrelated. The present study demonstrates tests for mean differences on latent constructs using the LISREL approach to multigroup structural equation modeling (SEM) for this substantively important issue. Public/Catholic differences, even after controlling for background and sophomore outcomes, favored Catholic high school students on senior year outcomes (achievement, educational aspirations, and academic course selection) and subsequent college attendance. These public/Catholic differences were similar for students differing in race, SES (social economic status), and initial ability. Public/Catholic differences in achievement, educational aspirations, and college attendance were, however, apparently mediated by the academic orientation of course selection. The flexibility and advantages—but also the limitations—of this multigroup SEM approach are discussed.

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