scholarly journals Something Good Out of the Bad Times? The Impacts of Reduced Opportunity Costs on the Intergenerational Inequalities in College Enrollment

2019 ◽  
Vol 25 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Heta Pöyliö
Keyword(s):  
High School ◽  
Parental Education ◽  
College Enrollment ◽  
High School Graduates ◽  
Panel Study ◽  
Opportunity Costs ◽  
Parental Income ◽  
The Great Recession ◽  
School Graduation ◽  
Educational Decision Making

This research examines whether the reduced opportunity costs observed during the Great Recession resulted in changing socioeconomic inequalities in college enrollment. The results of the multilevel logistic regression analyses of American high school graduation cohorts 2003–2013 with data from the Panel Study of Income Dynamics indicate that educational decision-making changed during the recession. The association between parental education and college enrollment weakened during the recession for both men and women, but the changes in the association between parental income and enrollment contrasted by gender. While the income differences in college enrollment were reduced among female high school graduates, they increased among male graduates. The opportunity costs at the time of graduation were linked with the decreasing influence of parental income and the increasing influence of parental education during the recession.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

Predictors of College Enrollment Among Latinx High School Students

2018 ◽  
Vol 18 (4) ◽  
pp. 410-421
Author(s):  
Mayra L. Sanchez Gonzalez ◽  
Linda G. Castillo ◽  
Marcia L. Montague ◽  
Patricia S. Lynch
Keyword(s):  
High School ◽  
High School Students ◽  
College Enrollment ◽  
College Knowledge ◽  
School Students ◽  
Citizenship Status ◽  
Central Texas ◽  
School Graduation ◽  
Ninth Grade Students ◽  
The Relationship

This study investigated the relationship between psychocultural, sociocultural, college knowledge, and citizenship status factors on Latinx high school students’ college enrollment. Participants included 307 Latinx ninth-grade students enrolled across four high schools in central Texas that were followed post–high school graduation. Results indicated that only receiving-culture acquisition and college knowledge were statistically significant predictors of college enrollment. Researchers provide implications for counselors and psychologists.

Blending high school and college can sharpen the focus of each

2017 ◽  
Vol 99 (3) ◽  
pp. 13-18 ◽  
Author(s):  
Joel Vargas ◽  
Sarah Hooker ◽  
Carol Gerwin
Keyword(s):  
Higher Education ◽  
High School ◽  
Head Start ◽  
Low Income ◽  
Dual Enrollment ◽  
College Enrollment ◽  
High School Graduation ◽  
College Completion ◽  
School Graduation ◽  
The Cost

With a postsecondary credential essential to finding a good job but the cost of college beyond the means of many families, a growing number of high schools are offering their students a powerful head start on higher education. About 1.3 million U.S. teens participate in dual enrollment, up from 680,000 when the century began. Critics worry that this trend could lead to an erosion of college standards, but the evidence to date has been entirely positive. Researchers have found that dual enrollment has strong effects on high school graduation, college enrollment, and college completion, particularly for low-income youth and others underrepresented in higher education.

Completing the Educational Career: High School Graduation, Four-year College Enrollment, and Bachelor’s Degree Completion among Black, Hispanic, and White Students

2017 ◽  
Vol 4 (2) ◽  
pp. 281-297 ◽  
Author(s):  
David M. Merolla
Keyword(s):  
High School ◽  
Degree Completion ◽  
White Students ◽  
College Enrollment ◽  
Hispanic Students ◽  
High School Graduation ◽  
Bachelor's Degree ◽  
School Graduation ◽  
Educational Career ◽  
Educational Careers

Using data from the Education Longitudinal Study, the author investigates racial disparities in high school graduation, four-year college enrollment, and bachelor’s degree completion. In addition, the author considers how conditionally relevant college and early adult variables shape bachelor’s degree completion. The results indicate that although comparable numbers of black and Hispanic students obtain bachelor’s degrees, their educational career trajectories differ substantially. Compared with white students, black students are more likely to end their educational careers after starting college without completing a bachelor’s degree, whereas Hispanic students are more likely to end their educational careers without entering a four-year college. Moreover, early adult and college-specific variables have a substantial impact on bachelor’s degree completion and explain black-white disparities in bachelor’s degree attainment. This research shows the continuing significance of race in shaping the educational outcomes of young adults at all stages of their educational careers.

scholarly journals The Effects of English Learner Classification on High School Graduation and College Attendance

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985080 ◽  
Author(s):  
Angela Johnson
Keyword(s):  
High School ◽  
English Learners ◽  
College Enrollment ◽  
High School Graduation ◽  
College Attendance ◽  
Full Time ◽  
English Learner ◽  
Attendance Rates ◽  
School Graduation ◽  
Before School

Descriptive evidence shows that English learners (ELs) have lower high school graduation and 4-year-college attendance rates than monolingual and fluent English users. Applying the regression discontinuity design to rich administrative data from a large district in California, this study identifies the first causal effects of initial EL classification on high school graduation and college enrollment. I also report the effects of maintaining EL status, or not reclassifying, after testing in each grade between third and eighth grades. I find no statistically significant impact of initial EL classification on high school graduation or college enrollment. Reclassification just before school transition (fifth and eighth grades) significantly affected the probabilities of on-time graduation and, conditional on college attendance, starting at a 4-year university and starting full-time.

scholarly journals Rituals of entering adulthood in the religious and secular space (sociological reflections)

2021 ◽  
Vol XII (2(35)) ◽  
pp. 57-70
Author(s):  
Maria Sroczyńska
Keyword(s):  
High School ◽  
Young People ◽  
21St Century ◽  
High School Graduates ◽  
Pierre Bourdieu ◽  
High School Graduation ◽  
School Graduation ◽  
Theoretical Issues ◽  
Ritual Practices

The text deals with the rituals of passage, granting and approval accompanying entering adulthood. These considerations refer to both theoretical issues, taking into account the typology of rituals proposed by Pierre Bourdieu, and to selected results of own research (quantitative and qualitative) carried out at the end of the first decade of the 21st century among high school graduates of the Świętokrzyskie region. The ritual practices that are still important for young people (confirmation, "eighteenth" and high school graduation) were taken into account, although the manner of their celebration and the functions performed are subject to more or less significant transformations.

scholarly journals Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio

2015 ◽  
Vol 10 (1) ◽  
pp. 119-131
Author(s):  
Jason A. Hedrick ◽  
Greg Homan ◽  
Jeff Dick
Keyword(s):  
High School ◽  
Interpersonal Skills ◽  
High School Graduates ◽  
Basic Skills ◽  
Thinking Skills ◽  
Self Report ◽  
Educational Goals ◽  
Workforce Skills ◽  
Personal Qualities ◽  
School Graduation

Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.

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