Does State Allocation of University Funding Moderate Effectively Maintained Inequality?

According to the theory of Effectively Maintained Inequality (EMI), economically advantaged individuals not only enter each level of education at higher rates than do their less advantaged peers, but also enjoy qualitative advantages at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin’s unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal pattern of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support hypothesis (1) but not hypothesis (2). The results do not present evidence that the Wisconsin state government facilitated or limited EMI based on its allocation of funds across universities.

Does State Allocation of University Funding Moderate Effectively Maintained Inequality?

According to the theory of Effectively Maintained Inequality (EMI), economically advantaged individuals not only enter each level of education at higher rates than do their less advantaged peers, but also enjoy qualitative advantages at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin’s unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal pattern of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support hypothesis (1) but not hypothesis (2). The results do not present evidence that the Wisconsin state government facilitated or limited EMI based on its allocation of funds across universities.

Effects of double-dose algebra on college persistence and degree attainment

In 2003, Chicago Public Schools introduced double-dose algebra, requiring two periods of math—one period of algebra and one of algebra support—for incoming ninth graders with eighth-grade math scores below the national median. Using a regression discontinuity design, earlier studies showed promising results from the program: For median-skill students, double-dose algebra improved algebra test scores, pass rates, high school graduation rates, and college enrollment. This study follows the same students 12 y later. Our findings show that, for median-skill students in the 2003 cohort, double-dose significantly increased semesters of college attended and college degree attainment. These results were not replicated for the 2004 cohort. Importantly, the impact of the policy on median-skill students depended largely on how classes were organized. In 2003, the impacts on college persistence and degree attainment were large in schools that strongly adhered to the cut-score-based course assignment, but without grouping median-skill students with lower-skill peers. Few schools implemented the policy in such a way in 2004.

Evaluating Persistence Among ASN, TBSN, and ABSN Private University Students

Background: The nursing shortage increases as large populations of working bedside nurses retire. In order to replace those positions, prelicensure nursing programs must continue to graduate prepared nursing students. While prelicensure programs continue to produce future nurses, the graduation numbers are not high enough to combat the future shortage due to high attrition rates from prelicensure nursing programs. Method: Senior associate degree nursing students, traditional bachelor’s degree nursing students, and accelerated bachelor degree nursing students participated in the study. A modified version of the College Persistence Questionnaire was used. Results: Findings indicated no significance difference among prelicensure student perceptions of persistence in the six areas on the College Persistence Questionnaire. Prelicensure nursing students’ ranked degree commitment, institutional commitment, scholastic conscientiousness, and support services above the mean BISR question rank. Conclusion: To increase graduates, prelicensure nursing programs need to evaluate students who have been successful throughout the program.

Resilience Through Family: Family Support as an Academic and Psychological Protective Resource for Mexican Descent First-Generation College Students

The present study examines the potential protective effect of familial support among first-gen Mexican descent college students regarding GPA, college persistence, and depressive symptoms. Participants included 487 Mexican descent college students from across the United States (66.7% first-gen). Results indicated that being a first-gen student was not related to the outcomes; however, family support was related to better academic and psychological outcomes (lower depressive symptoms and higher college persistence) regardless of generation status.