College Enrollment and Persistence in Rural Pennsylvania Schools. REL 2015-053

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Autor/inn/en	Howley, Caitlin; Johnson, Jerry; Passa, Aikaterini; Uekawa, Kazuaki
Institution	Regional Educational Laboratory Mid-Atlantic (ED)
Titel	College Enrollment and Persistence in Rural Pennsylvania Schools. REL 2015-053
Quelle	(2014), (48 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Rural Schools; High School Students; College Bound Students; Postsecondary Education; Academic Persistence; Enrollment Trends; Statistical Analysis; Comparative Analysis; Regression (Statistics); Urban Schools; Suburban Schools; Rural Urban Differences; Institutional Characteristics; Economically Disadvantaged; Public Schools; Predictor Variables; Student Characteristics; Graduation Rate; Dropout Rate; Time to Degree; Geographic Location; Poverty; School Districts; Trend Analysis; English Language Learners; Minority Group Students; Public Colleges; Private Colleges; Two Year Colleges; State Colleges; Special Education; Gender Differences; Pennsylvania + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Statistische Analyse; Regression; Regressionsanalyse; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Stadt-Land-Beziehung; Public school; Öffentliche Schule; Prädiktor; Armut; School district; Schulbezirk; Trendanalyse; Privathochschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt
Abstract	The purpose of this study was to examine the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes. The study used extant data from the National Student Clearinghouse, the National Center for Education Statistics, and the Pennsylvania Department of Education. In phase I, descriptive statistics were conducted to compare rural and non-rural immediate and delayed college-going rates, persistence rates, and types of postsecondary enrollment. In phase II, variations among Pennsylvania rural schools with higher and lower college-going rates were examined by grouping schools into quartiles based on college enrollment rates, then comparing the characteristics of the different quartiles. In phase III, multivariate logistic regression analyses were conducted to examine the individual and combined influence of student-, school-, and college-level variables on college enrollment and persistence rates. Results indicate that rural high schools have higher rates of enrollment than city schools, but lower rates than suburban and town schools; rural schools located in closer proximity to urban areas have better postsecondary outcomes than more remote rural schools; rural schools with higher rates of economically disadvantaged students tend to have lower enrollment and persistence rates; and, regardless of locale, Pennsylvania high schools send the large majority of their students to public 4-year colleges and in-state colleges. Results suggest that the lower enrollment and persistence rates are associated with factors identified in the literature as key influences, particularly poverty. Educators and policymakers should focus attention on economically disadvantaged rural students to improve college enrollment and persistence. Appended are: (1) Literature review; (2) Data and methodology; (3) College enrollment in Pennsylvania Association of Rural and Small Schools districts; and (4) Detailed data. (As Provided).
Anmerkungen	Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail: info@relmidatlantic.org; Web site: http://www.relmidatlantic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10