Literaturnachweis - Detailanzeige
| Autor/inn/en | Darolia, Rajeev; Koedel, Cory |
|---|---|
| Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Titel | How High Schools Explain Students' Initial Colleges and Majors. Working Paper 165 |
| Quelle | (2017), (43 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | School Role; High Schools; Student Placement; Majors (Students); Test Construction; Predictor Variables; Institutional Characteristics; College Readiness; Socioeconomic Influences; Low Income Groups; College Freshmen; Indexes; Equations (Mathematics); College Entrance Examinations; Scores; Regression (Statistics); Statistical Analysis; Missouri; ACT Assessment |
| Abstract | We use statewide administrative data from Missouri to examine the role of high schools in explaining students' initial college and major placements at 4-year public universities. To facilitate our investigation of postsecondary sorting, we develop a "preparation and persistence index" (PPI) for each university-by-major cell in the Missouri system to measure the quality of that cell. The PPI depends on the pre-college academic qualifications of degree completers. Our analysis of high schools shows that the high school attended predicts the quality of the initial university, as measured by PPI, conditional on a student's own academic preparation. Consistent with previous research, we further show that students from lower-SES high schools systematically enroll at lower-quality universities relative to their similarly-qualified peers from higher-SES high schools. However, high schools offer little explanatory power over major placements within universities. Correspondingly, there are not meaningful differences in the quality of these placements by high-school SES. Supplementary tables are appended. (As Provided). |
| Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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