Literaturnachweis - Detailanzeige
| Autor/inn/en | Hirschl, Noah; Smith, Christian Michael |
|---|---|
| Institution | University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) |
| Titel | College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools. WCER Working Paper No. 2018-6 |
| Quelle | (2018), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Attendance; Low Income Students; High Schools; Institutional Characteristics; Economically Disadvantaged; Public Schools; High School Graduates; High School Students; School Location; Differences; Proximity; Public Colleges; Two Year Colleges; Wisconsin |
| Abstract | In Wisconsin, racial disparities in K-12 achievement have taken center stage, and justifiably so: the black-white and Hispanic-white test score gap is wider in Wisconsin than in any other state (Wisconsin Department of Public Instruction, 2014). However, Wisconsin also sees inequality along economic lines and disparities in postsecondary outcomes, both of which warrant attention. If Wisconsin is like the rest of the nation, closing its gaps in academic achievement is not sufficient to equalize educational attainment. Nationally and in Wisconsin, economically disadvantaged high school graduates attend college, especially baccalaureate colleges, at much lower rates than their more advantaged peers. Schools play an important role in helping economically disadvantaged students go to college. In this report, the authors describe Wisconsin's economic disparities by postsecondary outcomes, assess the magnitude of between-school variation in school effects on economically disadvantaged students' baccalaureate college attendance, and show which school characteristics explain this variation. To determine which types of schools are more successful in sending economically disadvantaged students to baccalaureate colleges, this study uses a relatively dense set of student-level and school-level characteristics. The authors draw these data from the population of Wisconsin public school students who entered ninth grade for the first time between the 2006-07 and 2011-12 school years. Three principal questions guide this study: (1) How large are economic disparities in college attendance in Wisconsin?; (2) How much variation is there among high schools in the share of their low-income students who attend college, controlling for student characteristics?; and (3) Which high school characteristics explain this between-school variation? The questions are approached using the Wisconsin State Longitudinal Data System, the National Student Clearinghouse, and the National Center for Education Statistics' Common Core of Data. This report proceeds in six sections. First, the authors describe their data sources and measurement strategies. Second, they show the magnitude of economic disparities in postsecondary outcomes in Wisconsin. Third, they demonstrate that school effects vary widely. Fourth, they present estimates of how specific school-level characteristics influence low-income students' postsecondary outcomes, highlighting the importance of geographic characteristics such as location in a suburb, proximity to a University of Wisconsin (UW) 4-year campus, and the education level of adults in the district. Fifth, they examine facets of school organization. Finally, the authors offer concluding comments. (ERIC). |
| Anmerkungen | Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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