The Influence of Precollege Access Programs on Postsecondary Enrollment and Persistence

Autor/inn/en	Glennie, Elizabeth J.; Dalton, Ben W.; Knapp, Laura G.
Titel	The Influence of Precollege Access Programs on Postsecondary Enrollment and Persistence
Quelle	In: Educational Policy, 29 (2015) 7, S.963-983 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904814531647
Schlagwörter	College Preparation; Access to Education; Transitional Programs; Program Effectiveness; Enrollment Rate; Academic Persistence; Longitudinal Studies; High School Graduates; Academic Achievement; Student Records; National Surveys; Data Analysis; Educational Change; Intervention; Student Characteristics; Matched Groups; Student Participation; Postsecondary Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schulleistung; Schülerakte; Auswertung; Bildungsreform; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Post-secondary education; Tertiäre Bildung
Abstract	Using a nationally representative longitudinal data-set, we examine the influence of precollege access programs on high school achievement, college preparation, postsecondary enrollment, and postsecondary persistence. Results do not show much difference in the level of academic preparation between participants and non-participants. However, precollege access program participants were more likely to learn about college opportunities by seeking information about college, applying to college, and receiving financial aid than similar non-participants were. However, although participants and similar non-participants enrolled in college and persisted for 1 year at about the same rates, fewer participants persisted in college for 2 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01