Gaps in the College Application Gauntlet

Autor/inn/en	Holzman, Brian; Klasik, Daniel; Baker, Rachel
Titel	Gaps in the College Application Gauntlet
Quelle	In: Research in Higher Education, 61 (2020) 7, S.795-822 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holzman, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-019-09566-8
Schlagwörter	College Admission; Equal Education; Educational Attainment; Longitudinal Studies; Racial Differences; Social Differences; Admission Criteria; College Entrance Examinations; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Sozialer Unterschied; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Aufnahmeprüfung
Abstract	A large literature in higher education research has focused on disparities in rates of successful completion of the various steps along the path that leads to college enrollment (e.g. completing a college preparatory curriculum, taking the SAT or ACT, applying to a college) as an important source of inequitable college attainment between groups of students. In this study, we extend this prior work by explicitly examining race- and income-based gaps in these steps to college enrollment. Drawing on national- and state-representative samples from the High School Longitudinal Study of 2009, we use the V-statistic to calculate race- and income-based gaps in the completion of these steps. We have three main findings. First, we demonstrate that gaps calculated using the V-statistic method differ from gaps calculated using more traditional approaches leading to a new understanding of the size of these gaps. Second, among the steps we analyze, it appears that gaps in academic qualifications are large and similar in size to gaps in college application, admission, and enrollment. Finally, through regression analysis, we show that gaps in academic qualifications and gaps in taking a college entrance exam are the strongest predictors of gaps in the selectivity of eventual enrollment. Policymakers and practitioners interested in closing college enrollment gaps ought to identify interventions that specifically aim to address gaps identified by our analysis early in the postsecondary pathway. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01