Secondary School Context and (Timely) College Completion in Chile's Education System: A Cohort Study

Autor/in	Venegas-Muggli, Juan I.
Titel	Secondary School Context and (Timely) College Completion in Chile's Education System: A Cohort Study
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 1, S.169-192 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venegas-Muggli, Juan I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120910477
Schlagwörter	Foreign Countries; Educational Attainment; College Graduates; Time to Degree; Secondary Schools; Public Schools; Vocational Education; Private Schools; Rural Schools; Higher Education; Socioeconomic Status; Financial Support; Chile + Suchen Sie Ihr Suchwort? Ausland; Bildungsabschluss; Bildungsgut; Hochschulabsolvent; Hochschulabsolventin; Sekundarschule; Public school; Öffentliche Schule; Ausbildung; Berufsbildung; Private school; Privatschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Socio-economic status; Sozioökonomischer Status; Finanzielle Förderung
Abstract	This article examines the link between secondary school context and both college completion and timely college completion. A quantitative methodology is applied to study the cohort of Chilean students who began postsecondary studies in 2008. Specifically, multilevel logistic regression models were considered. The results show that students who graduate from public secondary schools, who follow vocational educational tracks, who take more time to enroll in college after finishing secondary school, and who do not receive financial support have lower odds of completing their college degrees. As far as timely college completion is concerned, this study shows that students who graduate from private schools and rural schools and who receive financial support have higher odds of completing their studies in a timely fashion. Policy implications to support students who find it more difficult to succeed in higher educational contexts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01