High School Students' Accuracy in Estimating the Cost of College: A Proposed Methodological Approach and Differences among Racial/Ethnic Groups and College Financial-Related Factors

Autor/inn/en	Nienhusser, H. Kenny; Oshio, Toko
Titel	High School Students' Accuracy in Estimating the Cost of College: A Proposed Methodological Approach and Differences among Racial/Ethnic Groups and College Financial-Related Factors
Quelle	In: Research in Higher Education, 58 (2017) 7, S.723-745 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-017-9447-1
Schlagwörter	High School Students; Grade 11; Private Colleges; Public Colleges; Costs; Paying for College; Racial Differences; Ethnic Groups; Tuition; Intention; Student Financial Aid; Eligibility; Longitudinal Studies; Accuracy + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Privathochschule; Cost; Kosten; Studienfinanzierung; Rassenunterschied; Ethnie; Unterweisung; Unterricht; Finanzielle Beihilfe; Studienförderung; Eignung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	High school students' accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private postsecondary institutions. The findings revealed that high school students tended to overestimate the cost of college, especially 4-year public in-state tuition. Second, this investigation explored AECC differences across racial/ethnic groups. Lastly, this research examined how AECC differed based on racial/ethnic and college financial-related factors (importance of cost on college enrollment, knowledge of and intent to complete FAFSA, and eligibility for financial aid). This examination is important because it is the first critical analysis of AECC and is timely given the data were collected immediately after the Great Recession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01