Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Autor/inn/en	Nunez, Anne-Marie; Kim, Dongbin
Titel	Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects
Quelle	In: Review of Higher Education, 35 (2012) 2, S.237-263 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2012.0004
Schlagwörter	Teacher Effectiveness; College Attendance; Student Characteristics; Hispanic American Students; Enrollment Trends; Longitudinal Studies; High Schools; State Government; College Preparation; Student Financial Aid; Access to Education; Teacher Qualifications; Institutional Characteristics; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; Oberschule; Bund-Länder-Beziehung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Education; Access; Bildung; Zugang; Bildungszugang; Lehrqualifikation; USA
Abstract	Latinos' college enrollment rates, particularly in four-year institutions, have not kept pace with their population growth in the United States. Using three-level hierarchical generalized linear modeling, this study analyzes data from the Educational Longitudinal Study (ELS) to examine the influence of high school and state contexts, in addition to student characteristics, on Latino students' enrollment in four-year institutions. Results suggest that academic preparation, navigation of financial aid, levels of school resources, and teacher quality are among the important areas to target to promote Latino four-year college enrollment. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10