The Effect of Socioeconomic Status on Year-to-year Persistence of First-generation and Continuing-generation College Students at Two-year and Four-year Institutions PDF Download
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Author: Jim Settle
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 214
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Book Description
Estimating the persistence of first-time students from the first year to the second year of college is a growing social and financial concern for postsecondary education. Studying how socioeconomic status affects year-to-year persistence may help to identify and assist those students who had socioeconomic profiles most likely to indicate challenges to year-to-year persistence. This study used data from the Beginning Postsecondary Students Longitudinal Study (BPS:96/98). BPS is a nationally representative survey designed to provide additional information about the patterns of educational attainment and persistence for a subset of the more than 51,000 students included in the NPSAS:96 survey. This study used all students enrolled as first-time beginning students at two-year and four-year institutions. The purpose of this study was to develop and test a theoretical framework to describe the year-to-year persistence of beginning postsecondary education students at both two-year and four-year institutions. The preliminary model included 39 literature-based variables coded and grouped into seven factors: background, high school, college-entry, financial, social integration, academic integration, and college performance. The data were tested using descriptive statistics and logistic regression to determine the correct predictive percentage of the models for first-generation and continuing-generation students, only first-generation students, and only continuing-generation students at both two-year and four-year institutions. The tested models can be used as a method to identify students who may struggle with persistence decisions. Identification of students in need may help postsecondary educators to provide services and interventions that will facilitate the year-to-year persistence of these students. This model could be easily adapted to a specific institution, and the validity of the model assessed longitudinally with year-to-year persistence of the students. Social capital variables, particularly student integration to the collegiate environment, are strongly associated with persistence of first generation students at both types of institutions. Contact between the student and faculty member outside of the classroom environment is critical to the persistence of students. The student must match with the social and academic environment of the campus.
Author: Jim Settle
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 214
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Book Description
Estimating the persistence of first-time students from the first year to the second year of college is a growing social and financial concern for postsecondary education. Studying how socioeconomic status affects year-to-year persistence may help to identify and assist those students who had socioeconomic profiles most likely to indicate challenges to year-to-year persistence. This study used data from the Beginning Postsecondary Students Longitudinal Study (BPS:96/98). BPS is a nationally representative survey designed to provide additional information about the patterns of educational attainment and persistence for a subset of the more than 51,000 students included in the NPSAS:96 survey. This study used all students enrolled as first-time beginning students at two-year and four-year institutions. The purpose of this study was to develop and test a theoretical framework to describe the year-to-year persistence of beginning postsecondary education students at both two-year and four-year institutions. The preliminary model included 39 literature-based variables coded and grouped into seven factors: background, high school, college-entry, financial, social integration, academic integration, and college performance. The data were tested using descriptive statistics and logistic regression to determine the correct predictive percentage of the models for first-generation and continuing-generation students, only first-generation students, and only continuing-generation students at both two-year and four-year institutions. The tested models can be used as a method to identify students who may struggle with persistence decisions. Identification of students in need may help postsecondary educators to provide services and interventions that will facilitate the year-to-year persistence of these students. This model could be easily adapted to a specific institution, and the validity of the model assessed longitudinally with year-to-year persistence of the students. Social capital variables, particularly student integration to the collegiate environment, are strongly associated with persistence of first generation students at both types of institutions. Contact between the student and faculty member outside of the classroom environment is critical to the persistence of students. The student must match with the social and academic environment of the campus.
Author: Anne-Marie Nuñez
Publisher: DIANE Publishing
ISBN: 142892728X
Category : College attendance
Languages : en
Pages : 100
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 172
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 734
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Book Description
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1118462688
Category : Education
Languages : en
Pages : 784
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Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Author: Leslie S. Stratton
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
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Book Description
Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.).
Author: Kristina N. LaVenia
Publisher: Routledge
ISBN: 1000459942
Category : Education
Languages : en
Pages : 215
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Book Description
This book serves as an instructional tool for development of skills related to the organizational leadership of adults. The text offers teaching cases that explicitly partner the leadership and adult development literature bases so readers can work to apply leadership for adult development to real-world scenarios. Case Studies in Leadership and Adult Development: Applying Theoretical Perspectives to Real World Challenges consists of 19 chapters, organized into three parts. Part I includes four chapters drawn from business and industry leaders' experiences encompassing cases from nonprofit, for-profit, and non-governmental agencies. Part II delves into three chapters that focus on the challenges of leading through crisis, including how the Coronavirus pandemic shapes decision making and impacts leadership in both K - 12 and higher education environments. Part III offers a comprehensive view of education through 12 chapters, four of which are drawn from higher education settings. Part III's balance includes cases from elementary, middle, and secondary schools and district-level leadership. Written for graduate level courses in adult education, each case focuses on at least one major theory from both the leadership and adult development domains. Including questions for discussion and reflection, the book allows students to explore the linkages between leadership theories and adult development theories within the context of real-world scenarios.
Author: Mandy Martin Lohfink
Publisher:
ISBN:
Category :
Languages : en
Pages : 884
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Author: Christian Michael Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Two recurring findings at the intersection of social stratification and education research are (1) on the hopeful side, the power of a postsecondary education to dampen the influence of socioeconomic origins on socioeconomic destinations, and (2) the less sanguine finding that postsecondary participation and completion are distributed with massive inequality across socioeconomic origins. With the goal of finding ways to ameliorate this inequality, this dissertation comprises three studies that draw on substantive literature in social stratification and methodological literature in causal inference and effect heterogeneity. Each study assesses whether one idea for how to narrow socioeconomic inequality in postsecondary education holds up against empirical scrutiny. Chapter 2 Précis Studies in social stratification have used siblings as a tool to learn about the intergenerational transmission of advantage but less often have asked how siblings impact one another's life chances. I draw on social capital theory and hypothesize that, when youths attend college, they increase the probability that their siblings attend college. I further hypothesize that this effect is strongest among youths whose parents do not have college degrees. Findings from a U.S. national probability sample support both hypotheses. While it is possible that confounding factors drive the estimates, I conduct robustness checks that show confounding would need to be very atypically strong to invalidate a causal interpretation. The positive main effect suggests that an intragenerational transmission of educational advantage exists alongside the intergenerational transmission that receives more attention. Effect heterogeneity points to the potential redundancy of college-educated siblings' benefits when youths already receive similar benefits from college-educated parents. Chapter 3 Précis In 2015, Wisconsin began mandating that all 11th-grade students in public high schools take the ACT college entrance exam and the WorkKeys career readiness assessment. With a series of quasi-experimental analyses, we evaluate this policy. Applying an interrupted time series analysis, we estimate heterogeneous effects of the policy on four-year college attendance with joint respect to economic disadvantage status and propensity to take the ACT in the absence of the policy. We find that the policy has boosted four-year college attendance among economically disadvantaged students with middling propensities to take the ACT and among economically advantaged students with high propensities. Overall, the evidence suggests that the policy induced more economically advantaged students than economically disadvantaged students to attend a four-year college. A regression discontinuity design fails to find evidence that being deemed career-ready by one's WorkKeys scores affects one's probability of four-year college attendance, casting some doubt that the WorkKeys component of the policy played a significant role in the impacts of the policy on college attendance. The results tentatively suggest that students update their college attendance behavior based on new information about their college readiness but not based on new information about the immediate returns to forgoing college. Accordingly, the results lend qualified support to Bayesian learning theory. Chapter 4 Précis According to the theory of Effectively Maintained Inequality (EMI), children of economically advantaged parents not only enter each level of (post)secondary education at higher rates than do their less advantaged peers, but also enjoy educational opportunities at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin's unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal allocation of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support the first but not the second hypothesis. I then attempt to explain why appropriation appear to be independent of first-to-second-year persistence by examining whether changes in state appropriations were associated with changes in university expenditures that promote persistence. I find that academic support expenditures are most important for persistence in Wisconsin and that increases in state appropriations are not associated with increases in these expenditures. Taken together, the results do not present evidence that the Wisconsin state government can easily facilitate or limit EMI based on its allocation of state appropriations to universities.
