High School Context, College Quality, and Educational Attainment: Institutional Constraints in Educational Stratification. Johns Hopkins University Center for Social Organization of Schools Report No. 214. [Report No.: 214

Autor/inn/en	Alexander, Karl L.; Eckland, Bruce K.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	High School Context, College Quality, and Educational Attainment: Institutional Constraints in Educational Stratification. Johns Hopkins University Center for Social Organization of Schools Report No. 214. [Report No.: 214
Quelle	(1976), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Admission; College Choice; Educational Attainment; High School Graduates; High School Students; Higher Education; Institutional Role; Postsecondary Education; Selection; Social Status; Student Research; Universities + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulzugang; Hochschulzulassung; Zulassung; Studienortwahl; Bildungsabschluss; Bildungsgut; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Auslese; Sozialer Status; Studentenforschung; University; Universität
Abstract	Does where one goes to college depend upon the kind of high school attended? And, what are the consequences of attending a more or less academically selective college or university? These questions are evaluated separately for college men and women using longitudinal data from a national sample of youth who were high school sophomores in 1955. For males, but not females, the social status composition of high school was found to enhance one's prospects for attending a selective institution of higher education. Selectivity, in turn, had total salutary effects on educational attainment, despite its depressant effect on grade performance and academic self-conceptions in college. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01