College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students. CEPA Working Paper No. 16-12

Autor/inn/en	Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students. CEPA Working Paper No. 16-12
Quelle	(2016), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Enrollment; Educational Attainment; Hispanic American Students; High School Graduates; High Achievement; Recognition (Achievement); Grade 11; Aptitude Tests; High Schools; College Entrance Examinations; High School Students; College Choice; College Bound Students; College Attendance; National Programs; Program Effectiveness; Geographic Distribution; Graduation; California; Texas; Preliminary Scholastic Aptitude Test; National Merit Scholarship Qualifying Test + Suchen Sie Ihr Suchwort? Einschulung; Bildungsabschluss; Bildungsgut; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Soziale Anerkennung; School year 11; 11. Schuljahr; Schuljahr 11; Aptitude test; Eignungsprüfung; Eignungstest; Aufnahmeprüfung; Studienortwahl; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; nicht übertragen; Abschluss; Graduierung; Kalifornien; Scholarship; Scholarships; Assessment; Stipendium; Hochschulzulassung
Abstract	Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest scoring 11th grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two-year to four-year institutions, as well as to colleges that are out of state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students. College outreach may also serve as an important policy lever for colleges or states looking to draw academically talented students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01