School Context, Precollege Educational Opportunities, and College Degree Attainment among High-Achieving Black Males

Autor/in	Rose, Valija C.
Titel	School Context, Precollege Educational Opportunities, and College Degree Attainment among High-Achieving Black Males
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 4, S.472-489 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0258-1
Schlagwörter	Educational Environment; Educational Opportunities; African Americans; Males; High Achievement; Educational Attainment; Urban Schools; Private Schools; Regression (Statistics); Bachelors Degrees; Special Education; Advanced Placement Programs; Elementary Secondary Education; Higher Education; Longitudinal Studies; Access to Education; Gifted + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsangebot; Bildungschance; Afroamerikaner; Male; Männliches Geschlecht; Bildungsabschluss; Bildungsgut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule; Regression; Regressionsanalyse; 'Bachelor''s degrees'; Bachelor-Studiengang; Special needs education; Sonderpädagogik; Sonderschulwesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; Access; Bildung; Zugang; Bildungszugang; Begabter, Hoch Begabter
Abstract	Access to high-quality educational opportunities is central to growing postsecondary degree attainment. This study employs secondary data analysis of the public-use National Education Longitudinal Study (NELS:88/00) to examine how school context and precollege educational opportunities influence college degree attainment among high-achieving Black males. Findings show that approximately 40% of high-achieving Black males attained a bachelor's degree or higher 8 years after high school. Binary logistic regression analysis indicates that attending an urban school decreases the likelihood of bachelor's degree attainment. Attending a private school, on the other hand, has the opposite effect--it increases the likelihood of bachelor's degree attainment. Results also indicate that although participating in a gifted and talented program increases the likelihood of bachelor's degree attainment among high-achieving Black males, participating in Advanced Placement has no effect. Implications for educators in K-16 educational settings are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10