Diverse Students, High School Factors, and Completion Agenda Goals: An Analysis of the Illinois Class of 2003

Autor/inn/en	Blankenberger, Bob; Lichtenberger, Eric; Witt, M. Allison; Franklin, Doug
Titel	Diverse Students, High School Factors, and Completion Agenda Goals: An Analysis of the Illinois Class of 2003
Quelle	In: Education and Urban Society, 49 (2017) 5, S.518-545 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516644047
Schlagwörter	Student Diversity; Postsecondary Education; Achievement Gap; Graduation; Educational Policy; High School Graduates; Regression (Statistics); Racial Differences; Hispanic American Students; African American Students; White Students; Bachelors Degrees; Scores; Dual Enrollment; Advanced Placement; Curriculum; Core Curriculum; College Entrance Examinations; Culturally Relevant Education; Socioeconomic Status; Asian American Students; Grade Point Average; Gender Differences; Family Income; Student Financial Aid; Institutional Characteristics; Family Environment; Illinois; ACT Assessment + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Abschluss; Graduierung; Politics of education; Bildungspolitik; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Regression; Regressionsanalyse; Rassenunterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; 'Bachelor''s degrees'; Bachelor-Studiengang; Doppelstudium; Curricula; Lehrplan; Rahmenplan; Kerncurriculum; Aufnahmeprüfung; Socio-economic status; Sozioökonomischer Status; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt; Familieneinkommen; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Familienmilieu; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Illinois education policymakers have adopted the completion agenda that emphasizes increasing postsecondary credential attainment. Meeting completion agenda goals necessitates addressing the achievement gap. To aid in developing policy to support improved completion, this study analyzes a comprehensive statewide dataset of the 2003 Illinois high school graduating class attending 4-year institutions using Cox regression survival analysis. Study findings indicate that African American (0.768 odds ratio) and Hispanic students (0.746) were significantly less likely to complete a baccalaureate degree within 7 years of graduating from high school when compared with their White peers. Furthermore, significance held regardless of income level. Several factors significantly related to improved likelihood of baccalaureate completion were identified including high school composite American College Testing (ACT) score, dual credit and advanced placement (AP) course taking, type of curriculum, ACT English and mathematics scores, and completing the ACT core curriculum. Analysis was conducted by race and income to compare the differences in significance across these groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01