Passed to Fail? Predicting the College Enrollment of GED® Passers

Autor/inn/en	Rossi, Rachael J.; Bower, Corey Bunje
Titel	Passed to Fail? Predicting the College Enrollment of GED® Passers
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 68 (2018) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617721970
Schlagwörter	High School Equivalency Programs; Enrollment; Higher Education; Predictor Variables; Regression (Statistics); Dropouts; Community Colleges; Enrollment Trends; Socioeconomic Status; Proximity; Immigrants; New York; General Educational Development Tests + Suchen Sie Ihr Suchwort? Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Regression; Regressionsanalyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Community college; Community College; Socio-economic status; Sozioökonomischer Status; Lebensnähe; Immigrant; Immigrantin; Immigranten
Abstract	Utilizing a data set of over 900,000 enrollees in adult basic education programs in New York State between 2005 and 2013, we examine the college enrollment of GED® passers. Upon enrollment in an adult basic education program, participants were asked whether they wanted to attend college after completion; almost 13,000 students both indicated a desire to attend college and subsequently passed the GED exam. Roughly half of these students reported attending college within 12 months. We use logistic regression to predict which students attended college based on a number of demographic variables and proximity to a community college. Counter to prior research, we find that none of these variables are practically significant predictors of college attendance. Students of different races who are and are not employed, receiving public assistance, single parents, and living close to a community college (among other factors) are virtually equally likely to attend college. We discuss other possible explanations and recommend that future research examine noncognitive and other factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01