What Matters More? What Matters Less? Changes in the Transition to Post-Secondary between Two Toronto High School Cohorts

Autor/inn/en	Robson, Karen; Pullman, Ashley; Maier, Reana; Anisef, Paul; Brown, Robert S.
Titel	What Matters More? What Matters Less? Changes in the Transition to Post-Secondary between Two Toronto High School Cohorts
Quelle	In: Canadian Journal of Higher Education, 51 (2021) 2, S.15-32 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Foreign Countries; High School Graduates; Postsecondary Education; Predictor Variables; Cohort Analysis; Longitudinal Studies; Outcomes of Education; Urban Areas; College Applicants; College Admission; Barriers; Probability; Racial Differences; Universities; Colleges; Special Education; Academic Achievement; High Achievement; Low Achievement; Attendance; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Post-secondary education; Tertiäre Bildung; Prädiktor; Kohortenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Urban area; Stadtregion; College applications; Studienbewerber; Hochschulzugang; Hochschulzulassung; Zulassung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Rassenunterschied; University; Universität; College; Hochschule; Fachhochschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Unterdurchschnittliche Leistung; Anwesenheit
Abstract	Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions--from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01