Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Autor/inn/en	Wolniak, Gregory C.; Engberg, Mark E.
Titel	Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context
Quelle	In: Research in Higher Education, 51 (2010) 5, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-010-9165-4
Schlagwörter	High Schools; Educational Environment; Context Effect; Academic Achievement; Higher Education; Data Analysis; Longitudinal Studies; College Freshmen; Multivariate Analysis; High School Students; Student Characteristics; Grades (Scholastic); Violence + Suchen Sie Ihr Suchwort? High school; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienanfänger; Multivariate Analyse; High schools; Student; Students; Schüler; Schülerin; Studentin; Notenspiegel; Gewalt
Abstract	This study aims to improve our understanding of the postsecondary impacts of high schools by investigating whether or not exposure to different high school contexts may explain academic performance once in college. Drawing on a sample of 3,750 participants from the National Longitudinal Survey of Freshmen, descriptive and multivariate analyses examine relationships between students' precollege characteristics, the high school context, and first year college grades. Results indicate that the quality of the high school infrastructure and exposure to violence at school--two operationalized dimensions of the high school context--affect first year college grades above and beyond precollege academic achievement and a variety of other background characteristics. Results also provide evidence of the conditional nature of these effects, where the high school context reinforces advantages of students with relatively greater economic resources prior to college. Implications for policy are discussed along with a call for a more holistic and interdependent perspective in examining the secondary-postsecondary nexus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10