Download or read book The Role of Socioeconomic Status When Controlling for Academic Background in a Multinomial Logit Model of Six Year College Outcomes written by Leslie S. Stratton and published by . This book was released on 2011 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Socioeconomic status as measured by race, ethnicity, income, and parental education is highly associated with college degree receipt. It is difficult, however, to identify the separate effect of each of these measures given their substantial overlap, and it is difficult to statistically differentiate between the impact of academic background/ability and socioeconomic status as the former information is not always available. We use a national sample of first time undergraduates at 4 year institutions from the 1996-2001 Beginning Postsecondary Survey to shed light on these factors. As we observe that a substantial fraction (36%) of those who have not yet graduated are still actively enrolled at the six year mark, we examine not only graduation but also persistence, using a multinomial logit to model outcome. The results indicate that between 30 and 55% of the graduation rate differential observed for those from more disadvantaged backgrounds is attributable to differences in academic preparation/ability. Furthermore persistence and withdrawal represent statistically different outcomes. Hispanics appear on average to be less likely to have graduated after six years because they are substantially likely to still be enrolled, not because they are more likely to have given up. Conversely first generation college students appear to be at greater risk of dropping out. (Contains 4 tables and 2 footnotes.).

Download or read book The Role of Socioeconomic Status in College Choice written by Megan Courington Welborn and published by . This book was released on 2020 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation aims to gain a better understanding of how socioeconomic status influences college choice of first generation college students. Three overarching goals guide the research inquiry: To gain knowledge of how the college search process differs for first generation college students; to better understand how financial factors, such as socioeconomic status, influence the eventual college choice of first generation college students; and to apply knowledge and ℗Ơunderstanding of the college search and selection process for first generation college students with the intent of providing support, opportunities, resources, and programming for this student population they might not otherwise receive. This dissertation is guided by four research questions: What perceptions do traditional first generation college students at The University of Alabama have about the role or purpose of higher education; What perceptions do traditional first generation college students at The University of Alabama have about the influence of socioeconomic status - as defined by the combination of the parent/guardian's education, income, and occupation - in their decision to pursue higher education; What perceptions do traditional first generation college students at The University of Alabama have about the role of socioeconomic status in navigating their college search and selection process; and What perceptions do traditional first generation college students at The University of Alabama have about the role socioeconomic status played in their ultimate college choice? This research is grounded in Hossler and Gallagher's (1987) Three-Phase Model of College Choice by evaluating the first generation college students' choice through three distinct phases (predisposition, search, and choice).

Download or read book The Influence of Social Class on Academic Outcomes written by Dustin R. Nadler and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was proposed, hypothesizing that a student's socioeconomic status (SES) is related to their motives for attending college, thus influencing their perception of fit at the university, their satisfaction with the university, their academic self-efficacy, and their grades, attendance, and likelihood for retention.. The results from a sample of 500 undergraduate students show that overall, the hypothesized model was a borderline good fit of the data. While SES was negatively related to interdependent motives for attending college, it was not related to independent motives for college. Independent motives for attending college were positively related to perceptions of fit at the university, while interdependent motives were not. Finally, fit at the university was positively related to satisfaction, which was related to intention for retention, class attendance, and academic self-efficacy. Academic self-efficacy was significantly related to students' grade point average. These results suggest that students from low SES backgrounds are more interdependent. Further, those who are more independent feel a greater sense of fit with the university and are more likely to be satisfied, express commitment to continuing at the university, and attend their classes. These results provide support for a proposition that higher education institutions should value students who have different types of motives and to consider what is communicated to students through programs and expectations that are focused on independent values.

Download or read book The Dollar Dynamic written by Lisa A. Engweiler and published by . This book was released on 2005 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because school districts are dependent upon financial resources determined by the test scores of their students, this study seeks to examine the factors that influence test scores. Using an alternative model which includes student role performance, school resources, and family background, this study compares the academic achievement of students across four quartiles of socioeconomic status. This research uses the National Educational Longitudinal Study, and examines the composite test scores of eighth grade students in 1988. Ordinary Least Squares analyses indicate the strongest influence on a student's test score is their socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .264 points. These results indicate the importance of funding schools in another manner that does not perpetuate student inequality and hinder the later life success of individuals.

Download or read book A Multinomial Logit Model of Teenagers School Enrollment and Employment Outcomes written by Ronald G. Ehrenberg and published by . This book was released on 1979 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship of Lower Division College Students Socioeconomic Level written by Madeline C. Schwaid and published by . This book was released on 1975 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beyond the Income Achievement Gap An Examination of the Conditions that Promote High Achievement of Low Socioeconomic Status Students in College written by Avery B. Olson and published by . This book was released on 2015 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The benefits of a college degree are greater than ever, yet low-socioeconomic status (SES) students continue to have lower college enrollment and completion rates than their more affluent counterparts. Existing research has focused attention on the major barriers facing low-income and low-socioeconomic status students. Most studies associate the college enrollment and completion disparities as related to a lack of academic preparation, financial barriers, and a lack of social and cultural capital that would otherwise enable students to successfully navigate the college environment. Only a fraction of research has focused on the successes of lower-SES students throughout their educational trajectories, despite the fact that there are nearly a million high-achieving, low-SES students in the United States. Using an adapted version of critical resilience theory and Harper's (2010; 2012) Anti-Deficit Achievement Framework, this study used an asset-based approach in examining the educational pathways and experiences of high-achieving students from low-SES backgrounds. This study examined what personal, familial, and institutional factors contributed to the educational success of high-achieving, low-SES students, and how these factors facilitated college opportunities. Employing both a phenomenological and narrative qualitative method, the main sources of data collection were background demographic information surveys, one-on-one interviews with 21 participants, and three focus groups with 12 participants. The sample of participants included high-achieving, low-SES college seniors at UCLA. Three main findings were derived from this research: (1) three unique familial encouragement types were identified as significant in aspirations, motivation, and the development of participants' strong sense of self; (2) academic preparation and experiences with the college curriculum provided unique challenges that explicitly demonstrated the ways that personal, familial, and institutional factors contributed to the development of resilience that enabled participants to successfully navigate these challenges; and (3) these experiences appeared to be instrumental in providing the means of developing coping strategies that enabled them to avoid negative outcomes. The findings suggest opportunities in K-12 and college administration to identify innovative practices and policies that ensure greater postsecondary access and success amongst low-SES students--including how families are involved, and strategies for addressing prohibitive college costs and types of aid disbursed to students.

Download or read book The College Experience written by Autumn Loreene Backhaus and published by . This book was released on 2009 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relationships between (1) student Socioeconomic (ses) background and adjustment to college, (2) ses background and experiences of classism and (3) experiences of classism and adjustment to college. It was predicted that (1) students from low-SES backgrounds would be less well adjusted than their peers from higher-SES backgrounds, (2) students from low-SES backgrounds would report higher levels of experiences of classism than higher-SES peers and (3) experiences of classism at college would be negatively related to overall adjustment to college. Study participants were first year college students from a large Midwestern University. The data was analyzed using multiple ses variables as predictors in exploratory regression modeling with multiple criterion variables related to college adjustment, and experiences of classism. Correlational analyses were used to examine the relationship between experiences of classism and adjustment to college. The results of the study indicate that students from low-SES backgrounds are less well adjusted academically and personal-emotionally, as well as having less attachment to their university than their peers from higher-SES backgrounds. However no relationship was found between ses and overall adjustment to college and although a relationship was found between social adjustment and ses, the direction of that relationship cannot be determined. Additionally, the results indicate that students from low-SES backgrounds were more likely to report experiencing all three types of classism (institutional, citational, and interpersonal via discounting) than were their peers from higher-SES backgrounds. Finally, students who reported experiencing institutional or interpersonal via discounting types of classism were associated with lower levels of overall adjustment to college while no relationship was found between citational classism and overall adjustment to college. The implications and limitations of this study as well as directions for future research will be discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book Degree Attainment of Low socioeconomic Status Students written by Kevin Patrick Saunders and published by . This book was released on 2004 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this inquiry was to develop an understanding of how socialization, economic, and interactionalist factors affect baccalaureate degree attainment of low-socioeconomic status (SES) students. The data were drawn from the 1996 Beginning Postsecondary Students (BPS) Longitudinal Study, which is sponsored by the National Center for Education Statistics, and represented students who began postsecondary studies during the 1995-96 academic year at any postsecondary institution. A subset of low-SES students (n=437) was selected from the 8,934 respondents to the three rounds of the longitudinal study. The low-SES students were selected based upon their classification as moderately or highly disadvantaged on a socioeconomic diversity scale. The researcher employed structural equation modeling analyses as the primary statistical technique in this research to test a hypothesized model of degree attainment. The hypothesized model examined how control variables (ethnicity, gender), socialization variables (parents' income, parents' education, high school GPA, SAT composite score, degree aspirations), economic variables (grant aid, loan aid, work-study aid, cost of attendance), and interactionalist variables (academic and social integration) individually and collectively influence degree attainment for low-SES students. Several goodness-of-fit indices were used to determine the extent to which the causal model was consistent with the data. The structural model depicted links among variables in the model and tested the plausibility of assertions about the explanatory relationship of multiple constructs that influence degree attainment by estimating structural regression coefficients. The results of the study indicated that several factors influence low-SES students' baccalaureate degree attainment. Students' early academic performance, measured by high school GPA and SAT scores is a significant factor in the degree attainment process. Students' degree aspirations also had a significant effect on degree attainment. Increases in students' grant/budget ratio were associated with increases in both academic and social integration. Higher levels of academic and social integration, in turn, had a positive effect on degree attainment. The results of the study provided evidence that elaboration of the socialization theory of degree attainment by including economic and interactional factors offers a more complex understanding of degree attainment for low-SES students.

Download or read book The Role of Socioeconomic Status Out of school Time and Schools written by Francis Howard L. Huang and published by . This book was released on 2009 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Socio economic Status on Academic Achievement written by Jennifer Elizabeth Barry and published by . This book was released on 2006 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: [Author's abstract] This study addresses the increasing importance of student test scores by examining the different factors that influence test scores. Composite test scores of tenth grade students from the Educational Longitudinal Study of 2002 are examined using a four-part model which includes student role performance, school, family, and peer factors. Ordinary Least Squares analysis indicates that the strongest predictor of student test scores is socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .224 points. These results support previous research and possible directions for public policy are given.

Download or read book Birth Order Academic Achievement and Socioeconomic Status in a College Population written by Cassie Parsons and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Bridging the Achievement Gap written by John E. Chubb and published by Rowman & Littlefield. This book was released on 2004-05-13 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers since it was first documented in 1966. The average black or Hispanic secondary school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Black and Hispanic students are much less likely than white students to graduate from high school, acquire a college or advanced degree, or earn a middle-class living. They are also much more likely than whites to suffer social problems that often accompany low income. While educators have gained an understanding of the causes and effects of the education achievement gap, they have been less successful in finding ways to eliminate it—until now. This book provides, for the first time in one place, evidence that the achievement gap can be bridged. A variety of schools and school reforms are boosting the achievement of black and Hispanic students to levels nearing those of whites. Bridging the Achievement Gap brings together the findings of renowned education scholars who show how various states, school districts, and individual schools have lifted the achievement levels of poor and minority students. The most promising strategies include focusing on core academic skills, reducing class size, enrolling students in more challenging courses, administering annual achievement assessment tests, creating schools with a culture of competition and success, and offering vouchers in big-city school districts. While implementing new educational programs on a large scale is fraught with difficulties, these successful reform efforts offer what could be the start of widespread effective solutions for bridging the achievement gap.

Download or read book Understanding the Educational and Career Pathways of Engineers written by National Academy of Engineering and published by National Academies Press. This book was released on 2019-01-26 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engineering skills and knowledge are foundational to technological innovation and development that drive long-term economic growth and help solve societal challenges. Therefore, to ensure national competitiveness and quality of life it is important to understand and to continuously adapt and improve the educational and career pathways of engineers in the United States. To gather this understanding it is necessary to study the people with the engineering skills and knowledge as well as the evolving system of institutions, policies, markets, people, and other resources that together prepare, deploy, and replenish the nation's engineering workforce. This report explores the characteristics and career choices of engineering graduates, particularly those with a BS or MS degree, who constitute the vast majority of degreed engineers, as well as the characteristics of those with non-engineering degrees who are employed as engineers in the United States. It provides insight into their educational and career pathways and related decision making, the forces that influence their decisions, and the implications for major elements of engineering education-to-workforce pathways.

Download or read book Student Success in Higher Education written by Thomas M. Kirnbauer and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation's two primary purposes were to construct an alternative socioeconomic status model and estimate how it predicts student success in higher education. This research filled a gap in knowledge about the widely acknowledged disparities in higher education based on socioeconomic status. Prior research has often relied on parental education (i.e., first-generation status) or parental income to understand differences in student success. My research demonstrated that an alternative model using survey data is robust and provides an accurate representation of students' socioeconomic statuses. This dissertation relied on an item-set administered by the National Survey of Student Engagement in Spring 2020, which focused on socioeconomic status and cultural capital. The sample included over 10,000 first-year and senior students from 30 bachelor's degree-granting institutions in the United States. The structural equation modeling results proved that socioeconomic disparities in higher education remain prevalent and revealed some important nuances for consideration. First and foremost, there was strong empirical evidence to support the use of an alternative socioeconomic status model that included self-reported measures of economic capital, social capital, and cultural capital. Alternative socioeconomic status was also a statistically significant predictor of student engagement in higher education. In other words, students with higher alternative socioeconomic statuses reported higher engagement indicator scores and more participation in high-impact practices. Based on the findings of this study, I offered several implications for stakeholders across higher education. In particular, the confirmatory results of the first research question related to the alternative socioeconomic status model offer a useful tool for future higher education and survey research. The findings of the second research question, related to the magnitude of the socioeconomic disparities in student success, are especially relevant for institutional leaders, college ranking publications, accreditation bodies, and the U.S. Department of Education. For each of these stakeholders, I provided a detailed overview of how the information in this dissertation could inform meaningful action to address socioeconomic disparities related to student success in higher education.

Download or read book Race and Socioeconomic Status written by Richard Liu and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is important to understand the role of race in student achievement and outcome in order for government to enact just and effective policies. There have been numerous studies in literature exploring the effect of race on test scores; however, in this paper, we sought to examine the relationship between math scores and race, while controlling for socioeconomic status, level of interest in the subject and special education status. In particular, we are interested in the effects of the interactions between race and socioeconomic status. For our analytical methods, the sample data is from the High School Longitudinal Survey of 2009. Out of the total dataset, we will be analyzing 1,000 students tied with 30 exploratory and response variables. Ordinary least squares regression and cross-product terms are also employed to attempt to relate different variables. The results point towards a relationship between race and math scores where Asian students tend to score higher than any other race and Black/Hispanic students score the lowest. Socioeconomic status also plays a partial role in predicting scores. No evidence was found for an interaction between race and socioeconomic status.

Download or read book Persistence Factors in the Academic Success of Low Socio economic Status Black Community College Students written by Proverb Gabriel Jacobs and published by . This book was released on 1974 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: