Gender, High School Romantic Involvement, and College Enrollment*

2018 ◽  
Vol 99 (3) ◽  
pp. 1134-1157 ◽  
Author(s):  
Stephanie W. Burge ◽  
Ann M. Beutel
Keyword(s):  
High School ◽  
College Enrollment ◽  
Romantic Involvement

scholarly journals “They Always Call Me an Investment”: Gendered Familism and Latino/a College Pathways

2020 ◽  
Author(s):  
Sarah Ovink
Keyword(s):  
High School ◽  
Gender Differences ◽  
San Francisco ◽  
College Enrollment ◽  
College Attainment ◽  
The Past ◽  
College Going ◽  
College Choices ◽  
Gender Reversal ◽  
Racial Ethnic

In the past 20 years, Latinas have begun to outperform Latinos in high school completionand college enrollment, tracking the overall “gender reversal” in college attainment thatfavors women. Few studies have examined what factors contribute to Latinas’ increasingeducational success. This article focuses on gender differences in college-going behavioramong a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area.Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathwaysand life course decisions over a two-year period. Findings suggest evidence forgendered familism, in which gender and racial/ethnic beliefs intersect to differentiallyshape Latinos/as’ attitudes, behaviors, and college choices. Gendered familism encouragedLatinas to seek a four-year degree as a means of earning independence, whileLatinos expressed a sense of automatic autonomy that was not as strongly tied to educationaloutcomes.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

No Excuses Charter Schools and College Enrollment: New Evidence from a High School Network in Chicago

2019 ◽  
Vol 14 (3) ◽  
pp. 414-440 ◽  
Author(s):  
Matthew Davis ◽  
Blake Heller
Keyword(s):  
High School ◽  
Charter Schools ◽  
College Enrollment ◽  
Standardized Test ◽  
College Attendance ◽  
Similar Rate ◽  
Capital Gains ◽  
College Matriculation ◽  
Percentage Points ◽  
Four Year Institutions

Although it is well known that certain charter schools dramatically increase students' standardized test scores, there is considerably less evidence that these human capital gains persist into adulthood. To address this matter, we match three years of lottery data from a high-performing charter high school to administrative college enrollment records and estimate the effect of winning an admissions lottery on college matriculation, quality, and persistence. Seven to nine years after the lottery, we find that lottery winners are 10.0 percentage points more likely to attend college and 9.5 percentage points more likely to enroll for at least four semesters. Unlike previous studies, our estimates are powerful enough to uncover improvements on the extensive margin of college attendance (enrolling in any college), the intensive margin (persistence of attendance), and the quality margin (enrollment at selective, four-year institutions). We conclude by providing nonexperimental evidence that more recent cohorts at other campuses in the network increased enrollment at a similar rate.

An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes

2018 ◽  
Vol 35 (1) ◽  
pp. 131-158
Author(s):  
Rodney Hughes ◽  
Lauren Dahlin ◽  
Tara Tucci
Keyword(s):  
High School ◽  
Public Schools ◽  
Evaluation System ◽  
College Enrollment ◽  
Teaching Effectiveness ◽  
The United States ◽  
Teaching Evaluation ◽  
Multiple Measures ◽  
College Going ◽  
Significant Difference

In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

scholarly journals Something Good Out of the Bad Times? The Impacts of Reduced Opportunity Costs on the Intergenerational Inequalities in College Enrollment

2019 ◽  
Vol 25 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Heta Pöyliö
Keyword(s):  
High School ◽  
Parental Education ◽  
College Enrollment ◽  
High School Graduates ◽  
Panel Study ◽  
Opportunity Costs ◽  
Parental Income ◽  
The Great Recession ◽  
School Graduation ◽  
Educational Decision Making

This research examines whether the reduced opportunity costs observed during the Great Recession resulted in changing socioeconomic inequalities in college enrollment. The results of the multilevel logistic regression analyses of American high school graduation cohorts 2003–2013 with data from the Panel Study of Income Dynamics indicate that educational decision-making changed during the recession. The association between parental education and college enrollment weakened during the recession for both men and women, but the changes in the association between parental income and enrollment contrasted by gender. While the income differences in college enrollment were reduced among female high school graduates, they increased among male graduates. The opportunity costs at the time of graduation were linked with the decreasing influence of parental income and the increasing influence of parental education during the recession.

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