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Temporal patterns in baccalaureate d...

Sporte, Susan E.

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Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges?/
Author:	Sporte, Susan E.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2163.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3055889
ISBN:	0493710396

Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges?
Sporte, Susan E.

Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges? - 180 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2163.

Thesis (Ed.D.)--Harvard University, 2002.

Among students who matriculate at either two-year or four-year colleges and universities, proportionately fewer students who identify themselves as Black or Latino persist to baccalaureate degree completion than White students (National Center for Education Statistics, 2000). Since economic factors are making the baccalaureate degree increasingly important (Bureau of Labor Statistics, 2001), and since Whites constitute a shrinking part of the student population (U.S. Census Bureau, 2001), the degree completion disparity has troubling economic and ethical implications.

ISBN: 0493710396Subjects--Topical Terms:

543175
Education, Higher.

Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges?
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245 1 0 $a Temporal patterns in baccalaureate degree completion: Do race, socioeconomic status and high school preparation predict variability for students in two-year and four-year colleges?
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2163.
500 $a Adviser: Bridget Terry Long.
502 $a Thesis (Ed.D.)--Harvard University, 2002.
520 $a Among students who matriculate at either two-year or four-year colleges and universities, proportionately fewer students who identify themselves as Black or Latino persist to baccalaureate degree completion than White students (National Center for Education Statistics, 2000). Since economic factors are making the baccalaureate degree increasingly important (Bureau of Labor Statistics, 2001), and since Whites constitute a shrinking part of the student population (U.S. Census Bureau, 2001), the degree completion disparity has troubling economic and ethical implications.
520 $a Scholars have reached differing conclusions about whether racial/ethnic differences in socioeconomic status and high school preparation can explain the variation in baccalaureate degree completion by race/ethnicity. This study adds to the literature by including Latino students in the analysis, by studying students who initially matriculate at a community college separately from those who initially matriculate at a four-year institution, and by using a more sophisticated statistical methodology that includes time as a predictor of baccalaureate degree completion (Singer, 1993).
520 $a Using High School and Beyond data, analyzing degree attainment among students initially matriculating at a four-year institution immediately after high school, this study found that White students have a significantly higher risk of baccalaureate degree completion than both Black students and Latino students. While differences in socioeconomic status and high school preparation, as measured by course-taking patterns and test scores, explained much of the cross-group variation, there was still a statistically significant baccalaureate degree completion disparity by race/ethnicity that must be attributable to other factors.
520 $a Among students initially matriculating at a community college immediately after high school, indicating an intention to earn a bachelor's degree or higher through survey response or transfer behavior, White students had a significantly greater cumulative probability of completing a baccalaureate degree than either Black students or Latino students who were similar in terms of high school preparation and socioeconomic background. In fact, including these background factors left most of the racial/ethnic difference in baccalaureate degree completion unexplained. Therefore, practitioners and policy makers need to look beyond high school preparation and socioeconomic status to explain the racial gap in baccalaureate degree completion among community college students.
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