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ERIC Number: ED440580
Record Type: Non-Journal
Publication Date: 1999
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Long-Term Effect of College Quality on the Occupational Status of Students.
Dey, Eric L.; Wimsatt, Leslie A.; Rhee, Byung-Shik; Meader, Ellen Waterson.
This study examined whether, and to what extent, college quality has a longitudinal impact on the occupational status of students after controlling for students' background characteristics, ability, and years of schooling. The study also explored whether college quality differentially affects the long-term occupational status of students. Data for the study came from the Wisconsin Longitudinal Study of 1957 and represented a sample of Wisconsin high school seniors who had graduated during the 1957 school year, had attended college and earned a postsecondary degree, and who were employed at the time of the survey. Survey data were collected from respondents or parents in 1957, 1964, 1975, and 1992, and from selected siblings in 1977 and 1993. The data provide a full record of social background, youthful aspirations, schooling, and labor market experience. Data from earlier years were supplemented by mental ability tests, measures of school performance, and information regarding school and college contexts, employers, and industries. Data analysis indicated that college quality did not appear to substantially influence students' long-term occupational success. The strongest influence was level of educational attainment. Higher levels of educational attainment led to increased occupational status. A table of college majors coded by major constructs is appended. (Contains approximately 115 references.) (SM)
National Center for Postsecondary Improvement, Stanford University, School of Education, 520 Galvez Mall, 508 CERAS, Stanford, CA 94305-3084 ($5). Tel: 650-723-7724.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Postsecondary Improvement, Stanford, CA.