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ERIC Number: ED456694
Record Type: Non-Journal
Publication Date: 2001-Aug
Pages: 74
Abstractor: N/A
Reference Count: N/A
High School Academic Curriculum and the Persistence Path through College: Persistence and Transfer Behavior of Undergraduates 3 Years after Entering 4-Year Institutions. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
Horn, Laura; Kojaku, Lawrence K.
This report examines the relationship between high school academic curricula and students' persistence path through college, approximately 3 years after first enrolling. Data are from the 1995-1996 Beginning Postsecondary Students Survey, a longitudinal study of beginning postsecondary students who first enrolled in a four-year college in 1995-1996. Measures of high school academic preparation are based on academic courses taken in high school as reported by students on their college entrance examination applications. Approximately one-third of the students reported completing course work no higher than core curricula. One-half reported completing mid-level curricula, and the remaining one-fifth completed rigorous curricula. As of 1998, roughly two-thirds of students who had first enrolled in a four-year college in 1995-1996 were still enrolled in the same college. One-fifth had transferred to another institution, and 13% had left and not returned. The level of college students' high school curriculum was strongly related to their persistence in postsecondary education. This was true both for maintaining enrollment at their initial institution and, if they transferred, staying on track to a bachelor's degree. The difference between levels of academic curricula was especially notable with respect to staying on track to a bachelor's degree. Findings demonstrate a consistent advantage experienced by students who completed rigorous high school curricula, and to a lesser extent, by those competing mid-level curricula, over their peers completing core curricula or lower. However, the level of high school curricula students reported completing was also related to their family background characteristics and indicators of socioeconomic status. Two appendixes contain a glossary and technical notes. (Contains 14 tables, 10 figures, and 16 references.) (SLD)
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Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Beginning Postsecondary Students Longitudinal Study
IES Cited: ED556748; ED555627