ERIC Number: EJ1039693
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Reference Count: 66
School Context, Precollege Educational Opportunities, and College Degree Attainment among High-Achieving Black Males
Rose, Valija C.
Urban Review: Issues and Ideas in Public Education, v45 n4 p472-489 Nov 2013
Access to high-quality educational opportunities is central to growing postsecondary degree attainment. This study employs secondary data analysis of the public-use National Education Longitudinal Study (NELS:88/00) to examine how school context and precollege educational opportunities influence college degree attainment among high-achieving Black males. Findings show that approximately 40% of high-achieving Black males attained a bachelor's degree or higher 8 years after high school. Binary logistic regression analysis indicates that attending an urban school decreases the likelihood of bachelor's degree attainment. Attending a private school, on the other hand, has the opposite effect--it increases the likelihood of bachelor's degree attainment. Results also indicate that although participating in a gifted and talented program increases the likelihood of bachelor's degree attainment among high-achieving Black males, participating in Advanced Placement has no effect. Implications for educators in K-16 educational settings are discussed.
Descriptors: Educational Environment, Educational Opportunities, African Americans, Males, High Achievement, Educational Attainment, Urban Schools, Private Schools, Regression (Statistics), Bachelors Degrees, Special Education, Advanced Placement Programs, Elementary Secondary Education, Higher Education, Longitudinal Studies, Access to Education, Gifted
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A