NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1140143
Record Type: Journal
Publication Date: 2017-Jun
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1245
EISSN: N/A
Diverse Students, High School Factors, and Completion Agenda Goals: An Analysis of the Illinois Class of 2003
Blankenberger, Bob; Lichtenberger, Eric; Witt, M. Allison; Franklin, Doug
Education and Urban Society, v49 n5 p518-545 Jun 2017
Illinois education policymakers have adopted the completion agenda that emphasizes increasing postsecondary credential attainment. Meeting completion agenda goals necessitates addressing the achievement gap. To aid in developing policy to support improved completion, this study analyzes a comprehensive statewide dataset of the 2003 Illinois high school graduating class attending 4-year institutions using Cox regression survival analysis. Study findings indicate that African American (0.768 odds ratio) and Hispanic students (0.746) were significantly less likely to complete a baccalaureate degree within 7 years of graduating from high school when compared with their White peers. Furthermore, significance held regardless of income level. Several factors significantly related to improved likelihood of baccalaureate completion were identified including high school composite American College Testing (ACT) score, dual credit and advanced placement (AP) course taking, type of curriculum, ACT English and mathematics scores, and completing the ACT core curriculum. Analysis was conducted by race and income to compare the differences in significance across these groups.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A