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ERIC Number: EJ1192259
Record Type: Journal
Publication Date: 2018
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-1546
EISSN: N/A
Nearby College Enrollment and Geographical Skills Mismatch: (Re)Conceptualizing Student Out-Migration in the American Higher Education System
González Canché, Manuel S.
Journal of Higher Education, v89 n6 p892-934 2018
Student out-migration is a well-studied topic covering more than 40 years of research. This literature has typically equated student out-migration to out-of-state enrollment and has classified all college attendance taking place in students' state of residence as in-state enrollment. This study argues that failing to capture students' out-migration within their states of residence may overestimate the positive returns of "out-migrating" by underestimating the effect of attending college "in state." Accordingly, the purpose of the study was 2-fold. First, it relied on geographical network analysis to offer a framework that disaggregated the sole measure of in-state enrollment into (a) nearby college enrollment and (b) within-state out-migration. Second, it tested the impact of these newly proposed conceptualizations of students' out-migration decisions on educational and financial outcomes. With the use of the Education Longitudinal Study (2002:12) and other individual-, institution-, geographic-, and state-level indicators, findings indicated that the typical in-state versus out-of-state definition exaggerates the assumed benefits of "migrating." Indeed, within-state out-migrants attained similar academic and salary-based results while incurring significantly lower undergraduate loan debt compared with students who out-migrated out of state. The study offers evidence of geographical skills mismatch associated with students' worsened outcomes when enrolling in their 5 closest options and offers a framework to minimize such a mismatch.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0941014