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Loes, Chad N.; An, Brian P.; Pascarella, Ernest T. – Review of Higher Education, 2019
Analyzing data from the Wabash National Study, we use probit models while adjusting for sample selection to estimate the influence of effective instructional behaviors on graduating from college. Net of a host of potential confounders, we find that exposure to effective instruction significantly predicts graduating from college in four years. We…
Descriptors: Instructional Effectiveness, Bachelors Degrees, Time to Degree, Educational Attainment
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Park, Julie J.; Becks, Ann H. – Review of Higher Education, 2015
Research on inequality and high schools often focuses on inequality "within" and "between" high schools. Different high schools may have markedly different access to resources such as college counselors and Advanced Placement offerings, or inequality may exist within a high school due to tracking or other forms of…
Descriptors: Aptitude Tests, College Entrance Examinations, Test Preparation, High School Students
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Deil-Amen, Regina; Tevis, Tenisha LaShawn – Review of Higher Education, 2010
The authors interviewed Black and Latino students from five high-poverty high schools as they attempted to make the transition into college. Their ability to exert individual agency with regard to their entrance exams and their college transition was circumscribed by the messages and behavioral norms that dominated their low-performing high school…
Descriptors: High Schools, Self Efficacy, College Choice, Academic Achievement
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King, Patricia M.; And Others – Review of Higher Education, 1990
Differences in critical thinking between undergraduate and graduate students in the social and mathematical sciences was investigated using multiple measures of critical thinking that reflect different types of problem structure. Educational level and academic area differences were found across measures. (Author/MLW)
Descriptors: Academic Ability, Cognitive Processes, College Entrance Examinations, College Students