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College Undermatching, Bachelor's Degree Attainment, and Minority Students
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Kang, Chungseo; García Torres, Darlene – Journal of Diversity in Higher Education, 2021
Using the National Center for Education Statistics 2002-2012 Educational Longitudinal Study (ELS) data set, this study examines the relation between college undermatching and bachelor's degree attainment, and whether the influences of undermatching on bachelor's degree attainment vary by race/ethnicity. Results revealed students who undermatched…
Descriptors: College Choice, Educational Attainment, Bachelors Degrees, Time to Degree
Why High School Grades Are Better Predictors of On-Time College Graduation than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability
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Galla, Brian M.; Shulman, Elizabeth P.; Plummer, Benjamin D.; Gardner, Margo; Hutt, Stephen J.; Goyer, J. Parker; D'Mello, Sidney K.; Finn, Amy S.; Duckworth, Angela L. – American Educational Research Journal, 2019
Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic…
Descriptors: Grades (Scholastic), Predictor Variables, Time to Degree, Scores
Does Effective Classroom Instruction Enhance Bachelor's Degree Completion? Some Initial Evidence
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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
Review of Undergraduate Student Retention and Graduation since 2010: Patterns, Predictions, and Recommendations for 2020
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Barbera, Salvatore A.; Berkshire, Steven David; Boronat, Consuelo B.; Kennedy, Michael H. – Journal of College Student Retention: Research, Theory & Practice, 2020
A plethora of research spanning several decades has attempted to understand predictors of retention and graduation in undergraduate bachelor's degree programs. The topic is no less important today, as larger and larger swaths of the American population attend college each year. Studies have demonstrated that key demographic variables, indicators…
Descriptors: Undergraduate Students, Academic Persistence, Bachelors Degrees, Readiness
Participation without Parity in U.S. Higher Education: Gender, Fields of Study, and Institutional Selectivity
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Mullen, Ann L.; Baker, Jayne – NASPA Journal About Women in Higher Education, 2015
While women now earn more bachelor's degrees than men in many parts of the world, large gender gaps persist in fields of study, and women remain underrepresented in the most prestigious institutions. This study updates and extends the literature on gender disparities in higher education by comparing the selectivity of the institutions where men…
Descriptors: Institutional Characteristics, Gender Differences, Gender Issues, Womens Education
Diverse Students, High School Factors, and Completion Agenda Goals: An Analysis of the Illinois Class of 2003
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Blankenberger, Bob; Lichtenberger, Eric; Witt, M. Allison; Franklin, Doug – Education and Urban Society, 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…
Descriptors: Student Diversity, Postsecondary Education, Achievement Gap, Graduation