Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings From an Inner-City Minority Cohort

Suh Ruu Ou; Arthur J. Reynolds

doi:10.1177/0013124512447810

Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings From an Inner-City Minority Cohort

Suh Ruu Ou, Arthur J. Reynolds

Institute of Child Development

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor's (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child's education, and better academic performance. Findings have implications for schools, educators, and policy makers.

Original language	English (US)
Pages (from-to)	474-504
Number of pages	31
Journal	Education and Urban Society
Volume	46
Issue number	4
DOIs	https://doi.org/10.1177/0013124512447810
State	Published - Jun 2014

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Preparation of this article was supported by the National Institute of Child Health and Human Development (R01HD034294).

Keywords

college attendance
degree attainment
minority students
postsecondary education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/0013124512447810

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abstract = "Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor's (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child's education, and better academic performance. Findings have implications for schools, educators, and policy makers.",

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Early Determinants of Postsecondary Education Participation and Degree Attainment: Findings From an Inner-City Minority Cohort

Abstract

Bibliographical note

Keywords

UN SDGs

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