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Influence of beginning college type on post secondary educational achievement: a matched pairs study

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dc.contributor.authorVance, Joanna, author
dc.contributor.authorDavies, Timothy G., advisor
dc.date.accessioned2024-03-13T20:28:02Z
dc.date.available2024-03-13T20:28:02Z
dc.date.issued2009
dc.description.abstractThe purpose of this study was to gather more information about the influence of beginning higher education at a two-year college versus beginning at a four-year college on a student's educational achievement. The three outcomes of interest were: (1) whether a student remains continuously enrolled throughout college; (2) total number of college credits a student completes; and (3) highest degree, if any, a student obtains. In order to compare students who began at two-year colleges with their peers who began at four-year colleges, students were matched on the following six variables: (1) gender, (2) ethnicity, (3) mother's highest level of education, (4) father's highest level of education, (5) total family income during the student's eighth grade year, and (6) the student's own predictions of how far they will go in post secondary education, made while seniors in high school. The study used data collected by the National Educational Longitudinal Study of 1988 (NELS:88). The study supported previous literature, finding that students who begin at two-year schools are 48% more likely to complete less than one year of full-time enrollment than are their four-year peers and are 42% less likely to stay continuously enrolled over their college experience than are their four-year peers. The study also found that students who begin at four-year schools are 46% more likely to obtain a bachelor's degree than their two-year peers. For all three outcome variables of interest those students who began at four-year colleges achieved more academically than their matched peers who began at two-year colleges. When two students who are very similar in terms of gender, ethnicity, parents' level of education, socioeconomic status and self perceived future achievement begin their education at different colleges-one a four-year school and the other a two-year school-the four-year attendee consistently will achieve more academically. This information is important and relevant to students, parents, researchers, and policymakers alike.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Vance_2009_3385165.pdf
dc.identifier.urihttps://hdl.handle.net/10217/238004
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectachievement
dc.subjectbeginning college type
dc.subjectmatched pairs
dc.subjectNELS:88
dc.subjectpostsecondary
dc.subjectcommunity college education
dc.subjecthigher education
dc.titleInfluence of beginning college type on post secondary educational achievement: a matched pairs study
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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