This study uses National Educational Longitudinal Study data to show that information about higher education, guidance, and essential preparatory actions taken by secondary students influence whether they will attend post-secondary educational institutions (PEIs) within 2 years of high school graduation, and, if so, what types of institutions. The conceptual framework is embedded in research on college choice and talent loss. Talent loss is described as the occurrence of promising students not reaching their full educational potential. Choice theory attempts to explain the myriad factors contributing to individuals’ postsecondary destinations. We find that increased levels of information, guidance, and critical actions taken are positively and significantly associated with initial enrollment in a 4-year PEI, as opposed to enrollment in a 2-year PEI (full or part time) or no enrollment. These factors explain a large part of the effect of socioeconomic status on postsecondary destination, controlling for high school achievement.

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This study uses nationally representative high school student data to show raceethnicity and gender differences in reasons for early school dropout and plans for dropouts to resume their education. Factor analyses show that separate reasons for dropping out include school-related, family-related, and job-related causes, as well as influences from peers and residential mobility. White dropouts cited alienation from school more often than either African Americans or Hispanics of both sexes. African American males reported being suspended or expelled from school more than the other groups. Hispanic and African American females cited family-related reasons more often than did White females. The overwhelming majority of dropouts did have plans for resuming their education, which differed across race-ethnicity and gender. Male and female White dropouts planned to take equivalency tests; Hispanic adolescents favored attending alternative high schools; and African American adolescents planned to return to a regular high school to earn their diplomas. Implications for research and practice are discussed.

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