Are Students of Color More Likely to Graduate From College if They Attend More Selective Institutions?

Melguizo, Tatiana

doi:10.3102/0162373710367681

Cited by 46 publications

(10 citation statements)

References 35 publications

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“…This phenomenon is a critical policy issue with significant implications for long-term patterns of inequality in American society. Previous research shows that minority students perform better when they attend the most selective institutions to which they qualify (Bowen et al, 2009;Melguizo, 2010;Roderick et al, 2009) and that racial stratification by institutional selectivity is a durable feature of contemporary America (Massey et al, 2002). In light of these findings, our results should motivate institutional leaders and state and federal policymakers to think creatively about policies and practices that increase minority student enrollments while simultaneously improving retention and graduation rates.…”

Section: Discussionmentioning

confidence: 99%

Accounting for institutional variation in expected returns to higher education

Dorius¹,

Tandberg²,

Cram³

2017

EPAA

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This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges Education Policy Analysis Archives Vol. 25 No. 110 2 and universities. Keywords: higher education; return on investment; university characteristics; human capital; educational policy Contabilización de la variación institucional en los retornos esperados a la educación superior Resumen: Este estudio aprovecha la teoría del capital humano para identificar los correlatos de los rendimientos esperados de la inversión en educación superior a nivel de las instituciones. Aprovechamos las estimaciones del retorno de la inversión (ROI) promedio en la educación post-secundaria entre más de 400 títulos de bachillerato que otorgan a facultades y universidades la comprensión de los correlatos de una métrica relativamente nueva del ROI institucional. Los resultados indican que un cuerpo diverso de estudiantes de pregrado, una alta tasa de graduación y el estatus de universidad pública son sólidos, positivos y están robustos asociados con el ROI institucional. El modelo representa más del 70% de la variación interuniversitaria en el ROI, lo que sugiere que los factores que hemos identificado se encuentran entre los correlatos más importantes del ROI institucional. Discutimos las implicaciones de política de estos hallazgos para las instituciones de educación superior en el contexto de las clasificaciones institucionales y un panorama educativo en rápida evolución, prestando especial atención a las características del cuerpo estudiantil de los colegios y universidades. Palabras-clave: educación superior; retorno de la inversión; características de la universidad; capital humano; política educativa Contabilização da variação institucional em retornos esperados à educação superior Resumo: Este estudo aprovou a teoria do capital humano para identificar os correlatos de rendimentos esperados da cultura de investimento em educação superior. Aprovechamos as estimativas do retorno da inversão (ROI) na educação pós-secundária entre mais de 400 títulos de bachillerato que otorgam faculdades e universidades a comprensão dos correlatos de uma métrica relativamente...

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Section: Discussionmentioning

confidence: 99%

Accounting for institutional variation in expected returns to higher education

Dorius¹,

Tandberg²,

Cram³

2017

EPAA

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“…With an analysis of data from these two sources from 2005 to 2006, the NLSF group was able to collect concrete graduation data for 99% of the students who participated and for Hispanic students, 86% of whom graduated in 6 years. These high graduation rates are expected considering the high academic level of students entering select U.S. institutions (Melguizo, 2010).…”

Section: Instrumentation For the Nlsf Data Setmentioning

confidence: 99%

Hispanic Minority College Students at Selective Colleges

Wagner

2015

Journal of Hispanic Higher Education

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Hispanic college enrollment in 2011 surpassed all other minority groups. However, Hispanic graduation rates continue to lag. This study examines background, academic integration, social integration, perception of prejudice and discrimination factors, and social capital factors, and how these affect Hispanic undergraduate 6-year completion rates at selective colleges. The results demonstrate that social capital during the high school senior year and attending a private or liberal arts college positively affect Hispanic students' graduation rates. Resumen El registro de estudiantes hispanos en 2011 sobrepasó otros grupos minoritarios (Fry & Lopez, 2012). Sin embargo, el porcentaje de graduación de estudiantes hispanos continúa rezagado. Este estudio examina factores contextuales, integración académica, integración social, percepción de prejuicio y discriminación, y capital social. Además, examina como estos factores impactan la graduación universitaria de estudiantes hispanos a los seis años en universidades selectas. Los resultados demuestran que el capital social durante el último año de preparatoria, y estudiar en una universidad privada o colegio de artes liberales impactan positivamente el porcentaje de graduación de estudiantes hispanos.

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“…The report by the Institute for Higher Education Policy (IHEP; Ramsey, 2010) summarized data from various studies and provides a larger context for the Gates Millennium Scholars (GMS) program. It appeared that the data that were relevant for our purposes were the same data from a study done by Melguizo (2010), an article already implemented into this review. Therefore, the IHEP report was removed to limit redundancy and dependency but we recommend this report for readers interested in more information regarding GMS.…”

Section: Article Selectionmentioning

confidence: 99%

“…Degree completion. Melguizo (2010) analyzed the effects that GMS had on the degree completion of its recipients. The study found that 92% of GMS recipients received their bachelor's degree after at least 6 years of school.…”

Section: Gms Programmentioning

confidence: 99%

“…Three of the four articles examining GMS talked about the noncognitive gains that stemmed from the program. Three of the articles found that those who received the GMS scholarship were able to work less hours in the day in their part-or full-time job, dedicating more time to school, attending campus events, or rest (Des-Jardins & McCall, 2014;DesJardins et al, 2010;Melguizo, 2010), but Boatman and Long (2016) did not find the same statistically significant result. These students were also more likely to participate in community service or extracurricular activities compared with students who were not in the program (Boatman & Long, 2016).…”

Section: Gms Programmentioning

confidence: 99%

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Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review

Renbarger

Long

2019

Journal of Advanced Academics

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Research indicates that high-potential students from low-income backgrounds have decreased educational attainment and success in college compared with their higher income peers. The purpose of this review is to synthesize the interventions that support postsecondary success for this group. Using a systematic review protocol, we identified five categories of support for these students: a summer intervention, advanced coursework, financial aid, college information, and a program that provides year-round supports. Findings suggest these programs differentially help certain groups, but can provide support in accessing college, persisting and attaining degrees, and helping with noncognitive supports such as peer support.

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Are Students of Color More Likely to Graduate From College if They Attend More Selective Institutions?

Cited by 46 publications

References 35 publications

Accounting for institutional variation in expected returns to higher education

Accounting for institutional variation in expected returns to higher education

Hispanic Minority College Students at Selective Colleges

Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review

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