Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999-2000

Horn, Laura; Nevill, Stephanie; Griffith, James

doi:10.1037/e492172006-011

Cited by 174 publications

(244 citation statements)

References 3 publications

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“…Students who enroll in college directly after high school have higher rates of overall college enrollment, persistence in college, and graduation (Bozick & DeLuca 2005;Horn & Premo 1995). While men used to be more likely than women to enroll in college directly after high school, since 1996 the reverse has been true: males are substantially more likely than females to not enroll or delay enrollment in college.…”

Section: The Transition From High School To Collegementioning

confidence: 79%

Gender Inequalities in Education

2008

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The terrain of gender inequalities in education has seen much change in recent decades. This chapter reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys.Of course achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in post secondary education, college completion and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and non-cognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of the intersectionality of gender with race, ethnicity, class, and immigrant statuses in creating complex patterns of inequalities in educational experiences and outcomes.4

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Section: The Transition From High School To Collegementioning

confidence: 79%

Gender Inequalities in Education

2008

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“…Almost every second US undergraduate student in 2000 delayed their post-secondary schooling (Horn et al, 2002). In this present paper I study how the timing of post-secondary schooling is a ected by local labor market conditions at the time of graduation from upper secondary schooling.…”

Section: Introductionmentioning

confidence: 99%

Local unemployment and the timing of post-secondary schooling

Sievertsen

2016

Economics of Education Review

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Using Danish administrative data on all high school graduates from 1984 to 1992, I show that local unemployment has both a short-and a long-run e ect on school enrollment and completion. The short-run e ect causes students to advance their enrollment, and consequently their completion, of additional schooling. The long-run e ect causes students who would otherwise never have enrolled to enroll and complete schooling. The e ects are strongest for children of parents with no higher education.

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“…Historically, most undergraduate students are from the traditional student population, that is, students who entered college immediately after graduating from high school and attended college fulltime. Horn and Premo (1995) analyzed data from the 1992-1993 National Postsecondary Student Aid Study and reported that the traditional path to a college degree, generally viewed as enrolling in college immediately after high school and attending full-time until graduation, is becoming the exception rather than the rule. They pointed out that in 1992-1993, for example, although 57% of undergraduates had enrolled in postsecondary schools immediately after high school graduation, only about one-third attended full-time for the full 1992-1993 academic year.…”

Section: Introductionmentioning

confidence: 99%

In search of higher persistence rates in distance education online programs

Rovai

2003

The Internet and Higher Education

488

494

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Tinto's [Rev. Educ. Res. 45 (1975) 89;Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses. D

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Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999-2000

Cited by 174 publications

References 3 publications

Gender Inequalities in Education

Gender Inequalities in Education

Local unemployment and the timing of post-secondary schooling

In search of higher persistence rates in distance education online programs

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