The Production and Stock of College Graduates for U.S. States

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

“…High school and college graduation rates differ by state of residence within the United States (e.g., Building a Grad Nation, ; Diamond, ; Nadworny, ; NCES, ; Winters, ). Majority–minority school systems such as that in the District of Columbia, which has more than two thirds African American enrollment, have particularly poor high school graduation rates.…”

“…Turning to college enrollment, the geographic pattern is complex, but the proportion of college graduates is generally lower in the Southern than in the Northern United States (Kennan, ). Having graduated college in a state increases the odds of staying in that state and states that produce more college graduates attract college graduates from other places (Groen, ; Winters, ). Taken together, there is a strong positive relationship between a state's production of college graduates and the proportion of college graduates living in the state (Winters, ).…”

Preparing Disadvantaged Students for Success in College: Lessons Learned From the Preparation Initiative

“…Why? Living in wealthier places and places with more college graduates increases the quality of education in elementary and secondary schools (Diamond, 2016;Winters, 2015). Those schools often have resources to better prepare their students for college (e.g., they offer advanced placement courses or provide college counseling).…”

Where science, technology, engineering, and mathematics (STEM) graduates move: Human capital, employment patterns, and interstate migration in the United States

“…Along similar lines, Sjoquist and Winters () investigated the effects of state‐based merit aid and human capital retention after graduation. Winters () calculated the relationship between the production of graduates in a state and the stock of graduates residing in the state. Others have examined the spatial behaviour of the quarter million high school graduates who crossed state lines to attend university, arguing that not only do such migrants contribute to state and local economies through their tuition and daily living costs while studying, but also after graduation if they remain (Cooke & Boyle, ; Faggian & Franklin, ).…”

“…This international orientation runs parallel to work on internal migration. Research in this realm involves, for instance, measuring variations in migrant propensity or distance moved (e.g., Long, ), the role of intercompany transfers (Hunt, ), or the balance of flows of skilled migrants into and out of places (e.g., Ellis, Barff, & Markusen, ; Winters, ).…”