College Completion among Students from High Schools Located in Large Metropolitan Areas

Abstract

This study uses High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas. First, it examines the effects of race and socioeconomic status (SES) on degree attainment prospects. Next, three high school characteristics--high school type (public or private), high school location within the metropolitan area (city or suburb), and high school racial composition--and two academic measures (high school grades and scores on a standardized test) are introduced in order to see whether these measures account for race and SES differences. Finally, three stages of completing college--application, entry for those who apply, and graduation for those who enter--are analyzed separately in an attempt to pinpoint when the determinants of degree completion have their impact. The findings indicate that differences attributable to SES and high school racial composition persist, with low-SES individuals and those from high schools with lower percentages of whites experiencing lower graduation rates, even when students' postsecondary educational plans, academic ability, and college entry are controlled. Most students who desire to obtain a college degree are at least able to apply to college and attend some classes. However, once in college, persisting to graduation proves more problematic.