Postsecondary Education Enrollment Research Articles

Association between preterm birth and economic and educational outcomes in adulthood: A population-based matched cohort study.

Preterm birth (PTB) affects ~10% of births worldwide; however, most literature focused on short-term clinical outcomes, with much less focus on long-term socioeconomic outcomes after PTB. We examined associations between PTB and individuals' income, employment, and educational outcomes during early adulthood. We conducted a population-level matched cohort study including all live births in Canada between 1990 and 1996, followed until 2018. Outcomes included Employment income per year in 2018 CAD and employment between ages 18 and 28 years, postsecondary education enrollment (18-22 years), and maximum educational attainment at age 22-27 years. Mean differences and risk ratios (RR) and differences (RD) were estimated using generalized estimating equation regression models for economic outcomes and multinomial logistic regression models for educational outcomes. Of 2.4 million births, 7% were born preterm (0.3%, 0.6%, 0.8%, and 5.4% born extremely preterm (24-27 weeks), very preterm (28-31 weeks), moderately preterm (32-33 weeks), and late preterm (34-36 weeks) respectively). After matching on baseline characteristics (e.g., sex, province of birth, and parental demographics) and adjusting for age and period effects, preterm-born individuals, on average, had $958 CAD less employment income per year (95% CI: $854-$1062), 6% lower income per year, than term-born individuals, and were 2.13% less likely to be employed (1.98-2.29%). PTB was also negatively associated with university enrollment (RR 0.93 (0.91-0.94) and graduation with a university degree (RR 0.95 (0.94-0.97)). Mean income differences for those born 24-27 weeks were -$5,463 CAD per year (17% lower), and adjusted RR were 0.55 for university enrollment and graduation. In this population-based study, preterm birth was associated with lower economic and educational achievements at least until the late twenties. The associations were stronger with decreasing GA at birth. Policymakers, clinicians, and parents should be aware that the socioeconomic impact of PTB is not limited to the early neonatal period but extends into adulthood.

“If I Go, I’ll Probably End Up Dropping Out too”: College Enrollment Choices in a Free College Context

ABSTRACT In this qualitative study, we explored why students in a free community college environment in Tennessee chose not to enroll in college or dropped out of college shortly after enrolling. We conducted 27 in-depth interviews with individuals who were eligible for the Tennessee Promise. Perna’s conceptual model for college access and choice guided our analysis. We analyzed data using a three-tier approach, which included open/emergent coding, followed by a priori/theoretical analysis. We identified 15 emergent themes common among interview participants, which we then categorized into the four theoretical themes based on Perna’s (2006) model. The Tennessee Promise increases access to and enrollment in postsecondary education for many students. Our study highlights potential gaps policymakers and practitioners can address to continue improving the Tennessee Promise and other student supports. We provide our recommendations for practice, policy, and future research.

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.

27.1 Paths to Postsecondary Education Enrollment Among Adolescents With and Without Childhood ADHD

Despite the long-term deficits associated with ADHD, some adolescents with ADHD enroll in postsecondary education (PSE). Postsecondary students represent a relatively high-functioning segment of the population, but students with ADHD continue to experience academic difficulties in higher education. Beyond admittance to postsecondary programs, do adolescents with ADHD histories who enroll in postsecondary studies differ from those who do not? We aimed to determine whether symptoms and academic functioning are distinct developmentally from childhood through adolescence between adolescents with and without ADHD who did and did not enroll in PSE.

Paths to postsecondary education enrollment among adolescents with and without childhood attention-deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories.

We examined developmental trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms, standardized achievement, and school performance for adolescents with and without ADHD who did and did not enroll in postsecondary education (PSE; N=749; 79% boys; 63% White, 17% non-Hispanic Black, 10% Hispanic, and 10% other ethnicities). In a multisite study (recruitment based in New York, North Carolina, Pennsylvania, California, and Quebec), participants were originally enrolled between 1994 and 1998 at ages 7 to 9.9 and followed up through 2012 (Mage = 25 at final follow-up). Adolescents who eventually enrolled in PSE had less severe symptoms, but differences were modest and trajectories were similar over time. For all adolescents, standardized achievement trajectories declined up to two thirds of a standard deviation from ages 9 to 17. By the end of high school, the average GPA of adolescents with ADHD was three quarters of a point higher for those who eventually enrolled in PSE compared to those who did not. Overall, school performance mattered more than academic achievement for understanding eventual enrollment of adolescents with ADHD.

The importance of external assessments: High school math and gender gaps in STEM degrees

We exploit the random allocation to a semi-external assessment in Math (SEAM) at the end of high school in Denmark to test the effect of SEAM on subsequent enrollment and graduation in post-secondary education. We find that SEAM in high school reduces the gender gap in graduation from post-secondary STEM degrees, and we discuss possible mechanisms. Our results show that cancelling external assessments, as was temporarily implemented in many regions during the COVID-19 pandemic, may impact gender differences in human capital accumulation in the long run.

County-Level Factors Matter: The Role of Contextual Factors in Foster Youths' Extended Foster Care Participation and Human Capital Outcomes.

Extended foster care (EFC) is an important policy that supports human capital attainment for foster youth transitioning to adult independence. Previous studies have examined youth- and policy-level factors' influence on EFC participation and human capital outcomes (e.g., education, employment). Still, few studies have examined contextual factors (e.g., county characteristics). We explore how local contexts, or county-level attributes, influence youths' EFC participation and human capital outcomes (i.e., postsecondary education enrollment and earnings). We analyze two datasets from California Youth Transitions to Adulthood Study: survey data with rich youth-level information (n = 529) and state child welfare administrative data with a larger sample size (n = 2392). After controlling for a wide range of youth characteristics and adjusting between-county variations, regression results find that several county characteristics predict youths' EFC participation and human capital outcomes at age 21, such as political atmosphere and worker's satisfaction with cross-system collaboration. We conclude with a discussion of implications for research and practice.

Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education

Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.

Predictors of Academic Achievement in Dual Credit Students

Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year colleges, and career and technical education (CTE) schools. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and it significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

Understanding Postsecondary Education Enrollment of First-Generation Students From a Social Cognitive Perspective

Data from the High School Longitudinal Study of 2009 were used to describe and compare postsecondary education enrollment patterns of first- and continuing-generation students. Social cognitive career theory was used to explain the processes of educational and career pursuit and attainment, as well as personal, behavioral, and contextual/environmental factors influencing these processes. Postsecondary educational self-efficacy (i.e., a belief or confidence in future educational success) had a significant positive influence on establishing higher postsecondary educational goals for all adolescents. Postsecondary educational self-efficacy and goals, together, also had a substantial positive influence on postsecondary enrollment patterns of both groups. Self-efficacy exerted a stronger total effect for first-generation students. Contextual supports and barriers directly influenced students’ goals but played different roles depending on generational status.

Post-secondary education and information on labor market prospects: A randomized field experiment

We examine the impact of an information intervention offered to 97 randomly chosen high schools on post-secondary education applications and enrollment in Finland. Graduating students in treatment schools were surveyed and given information on the labor market prospects associated with detailed post-secondary programs. We find that students who were the most likely to update their beliefs due to the intervention started to apply to programs associated with higher earnings. However, this subgroup is too small to give rise to a statistically or economically significant impact on the overall application or enrollment patterns.

Breaking the Unequal Cycle: Parental Involvement in Hispanic Non-Native English Speakers’ Postsecondary Enrollment

ABSTRACTThis study examines the extent to which parental involvement factors predict the likelihood of Hispanic non-native English speakers’ (NNESs) postsecondary education (PES) enrollment after controlling for socioeconomic status and linguistic factors. A nationally representative Education Longitudinal Study dataset and a binary multilevel logistic regression model were used to examine the differences in the effects of parental involvement factors on Hispanic NNESs PSE enrollment. The results provide evidence in support of a conceptual model for Hispanic parental involvement, differentiates models from other NNES family groups, focusing on Hispanic NNESs’ unique familial characteristics and support system that could affect students’ PSE enrollment.

Assessing the Relationship Between Pell Grant and Federal Student Loan at Louisiana Four-Year Public Institutions

After years of emphasizing college access in the US, lawmakers have become more concerned with college completion, this is because there has been a decline in the completion rate. Although there are other reasons, college affordability is one of the reasons why some students may start college but not complete it. Student loans are often justified on the grounds that higher education has economic benefits such as, it leads to higher salaries and improved employment prospects. Research has shown that grant aid increases the probability of enrollment in postsecondary education. Thus, grant aid is important to students’ postsecondary opportunities and success. This study uses Pearson correlation, t-test and linear regression to evaluate the data and establish the relationship between Pell grants and Federal Student Loans. It seeks to find if a statistically significant relationship exists between Pell Grant and Student Loan. Keywords: Student Loan, Pell Grant, Four-Year Public Institutions, Louisiana, Financial Aid, Federal Student Loan DOI: 10.7176/JEP/11-9-04 Publication date: March 31 st 2020

Saving Some Inequality for Young Adulthood? Social Origin Differences in ‘Re’-enrollment in Postsecondary Education in the United States, Sweden, and Germany

Abstract In this article, three country contexts are compared with regard to inequality by social origin in late enrollment in post-secondary education. Countries differ in the frequency at which young adults leave the labor market and (re)-enroll. This article discusses how inequality in late entry into education by social origin can be linked to characteristics of the education system and the labor market. Two cases with education systems that welcome adult learners and offer many second chances – Sweden and the US – are contrasted with the German system before its recent reforms. Systems with a welcoming environment for adult learners in higher education are shown to have higher educational inequalities in later transitions, while inequality in earlier transitions is lower.

The Effects of Grant Aid on Student Persistence and Degree Attainment: A Systematic Review and Meta-Analysis of the Causal Evidence

The provision of grant aid is important to students’ postsecondary opportunities and success. It is well established that grant aid increases the probability of enrollment in postsecondary education. A slate of studies in recent years has extended this research to examine whether grant aid also has an impact on persistence and degree attainment. This article presents a systematic review and meta-analysis of the best available evidence of the effect of grant aid on postsecondary persistence and degree attainment. The systematic review identifies and describes the landscape of the literature on grant aid programs and their effects on postsecondary success. A meta-analysis of 43 studies yielding 75 effect sizes estimates that grant aid increases the probability of student persistence and degree completion between 2 and 3 percentage points. When considering the dollar amount of aid, we estimate an additional $1,000 of grant aid improves persistence and attainment by 1.5 to 2 percentage points. Suggestions for future research and implications for policy are discussed.

Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment

While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.

Exploring Resilience in Latina/o Academic Outcomes: A Latent Class Approach

The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N = 1610) and assess group differences with respect to gender, SES, immigrant status, student’s native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice.

Life Events and Longitudinal Effects on Physical Activity: Adolescence to Adulthood.

Common life events, such as getting married or gaining employment, may be opportunities to intervene on health behaviors like physical activity. The purpose of this study was to determine the changes in moderate-to-vigorous physical activity (MVPA) associated with several common life events from adolescence to young adulthood. Participants in Project EAT (ages 11 to 18 yr at baseline and 25 to 36 yr at wave 4) were surveyed at four timepoints from 1998 to 2016. Questions included marital status, employment status, postsecondary education completion and enrollment, and living situation between each wave. Linear regression was used to model the effect of each life event on change in self-reported MVPA. Post hoc mediation analysis was conducted to examine whether having a child mediated the effect of getting married on the change in MVPA. Average MVPA declined from 6.5 h·wk at baseline to 4.3 h·wk at wave 4. Having a child was associated with a significant decrease in MVPA between waves 2 and 3 and between waves 3 and 4. Getting married and leaving parents' home were associated with significant decreases in MVPA between waves 3 and 4. Having a child both mediated and moderated the effect of getting married on MVPA. This study provides evidence that MVPA declines both after getting married and after having a child and that these effects are not independent. Interventions to maintain or increase MVPA could profitably target couples planning to get married or have a child.

Using students’ smartphones to learn a nursing skill: Students’ perspectives

The increase in nursing students’ enrollment in post-secondary education, hospital restructuring and limited clinical placements have shifted nurses’ education to require more e-learning platforms. E-learning uses information and communication technologies to support interactions with content, learning activities and with others; and to facilitate self-reflection. Using smartphones’ video applications in a hybrid course can support learning. Most nursing students own smartphones and use them to create videos, however, their perspectives on using their smartphones to support learning a nursing skill is limited. This mixed method pilot study explored undergraduate nursing students’ perspectives on using their smartphones to record, and later receive feedback from their peers and faculty when learning a nursing skill. Twenty-six students completed questionnaires and seven students participated in a follow-up focus group. Two overarching themes emerged: (a) technical and (b) adaptive challenges. Students identified technical challenges in using their devices and how this influenced knowledge application. Others highlighted that the activity helped them to reflect and relate to self, others and their environments. The clinical, educational, ethical and research implications of this teaching-learning strategy will be discussed.