{"id":{"repo_id":"ttu","oai_identifier":"oai:ttu-ir.tdl.org:2346/87508"},"canonical_url":"https://search.dev.ndltd.org/etd/ttu/oai:ttu-ir.tdl.org:2346/87508","repository":{"repo_id":"ttu","name":"Texas Technology University","base_url":"https://ttu-ir.tdl.org/server/oai/request"},"display":{"title":"Higher education enrollment patterns by school district characteristics: An analysis of relationships between student educational contexts and postsecondary enrollment","abstract":"Increasing postsecondary access and attainment for historically underserved students is an ongoing priority for states and higher education institutions, but the educational and community contexts informing student enrollment decisions needs to be better understood. This study used 2016-2017 K-12 district characteristics and postsecondary enrollment outcomes for 766 districts in the state of Texas to identify relationships between district-level factors and postsecondary enrollment. Findings indicate the district proportion of historically underrepresented students, especially economically disadvantaged students, is negatively associated with postsecondary enrollment in four-year institutions, but instructional and academic resources available in the districts were found to be more significantly associated with enrollment outcomes than demographic factors. Districts with higher proportions of economically disadvantaged students in this study had significantly higher percentages of teachers with less than five years of experience and lower percentages of students demonstrating college readiness in English and Math. Findings also indicate that district proximity in relation to higher education options, specifically location in an area identified as an education desert, was significantly related to lower rates of college readiness and four-year enrollment than districts with more higher education access.","abstract_html":"Increasing postsecondary access and attainment for historically underserved students is an ongoing priority for states and higher education institutions, but the educational and community contexts informing student enrollment decisions needs to be better understood. This study used 2016-2017 K-12 district characteristics and postsecondary enrollment outcomes for 766 districts in the state of Texas to identify relationships between district-level factors and postsecondary enrollment. Findings indicate the district proportion of historically underrepresented students, especially economically disadvantaged students, is negatively associated with postsecondary enrollment in four-year institutions, but instructional and academic resources available in the districts were found to be more significantly associated with enrollment outcomes than demographic factors. Districts with higher proportions of economically disadvantaged students in this study had significantly higher percentages of teachers with less than five years of experience and lower percentages of students demonstrating college readiness in English and Math. Findings also indicate that district proximity in relation to higher education options, specifically location in an area identified as an education desert, was significantly related to lower rates of college readiness and four-year enrollment than districts with more higher education access.","abstract_has_math":false,"creators":["Harwood, Yvonne Holly"],"institution":"Texas Tech University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Higher Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Garcia, Hugo"],"committee_members":["McNaughtan, Jon","Almekdash, Mhd. Hasan"],"year":2021,"date_issued":"2021-05","date_published":"2021-05","updated_at":"2026-07-24T05:04:54Z","subjects":["Postsecondary Enrollment","K-12 District Characteristics","High-Poverty Educational Context","College Readiness","Education Deserts","Rurality"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/87508","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Garcia, Hugo"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["McNaughtan, Jon","Almekdash, Mhd. 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This study used 2016-2017 K-12 district characteristics and postsecondary enrollment outcomes for 766 districts in the state of Texas to identify relationships between district-level factors and postsecondary enrollment. Findings indicate the district proportion of historically underrepresented students, especially economically disadvantaged students, is negatively associated with postsecondary enrollment in four-year institutions, but instructional and academic resources available in the districts were found to be more significantly associated with enrollment outcomes than demographic factors. Districts with higher proportions of economically disadvantaged students in this study had significantly higher percentages of teachers with less than five years of experience and lower percentages of students demonstrating college readiness in English and Math. Findings also indicate that district proximity in relation to higher education options, specifically location in an area identified as an education desert, was significantly related to lower rates of college readiness and four-year enrollment than districts with more higher education access."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Higher education enrollment patterns by school district characteristics: An analysis of relationships between student educational contexts and postsecondary enrollment"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Garcia, Hugo"],"dc:contributor.committeemember":["McNaughtan, Jon","Almekdash, Mhd. Hasan"],"dc:creator":["Harwood, Yvonne Holly"],"dc:date.accessioned":["2021-08-04T16:10:39Z"],"dc:date.available":["2021-08-04T16:10:39Z"],"dc:date.issued":["2021-05"],"dc:description.abstract":["Increasing postsecondary access and attainment for historically underserved students is an ongoing priority for states and higher education institutions, but the educational and community contexts informing student enrollment decisions needs to be better understood. This study used 2016-2017 K-12 district characteristics and postsecondary enrollment outcomes for 766 districts in the state of Texas to identify relationships between district-level factors and postsecondary enrollment. Findings indicate the district proportion of historically underrepresented students, especially economically disadvantaged students, is negatively associated with postsecondary enrollment in four-year institutions, but instructional and academic resources available in the districts were found to be more significantly associated with enrollment outcomes than demographic factors. Districts with higher proportions of economically disadvantaged students in this study had significantly higher percentages of teachers with less than five years of experience and lower percentages of students demonstrating college readiness in English and Math. 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