Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts

This study includes consists of three essays in which I demonstrate that high school contexts are related to the postsecondary preparation, entrance, and matriculation of high school students, particularly for underrepresented populations. My inquiry utilizes comprehensive state longitudinal data, nationally representative longitudinal data, and national school fiscal data, along with quantitative methods to examine these relationships. The dissertation relies on two statistical methods and two unique data sources. Utilizing multilevel modeling and state longitudinal data, the first paper examines the results of school funding policies and the extent to which school funding is related to the postsecondary preparation and matriculation of students. The results suggest that per-pupil revenue is related to an increase in ACT math scores, likelihood of four-year post-secondary enrollment, and four-year post-secondary degree attainment. Utilizing the same Illinois high school data and propensity-score matching techniques, the second paper explores the relationship between a high school’s average teacher quality and the postsecondary preparation and matriculation of students identified as Black and Latino. The findings indicate that, for Black and Latino students that attended schools with above-average or higher teachers, ACT math scores are higher and the likelihood of enrollment in a four-year post-secondary institution is greater. Finally, utilizing a nationally representative sample of data from the Educational Longitudinal Study of 2002 (ELS:02), supplemented with Common Core Data, and propensity-score matching, the third paper examines the extent to which the intersection of student socioeconomic status and school quality is related to post-secondary matriculation. For students identified as being from a low socioeconomic background, attending a higher quality school is related to an increase in the likelihood for both two- and four-year post-secondary enrollment. Taken together, the three essays provide further evidence that increases in school resources, whether it be funding, teachers, or in general, are related to educational achievement, and, more specifically, the likelihood of underrepresented students advancing to and progressing through post-secondary institutions.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2016

Author dc:creator

• Houston, Derek Anthony

Contributors dc:contributor

• Trent, William T.
• Lubienski, Sarah T.
• Baber, Lorenzo D.
• Lichtenberger, Eric
• Robinson-Cimpian, Joseph P.

• P-20 Pipeline
• School Resources
• Post-secondary outcomes
• Longitudinal Data

Statement dc:rights

• Copyright 2016 Derek Anthony Houston

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/90901

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/90901