Full Citation

Title: Public Policy and Higher Education Attainment in a Twenty-First-Century Racial Demography: Examining Research from Early Childhood to the Labor Market

Citation Type: Book, Section

Publication Year: 2013

ISBN: 978-94-007-5835-3

ISSN:

DOI: https://doi.org/10.1007/978-94-007-5836-0

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Abstract: In this chapter, we utilize a P-16 framework that incorporates policy analyses from early childhood programming to college access to evaluate the college completion outcomes for low-income and underrepresented students. We begin with a review of the current college-age demography in the USA and then evaluate key policy initiatives in early childhood, kindergarten, high school, the college choice and admissions stage, and finally college completion. We find that some initiatives in early childhood stages have remarkably consistent effects on college access while policies incorporating high school exit exams and some college remediation programming have less consistent outcomes toward the goal of college completion. We comment on the various options for datasets used in this area of educational intervention research. We end with recommendations regarding the use of contemporary data to further disaggregate the roles that diverse demographic characteristics and contexts might have in designing future interventions regarding college success.

Url: https://link.springer.com/chapter/10.1007/978-94-007-5836-0_11

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Authors: Flores, Stella, M; Oseguera, Leticia

Editors: Paulsen, Michael B.

Pages: 513-560

Volume Title: Higher Education: Handbook of Theory and Research

Publisher: Springer

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Volume:

Edition:

Data Collections: IPUMS USA

Topics: Education, Labor Force and Occupational Structure, Race and Ethnicity

Countries: United States