Table 6.?Logistic regression for the probability of moderate- to high-risk students: (1) attending a 4-year college versus all others, (2) enrolling in any postsecondary education versus none, and (3) exhibiting strong postsecondary persistence indicators versus all others[1]
| Odds ratio [3] | |||
|---|---|---|---|
| Predicted variable[2] | 4-year college vs. other (N=2,878) |
Some PSE vs. none (N=2,796) |
Strong PSE persistence vs. others in PSE (N=1,667) |
| Student engagement with school | |||
| Areas of extracurricular activities student participated in |
|||
| One | 1.34 | 1.16 | 0.96 |
| Two or more | 2.09** | 1.59** | 1.14 |
| None (comparison group) | |||
| Student?s school attendance | |||
| Moderate attendance | 1.29 | 0.98 | 1.62* |
| High attendance | 1.53 | 0.94 | 1.74** |
| Low attendance (comparison group) | |||
| Parent engagement with student's learning | |||
| Parents? educational expectations for student | |||
| Vocational/trade | 0.78 | 1.69 | 2.93 |
| Some college | 1.60 | 2.99** | 1.59 |
| Bachelor?s degree | 2.37 | 3.04** | 2.28 |
| Advanced degree | 2.08 | 3.19** | 2.15 |
| High school diploma/less (comparison group) | |||
| Parents discussed school-related matters with student |
|||
| Some discussion | 1.52 | 1.57** | 1.13 |
| Much discussion | 2.17** | 2.45** | 1.25 |
| Little to no discussion (comparison group) | |||
| Friends? engagement with learning | |||
| Importance of learning to student?s friends | |||
| Moderately important | 1.44 | 1.42* | 1.43 |
| Highly important | 1.71* | 2.40** | 1.63 |
| Not very important (comparison group) | |||
| Number of friends who planned to attend a 4-year college | |||
| Few to some | 1.96 | 1.59* | 0.87 |
| Most to all | 6.01** | 2.80** | 1.38 |
| None (comparison group) | |||
| College preparation activities | |||
| Amount of aid information used by student | |||
| One | 1.38 | 1.63** | 0.94 |
| Two or more | 1.93** | 1.98** | 1.63* |
| None (comparison group) | |||
| Number of people student talked to about aid | |||
| One | 1.78 | 1.91** | 1.43 |
| Two | 2.00** | 2.33** | 1.57 |
| Three | 2.04** | 2.75** | 1.54 |
| Four or more | 2.28 | 1.31 | 1.54 |
| None (comparison group) | |||
| Participated in any HS outreach program | |||
| Yes | 2.88** | 1.76 | 1.20 |
| No (comparison group) | |||
| Student got help preparing for entrance examination | |||
| Yes | 2.32** | 1.73** | 1.41* |
| No (comparison group) | |||
| Student received help from school with college application process | |||
| Yes | 1.94** | 1.66** | 1.78** |
| No (comparison group) | |||
|
1 Results in this table were estimated by the SUDAAN software, using the weight F3QWT92G. 2 Each logistic regression controlled for six risk factors?socioeconomic status, number of times of changing school, GPA from grade 6 to 8, single parent family, ever held back, having one or more siblings who dropped out of school, and two achievement measures including the 8th-grade combined math, reading, science, and social studies test scores and level of mathematics courses taken over the four years of high school. 3 *p < .05, **p > .01. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study (NELS:88/94). | |||
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