Regression and matching estimates of the effects of elite college attendance on educational and career achievement

Brand, Jennie E.; Halaby, Charles N.

doi:10.1016/j.ssresearch.2005.06.006

Cited by 159 publications

(97 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consistent with many researchers who use student selectivity as the prime measure of college quality (Brand & Halaby, 2003;Davies & Guppy, 1997), I define elite colleges as highly selective institutions, which admit students who score relatively high on their SAT tests (roughly about 650 and higher across the three subject areas). 5 All three colleges that are discussed below fall into this category ("Where Will Your SAT or ACT Scores Take You?," 2007): University of California, Los Angeles (UCLA; 650), University of Chicago (710), and the elite liberal arts college studied by Smulyan (710).…”

Section: Choosing To Teach Among Graduates Of Elite Colleges Definitimentioning

confidence: 99%

Choosing to Teach in Urban Schools Among Graduates of Elite Colleges

Tamir

2009

Urban Education

View full text Add to dashboard Cite

According to the research literature, there are three reasons that draw teachers into teaching: (1) gender-related reasons, (2) altruistic reasons, and (3) monetary rewards and job flexibility. Based on data from three teacher preparation programs, this article argues that teachers who were trained at elite colleges and who chose teaching in urban schools rarely referred to any of the three reasons. Instead, these teachers tend to (a) conceptualize teaching around issues of social justice and social change, arguing they joined teaching to improve society, and (b) seek leadership positions in urban education. Using Bourdieu's concepts of field and capital, these arguments are theorized and hypotheses for further research are developed.

show abstract

Section: Choosing To Teach Among Graduates Of Elite Colleges Definitimentioning

confidence: 99%

Choosing to Teach in Urban Schools Among Graduates of Elite Colleges

Tamir

2009

Urban Education

View full text Add to dashboard Cite

show abstract

“…This new variable is then used to examine the effect of the treatment across cases that share a similar propensity for selecting into the treatment, thus minimizing the potential bias introduced by the observed "selection effect." Although some postsecondary education researchers have attempted to show the importance of this method for examining a range of important research questions using observational data (Brand & Halaby, 2006;Reynolds & DesJardins, 2009;Titus, 2007), other scholars have questioned the perceived uniform effectiveness of propensity score matching to produce more accurate estimates and have shown that this approach may not always improve the accuracy of the findings and is vulnerable to a range of research design and analysis decisions (Padgett, Salisbury, An, & Pascarella, in press;Peikes, Moreno, & Orzol, 2008;Shadish, Clark, & Steiner, 2008;Steiner, Cook, Shadish, and Clark, in press). …”

Section: Discussionmentioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

144

View full text Add to dashboard Cite

During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

show abstract

“…Social scientists have commonly used the Selector as a measure of college selectivity (Alon and Tienda 2007;Brand and Halaby 2006). The Selector has six categories of admission competitiveness and does not consider 2-year colleges.…”

Section: Selectivity Of the He Institutionmentioning

confidence: 99%

Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA

Duta

Iannelli

2017

High Educ

View full text Add to dashboard Cite

This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA.

show abstract

Regression and matching estimates of the effects of elite college attendance on educational and career achievement

Cited by 159 publications

References 18 publications

Choosing to Teach in Urban Schools Among Graduates of Elite Colleges

Choosing to Teach in Urban Schools Among Graduates of Elite Colleges

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Social origins, academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA

Contact Info

Product

Resources

About