The Supply and Demand of High-Achieving Hispanic Students

Autor/inn/en	Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Supply and Demand of High-Achieving Hispanic Students
Quelle	(2016), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Supply and Demand; High Achievement; Hispanic American Students; College Students; Academic Persistence; Aptitude Tests; High Schools; High School Students; College Entrance Examinations; Longitudinal Studies; High School Graduates; Regression (Statistics); Recognition (Achievement); Intervention; Talent Identification; Student Recruitment; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Bedarfsplanung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Aptitude test; Eignungsprüfung; Eignungstest; High school; Oberschule; High schools; Aufnahmeprüfung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate; Graduates; Absolvent; Absolventin; Regression; Regressionsanalyse; Soziale Anerkennung; Begabtenanalyse; Talentsuche; Scholarship; Scholarships; Assessment; Stipendium; Hochschulzulassung
Abstract	Hispanics are the largest minority group in the United States, increasing almost six-fold from 1970 to 2014. Although Hispanics youth in the U.S. have traditionally had lower college attendance rates, some sources suggest a narrowing of the White-Hispanic postsecondary attendance gap over the last fifteen years. A key question is whether altering Hispanic demand for specific institutions has a causal impact on degree completion. In this paper, the authors examine a program which provides positive feedback to high-achieving Hispanic students. First, the authors document that this program substantially alters student demand for postsecondary institutions, particularly in areas where Hispanic students traditionally lag behind their white peers. They then investigate whether these shifts increase postsecondary attainment. The authors studied all Hispanic students who took the Preliminary SAT/National Merit Scholarship Qualify Test (PSAT/NMSQT, henceforth PSAT) in 11th grade and graduated from high school from 2006-07 through 2008-09, as well as all Hispanic high school graduates residing in the Western and Southwestern portion of the United States from 2003-04 to 2009-10. Although approximately 250,000 Hispanic students take the 11th grade PSAT in a given year, the authors focus on approximately 50,000 students who lie relatively close to a threshold for National Hispanic Recognition Program (NHRP) eligibility. A regression discontinuity design was used to estimate the causal impact of NHRP, which compares students just above and below year- and region-specific cutoffs for eligibility. The authors relied on secondary data collected by the College Board on all PSAT takers and their scores from 2003-04 through 2009-10. It was found that NHRP dramatically alters college attendance patterns for many students, increasing the likelihood that students attend college at a four-year institution, out of state, or at a public flagship by two, five, and three percentage points, respectively. Figures and tables are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01