Announcement of Ed.D. Dissertation Defense Benjamin Glaz: “WHAT CAN SCHOOL LEADERS LEARN FROM NJ DOE DATA ABOUT THE SCHOOL FACTORS THAT IMPACT STUDENT POSTSECONDARY OUTCOMES?”
This dissertation is intended to add to what practitioners and researchers know about factors that affect a high school’s postsecondary enrollment rates. It uses several regression models on a data set of all New Jersey High Schools from the 2012-2018 school years to answer three research questions. These questions were designed to gain an understanding of what portion of the variation in school-level postsecondary enrollment can be explained by student background characteristics and if any school achievement variables seem to mitigate any of the risks for lower achieving groups. Specifically, are access, enrollment, or achievement in college-level courses or other measures of student achievement associated with increased postsecondary enrollment after controlling for student background?
This study found that percent free or reduced-price lunch, percent special education, and percent English Language Learners were all statistically significant predictors of decreased postsecondary enrollment rates while percent female and Asian predicted increases. Percent Hispanic and Percent Black had little effect. Several measures of access, enrollment, and achievement in advanced coursework in high schools were also statistically significant predictors of increased postsecondary enrollment after controlling for student background characteristics. This was also found to be the case for schools with higher levels of student achievement. None of these factors seemed to show significant signs of improving postsecondary enrollment rates for the student background groups associated with the greatest risk. This study uses its findings to make some hypotheses and suggestions for school leaders to consider if they would like to increase the postsecondary enrollment rates for their students.
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