The review reports that equally qualified Chicago graduates' college persistence differed systematically depending on the institutional graduation rates of the colleges they attended¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among CPS graduates with comparable grades and test scores, college persistence differed depending on the institutional graduation rates of the colleges attended. → Nagaoka 2014 q2 i? A CPS graduate with a 3.5 GPA had roughly a 20 percent to over 90 percent chance of earning a college degree depending on which of the 20 most-attended colleges she attended. → Nagaoka 2014 (2)

Evidence¶

Nagaoka 2014¶

Nagaoka, J., Farrington, C. A., Ehrlich, S. B., with Johnson, D. W., Dickson, S., Heath, R., & Mayo, A. (2014). A Framework for Developing Young Adult Success in the 21st Century: White Paper — Defining Young Adult Success. University of Chicago Consortium on Chicago School Research Working Paper. https://consortium.uchicago.edu/publications/framework-developing-young-adult-success-21st-century

q2 · i? · associational · r?

The white paper attributes to ongoing University of Chicago analyses of successive CPS graduate cohorts that the "same sets of grades and test scores produced systematic differences in college persistence" by college institutional graduation rates. Reported second-hand; no effect size printed.

"Their recent analyses of college outcomes among successive cohorts of Chicago Public School (CPS) graduates indicate that the same sets of grades and test scores produced systematic differences in college persistence depending on the institutional graduation rates of the colleges students attended (Roderick, Holsapple, Kelley-Kemple, Johnson, & Moeller, forthcoming)."

Nagaoka 2014 (2)¶

Nagaoka, J., Farrington, C. A., Ehrlich, S. B., with Johnson, D. W., Dickson, S., Heath, R., & Mayo, A. (2014). A Framework for Developing Young Adult Success in the 21st Century: White Paper — Defining Young Adult Success. University of Chicago Consortium on Chicago School Research Working Paper. https://consortium.uchicago.edu/publications/framework-developing-young-adult-success-21st-century

q2 · i? · theoretical · r?

The review attributes to Roderick, Nagaoka, Coca, & Moeller (2008) that a CPS graduate with a 3.5 GPA faced a roughly 20 percent to over 90 percent degree-attainment chance across the 20 most-attended colleges. Percentages are descriptive, as printed.

"This confirmed their earlier findings that showed that a CPS graduate with a 3.5 GPA had between a roughly 20 percent chance of earning a college degree to an over 90 percent chance, depending on which college he or she attended among the 20 colleges most attended by CPS graduates (Roderick, Nagaoka, Coca, & Moeller, 2008)."

Discussion¶

Related Claims¶

• Almost one-half of between-school differences in college graduation rates among similarly-qualified CPS students is attributable to the colleges to which high schools send their students — related
• Students with the same HSGPA or the same ACT score graduate from college at different rates depending on which high school they attended — related
• College readiness is best understood as a property of interactions between students and the college context, not only individual skills — a broader claim this one bears on
• Ensuring a good match between students and the colleges in which they enroll significantly increases a student's chance of graduating — related
• At least 177,000 low-income high school graduates score high enough on the SAT/ACT to qualify for entry to a public research university — related