After accounting for other factors, colleges with higher shares of first-generation, older, English learner, and academically disadvantaged students still earned fewer milestones, while economic disadvantage and dual-credit shares were no longer significant¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a regression controlling for all need factors and contextual factors simultaneously, four need factors remained significantly negative and two lost significance. → Levin 2022
Evidence¶
Levin 2022¶
Levin, J., Baker, B., Lee, J., Atchison, D., & Kelchen, R. (2022). An Examination of the Costs of Texas Community Colleges. Regional Educational Laboratory Southwest. https://ies.ed.gov/ncee/edlabs
q2 · i? · associational · r2
Conditional regression analysis (300 college-year observations, enrollment-weighted, year fixed effects, R2 0.541). Table 2 prints coefficients such as "-2.016***" for first-generation share; the dual-credit coefficient was not significant (0.142).
"There was no longer a statistically significant relationship between the percentage of students who are economically disadvantaged and success points milestones earned per full -time equivalent student after accounting for other student need factors and institutional contextual factors"
Discussion¶
Learner Variables¶
- Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
- Age and Developmental Stage — predictor: learners who differ on it differ in outcomes
- English-Learner Status — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Larger adequacy gaps between projected adequate cost and actual spending were associated with fewer success points milestones per FTE student — related
- Colleges with higher percentages of first-generation, economically disadvantaged, academically disadvantaged, older, and English learner students earned fewer success points milestones per FTE student — related
- Cost function analysis indicates substantially higher spending is needed for equal opportunity: weights of 2.49 for first-generation and 2.63 for students older than 24 — related
- Texas's current funding system is progressive for several need factors, but the additional spending may not be enough for equal opportunity — related
- Colleges with higher percentages of academically disadvantaged students spent less per FTE student, suggesting possible resource inequities — related
- Economic and social needs outside of school are statistically significantly associated with the context of schools' English Learner programs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
conditional-regression-need-factors-milestones |
title |
After accounting for other factors, colleges with higher shares of first-generation, older, English learner, and academically disadvantaged students still earned fewer milestones, while economic disadvantage and dual-credit shares were no longer significant |
description |
After accounting for other factors, colleges with higher shares of first-generation, older, English learner, and academically disadvantaged students still earned fewer milestones, while economic disadvantage and dual-... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — levin-2022 |
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