Never being expelled in high school was a substantially stronger predictor of college enrollment for Hispanic, English learner, older-entry, and town/rural students than for their counterparts¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Not being expelled in high school increased the likelihood of college enrollment by 46 percentage points for Hispanic students compared with 14 percentage points for White students. → Hester 2022

Evidence¶

Hester 2022¶

Hester, C., Lazarev, V., Zacamy, J., Nardi, C., & Feygin, A. (2022). Student group differences in Arkansas' indicators of postsecondary readiness and success. Regional Educational Laboratory Southwest. https://ies.ed.gov/ncee/edlabs/regions/southwest/rel_2023-145.asp

q2 · i? · associational · r3

Marginal effects analysis from logistic regression models for the high school behavioral indicator never expelled. The authors report that "not being expelled in high school increased the likelihood of college enrollment by 46 percentage points compared with 14 percentage points for White students."

"For Hispanic students, not being expelled in high school increased the likelihood of college enrollment by 46 percentage points compared with 14 percentage points for White students."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Predictive specificity was substantially higher for NSLP-eligible, English learner, disabled, and older-entry students, with the largest difference for middle school students with disabilities predicting college enrollment — related
• Students who began as English Learners graduated from high school at a slightly higher rate than never-classified EL students and enrolled in college at about the same rate, with more two-year enrollment — related
• Predictive accuracy of middle and high school indicators did not vary substantially between student groups — reports the opposite
• Fewer substantial differences between student groups occurred for behavioral indicators than for academic indicators of postsecondary readiness and success — related