Search results for: Socioeconomic influences

This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.

This quantitative study employs a seasonal perspective to assess the degree to which neighborhood and school contexts affect the reading achievement growth of young children. The authors found that neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.