The effects of interrupted enrollment on graduation from college: Racial, income, and ability differences
AbstractWe present a multiple spells-competing risks model of stopout, dropout, reenrollment, and graduation behavior. We find that students who experience an initial stopout are more likely to experience subsequent stopouts (occurrence dependence) and be less likely to graduate. We also find evidence of the impact of the length of an initial spell on the probability of subsequent events (lagged duration dependence). We simulate the impacts of race, family income, and high school performance on student behavior and show that there are often very large differences between unadjusted rates of student outcomes and adjusted rates. Differences in student performance often ascribed to race are shown to be the result of income, age at entry, and high school performance.
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Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 25 (2006)
Issue (Month): 6 (December)
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Web page: http://www.elsevier.com/locate/econedurev
Other versions of this item:
- Stephen L. DesJardins & Dennis A. Ahlburg & Brian P. McCall, . "The Effects of Interrupted Enrollment on Graduation from College: Racial, Income, and Ability Differences," Working Papers 0505, Human Resources and Labor Studies, University of Minnesota (Twin Cities Campus).
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