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College Board

This report shows college enrollment and graduation trends among Latino SAT® takers who finished high school in 2004 and 2010 by various student characteristics including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability) were the most likely to enroll in four-year colleges within one year after graduating from high school in 2004 and in 2010. Students in these top categories among the 2004 cohort were also more likely to have graduated from a four-year college six years later. We found patterns seen previously in research: Females and students whose parents went to college tended to have more positive college outcomes. Additionally, we found an increase in SAT participation, Advanced Placement Program® (AP®) participation, two-year college enrollment, and an increase in students with high aspirations and self-perceived ability. These positive trends, combined with the finding that relationships between student characteristics and college enrollment in 2010 were quite similar to the relationships seen in 2004, suggest that an increased number of Latino students may graduate with college degrees in the coming years. We also find an increased proportion of Latino SAT takers who report bilingualism, suggesting that we may see an increased number of college graduates who are bilingual in the coming years as well.

Descriptors: High School Graduates, Success, Access to Education, Hispanic American Students, College Entrance Examinations, College Bound Students, Enrollment Trends, Graduation Rate, Academic Ability, Academic Aspiration, Academic Achievement, Student Characteristics, College Attendance, Gender Differences, Parent Education, Language Usage, Educational Research

College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research[at]collegeboard.org; Web site: http://research.collegeboard.org





Autor: McKillip, Mary E. M.; Mackey, Philip E.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4892&id=ED562630



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