The sample of NELS: 88 students in each high school were augmented to create a representative sample of students for each school in HSES.
The study presented is based on the conceptual framework established in the literature that suggests that school resource structures and norms for facilitating college transitions are an important mechanism through which schools influence college enrollment. Moreover, this mechanism reflects distinctive school strategies that have implication for stratification. Using a large sample of high schools and multiple analytic methods, the analysis specifies a typology of college linking strategies and models their effects on college enrollment, with particular attention to how these effects may differ for disadvantaged students. In this way, the analysis offers an empirical extension of the literature that seeks to shed new light on the nature of stratification among high schools and its implications for students and its implications for students from different racial/ ethnic and socioeconomic status (SES) groups. ...
The questions that author address are significant from a sociological perspective because they reveal a type of organizational stratification among schools that has not been thoroughly explored in the literature and can broaden our insights into the ways in which schools influence stratification in postsecondary education. The analysis is also significant from a policy perspective in that it reveals school structures and practices that are linked to group disparities in college enrollment and may be responsive to intervention.
Those Schools foster significant racial / ethnic variation in students' outcomes that operate primarily as a resource clearinghouse, in which organizational norms limit their role as agents in the college-linking process.
Major variables and their relationships:
I- Student/ teacher ratio/Minority concentration:
2- School SES
3- School Math Achievement
5- Catholic Private
6- Foreign Language requirement
7- Male/Female ratio
8- Asians black and Latino
9- Parental education and income
10- Family based college planning resource
11- College matriculation
12- Coefficient, odds ration between dependent and independent was studies through modeling statistical chi square in differential and P-Value
Measure of Major Variables:
The author has used empirically valid major variables and indicators in the following way.
The dependant variables for hierarchal model predicting college enrollment as a three category measure indicating whether the student was not enrolled in college, enrolled in a two year institution or enrolled in four year institution in the fall following high school