College Search and Academic Preparation Enhance College Enrollment Outcomes

Background: Educational attainment is closely tied with adult outcomes, including income, health, and risk of incarceration. Although considerable resources have been utilized to make changes within school systems, large gaps in college enrollment rates remain across racial and socio-economic groups. The current study seeks to identify the role of high school preparatory activities on college enrollment and to examine differences by race and income group.

Methods: Data was used from the High School Longitudinal Study (HSLS:09), a nationally representative and longitudinal study of over 20,000 ninth grade students. Multi-level logistic regression models were used to predict college enrollment from student’s financial, academic, search, and career preparation during high school. College enrollment was a dichotomous variable constructed based on whether graduating high school students were planning on taking post-secondary classes following graduating. Covariates included in analyses consisted of race, gender, age, socio-economic status, school enrollment rates, and school disadvantage. Analyses included a school-level random intercept and were adjusted by probability weights to account for sample attrition.

Results: Youth were more likely to enroll in college if they engaged in greater academic preparation (OR=1.70, 95% CI=1.28-2.26) and college search activities (OR= 2.26, 95% CI=1.54-3.31), after controlling for demographic, social, and economic covariates of the students and school. For low-income youth, in particular, searching for college information enhanced college enrollment (OR=2.90, 95% CI=1.72-4.88), while academic preparation was not a significant predictor. Among Hispanic students, academic preparation (OR=5.31, 95% CI=1.45-19.48) and career preparation (OR=10.42, 95% CI=2.91-37.37) enhanced college enrollment, while academic preparation (OR=2.70, 95% CI=1.80-4.04) and searching for information (OR=1.77, 95% CI=1.15-2.73) was a significant predictor for Whites.

Conclusions: In spite of rising college enrollment rates over the past few decades, African Americans, Hispanics, and students from low-income families remain less likely to enroll in college. High schools have a multitude of opportunities to close gaps in college outcomes, starting with enhanced college preparatory activities that are targeted toward specific racial and income groups. Future research should explore effective strategies for increasing participation in college preparatory activities among students from disadvantaged backgrounds.