|
Michael Bastedo
University of Michigan
Cascading in public higher education: Tracking institutional stratification
FINAL REPORT:
Our research sought to contribute to the understanding of stratification in access to postsecondary education by SES (hereby “institutional stratification”). We define institutional stratification as the extent to which access to specific types of postsecondary education institutions (hereby “institutions”) differs by socioeconomic status, gender, and ethnicity.
Our research employed four nationally representative NCES longitudinal surveys – the National Longitudinal Survey of 1972 (NLS), the sophomore cohort of the High School and Beyond Survey of 1980 (HS&B), the National Educational Longitudinal Survey of 1988 (NELS), and the Educational Longitudinal Survey of 2002 (ELS) – to analyze changes over time in institutional stratification. The first stage of the research program analyzed changes over time in the relationship between socioeconomic status, pre-collegiate academic preparation, and postsecondary destination. We built a single analysis dataset which integrates multiple cohorts, applying the same variable definitions and sample constructions across cohorts.
We find that low-income students have made substantial gains in their academic course achievements since the 1970s. Nonetheless, wealthier students have made even stronger gains in achievement over the same period, in both courses and test courses, ensuring a competitive advantage in the market for selective college admissions. Thus even if low-income students were “ideally matched” to institutions consistent with their academic achievements, the stratification order would remain largely unchanged.
In terms of value added, low-income students are likely to benefit disproportionately by enrolling in selective colleges. In addition, increased SES diversity in selective colleges is likely to increase the overall baccalaureate attainment rate in states, leading to increases in human capital and state revenues. A number of policy interventions should be considered, from using noncognitive measures in college admissions and providing stronger information on school context to college admissions officers. Regardless of the policy interventions that are considered, a better understanding of the fundamental dynamics of stratification and academic competition are vital for achieving public and institutional goals.
Back to Funded Research Grants Page
|