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Table E-BPS-3.  Summary of logistic regression analyses for variables predicting that recent high school graduates who entered a postsecondary institution in academic year 2003–04 would have completed an associate's or bachelor's degree as of spring 2009, overall and by race/ethnicity and sex: 2004–09

Characteristic Race/ethnicity by sex subgroup models  
White   Black   Hispanic  
Male (n= 3,393)   Female (n= 4,413)   Male (n= 465)   Female (n= 740)   Male (n= 510)   Female (n= 760)  
Coeff SE Odds
ratio
  Coeff SE Odds
ratio
  Coeff SE Odds
ratio
  Coeff SE Odds
ratio
  Coeff SE Odds
ratio
  Coeff SE Odds
ratio
 
Intercept -2.07 (0.330)   -1.67 (0.340)   -1.60 (1.030)   -2.16 (0.860)   -2.11 (0.760)   -2.22 (0.730)  
                                                 
                                                 
Parent's highest level of education                                                
High school diploma or less and vocational-technical training (†)   (†)   (†)   (†)   (†)   (†)  
Some college, less than bachelor's degree 0.20 (0.240) 1.22   0.28 (0.160) 1.32   -0.32 (0.480) 0.73   0.13 (0.280) 1.14   -0.60 (0.520) 0.55   0.18 (0.390) 1.20  
Bachelor's or higher degree 0.30 (0.190) 1.35   0.49 (0.150) 1.63 * -0.27 (0.470) 0.76   0.79 (0.330) 2.20 * -0.26 (0.460) 0.77   0.15 (0.370) 1.16  
                                                 
Income quartile in 2004                                                
Low (†)   (†)   (†)   (†)   (†)   (†)  
Low middle 0.36 (0.210) 1.43   0.39 (0.220) 1.48   0.24 (0.480) 1.27   0.33 (0.370) 1.39   0.44 (0.430) 1.55   0.41 (0.370) 1.51  
High middle 0.44 (0.200) 1.55 * 0.68 (0.200) 1.97 * 0.75 (0.580) 2.12   0.11 (0.340) 1.12   0.12 (0.570) 1.13   0.56 (0.480) 1.75  
High 0.58 (0.190) 1.79 * 0.81 (0.200) 2.25 * 1.37 (0.630) 3.94 * 0.24 (0.480) 1.27   0.61 (0.610) 1.84   1.09 (0.590) 2.97  
                                                 
Highest level of high school mathematics                                                
None of these courses (†)   (†)   (†)   (†)   (†)   (†)  
Algebra II/trigonometry 0.50 (0.230) 1.65 * 0.13 (0.210) 1.14   -0.44 (0.610) 0.64   0.43 (0.360) 1.54   0.82 (0.610) 2.27   0.33 (0.430) 1.39  
Precalculus/calculus 0.73 (0.260) 2.08 * 0.60 (0.230) 1.82 * 0.03 (0.630) 1.03   0.63 (0.450) 1.88   1.18 (0.730) 3.25   0.41 (0.520) 1.51  
                                                 
Earned any college-level credits in high school 0.48 (0.130) 1.62 * 0.25 (0.120) 1.28 * 0.26 (0.420) 1.30   0.18 (0.370) 1.20   0.25 (0.370) 1.28   0.62 (0.320) 1.86  
                                                 
Took the SAT or ACT exams 0.42 (0.250) 1.52   0.46 (0.270) 1.58   0.04 (0.760) 1.04   0.44 (0.700) 1.55   0.69 (0.540) 1.99   0.27 (0.460) 1.31  
                                                 
First institution control 2003–04                                                
Public (†)   (†)   (†)   (†)   (†)   (†)  
Private nonprofit 0.25 (0.140) 1.28   0.05 (0.150) 1.05   -0.16 (0.530) 0.85   0.33 (0.360) 1.39   -0.64 (0.560) 0.53   -0.12 (0.480) 0.89  
Private for-profit -0.55 (0.390) 0.58   -1.35 (0.380) 0.26 * 0.28 (0.860) 1.32   (†)   -0.49 (0.970) 0.61   -1.30 (0.630) 0.27 *
                                                 
First institution level 2003–04                                                
Less-than-4-year (†)   (†)   (†)   (†)   (†)   (†)  
4-year 0.49 (0.180) 1.63 * 0.47 (0.150) 1.60 * 1.07 (0.570) 2.92   0.30 (0.330) 1.35   0.95 (0.480) 2.59 * 0.38 (0.350) 1.46  
                                                 
Declared a major during first year 0.19 (0.140) 1.21   -0.06 (0.140) 0.94   0.59 (0.370) 1.80   0.28 (0.330) 1.32   0.50 (0.450) 1.65   -0.08 (0.260) 0.92  
                                                 
Took any remedial classes in 2004 -0.06 (0.150) 0.94   -0.04 (0.130) 0.96   -0.01 (0.380) 0.99   -0.27 (0.300) 0.76   0.40 (0.440) 1.49   0.09 (0.360) 1.09  
                                                 
Met with college advisor in 2004 0.05 (0.160) 1.05   0.51 (0.150) 1.67 * -0.57 (0.520) 0.57   0.53 (0.420) 1.70   -0.39 (0.470) 0.68   0.61 (0.340) 1.84  
                                                 
Participated in school clubs in 2004 0.27 (0.150) 1.31   0.30 (0.140) 1.35   0.62 (0.410) 1.86   0.50 (0.250) 1.65 * 0.43 (0.470) 1.54   0.43 (0.410) 1.54  
                                                 
Participated in school sports in 2004 -0.15 (0.140) 0.86   -0.13 (0.120) 0.88   0.06 (0.380) 1.06   0.23 (0.450) 1.26   0.11 (0.470) 1.12   0.17 (0.460) 1.19  
                                                 
Hours worked, including work-study                                                
Not working (†)   (†)   (†)   (†)   (†)   (†)  
Up to 20 hours a week 0.05 (0.130) 1.05   0.16 (0.120) 1.17   0.18 (0.470) 1.20   0.30 (0.290) 1.35   -0.60 (0.460) 0.55   0.18 (0.360) 1.20  
More than 20 hours a week -0.30 (0.170) 0.74   -0.24 (0.150) 0.79   -0.69 (0.500) 0.50   -0.01 (0.300) 0.99   -0.82 (0.430) 0.44   # (†)  
                                                 
Attendance intensity pattern through 2009                                                
Part-time for some/all semesters (†)   (†)   (†)   (†)   (†)   (†)  
Always full-time 0.97 (0.130) 2.64 * 0.65 (0.110) 1.92 * 0.85 (0.420) 2.34 * 0.27 (0.320) 1.31   0.20 (0.390) 1.22   0.94 (0.350) 2.56 *
                                                 
Number of stopouts1 through 2009 -0.77 (0.100) 0.46 * -0.99 (0.110) 0.37 * -0.68 (0.400) 0.51   -1.14 (0.350) 0.32 * -0.88 (0.310) 0.41 * -0.75 (0.220) 0.47 *
                                                 
Number of transfers through 2009 -0.09 (0.120) 0.91   0.06 (0.110) 1.06   -0.21 (0.310) 0.81   -0.13 (0.220) 0.88   0.23 (0.260) 1.26   0.21 (0.240) 1.23  
† Not applicable.
# Rounds to zero.
‡ Reporting standards not met (too few cases).
* p < .05.
1 A “stopout” is defined as a temporary withdrawal of 5 or more consecutive months from enrollment at a postsecondary institution.
NOTE: Italics refer to reference categories. Estimates are based on the sample of students who graduated from high school in 2003 or 2004 and who had a valid WTB000 weight. A small number of students in the sample (less than 150) reported that they graduated from high school in 2004. Students who were enrolled in high school and at a postsecondary institution concurrently were not eligible to be sampled for the BPS; however, students who completed high school in 2004 and then enrolled in a postsecondary course by June 2004 were eligible to be sampled. Multivariate analyses were not conducted for Asians, Native Hawaiians/Pacific Islanders, or American Indians/Alaska Natives due to small sample sizes.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2003–04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09).
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education