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Table E-BPS-2.  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 Total
(n= 11,410)		   Race/ethnicity subgroup models   Sex subgroup models  
  White (n= 7,806)   Black (n= 1,205)   Hispanic (n= 1,270)   Male (n= 4,866)   Female (n= 6,544)  
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 -1.59 (0.200) †   -1.70 (0.240) †   -1.97 (0.570) †   -1.89 (0.510) †   -1.89 (0.270) †   -1.65 (0.270) †  
                                                 
Sex                                                
Female † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Male -0.38 (0.070) 0.68 * -0.33 (0.080) 0.72 * -0.43 (0.210) 0.65 * -0.41 (0.220) 0.66   † (†) †   † (†) †  
                                                 
Race/ethnicity                                                
White † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Black -0.56 (0.110) 0.57 * † (†) †   † (†) †   † (†) †   -0.68 (0.170) 0.51 * -0.42 (0.130) 0.66 *
Hispanic -0.29 (0.130) 0.75 * † (†) †   † (†) †   † (†) †   -0.45 (0.220) 0.64 * -0.14 (0.140) 0.87  
Asian 0.17 (0.160) 1.19   † (†) †   † (†) †   † (†) †   -0.11 (0.220) 0.90   0.61 (0.240) 1.84 *
Other -0.34 (0.140) 0.71 * † (†) †   † (†) †   † (†) †   -0.13 (0.210) 0.88   -0.49 (0.190) 0.61 *
                                                 
Parent's highest level of education                                                
High school diploma or less and vocational-technical training † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Some college, less than bachelor's degree 0.13 (0.100) 1.14   0.24 (0.140) 1.27   0.08 (0.230) 1.08   -0.09 (0.300) 0.91   0.02 (0.170) 1.02   0.21 (0.120) 1.23  
Bachelor's or higher degree 0.32 (0.090) 1.38 * 0.38 (0.120) 1.46 * 0.47 (0.240) 1.60 * -0.04 (0.270) 0.96   0.18 (0.140) 1.20   0.45 (0.120) 1.57 *
                                                 
Income quartile in 2004                                                
Low † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Low middle 0.38 (0.100) 1.46 * 0.38 (0.140) 1.46 * 0.19 (0.270) 1.21   0.49 (0.280) 1.63   0.35 (0.150) 1.42 * 0.40 (0.140) 1.49 *
High middle 0.52 (0.100) 1.68 * 0.57 (0.130) 1.77 * 0.28 (0.340) 1.32   0.41 (0.380) 1.51   0.45 (0.150) 1.57 * 0.59 (0.150) 1.80 *
High 0.73 (0.110) 2.08 * 0.70 (0.120) 2.01 * 0.69 (0.390) 1.99   0.91 (0.390) 2.48 * 0.64 (0.150) 1.90 * 0.83 (0.150) 2.29 *
                                                 
Highest level of high school mathematics                                                
None of these courses † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Algebra II/trigonometry 0.34 (0.120) 1.40 * 0.29 (0.140) 1.34 * 0.21 (0.340) 1.23   0.54 (0.320) 1.72   0.51 (0.190) 1.67 * 0.23 (0.160) 1.26  
Precalculus/calculus 0.66 (0.130) 1.93 * 0.65 (0.150) 1.92 * 0.55 (0.400) 1.73   0.67 (0.380) 1.95   0.81 (0.230) 2.25 * 0.56 (0.180) 1.75 *
                                                 
Earned any college-level credits in high school 0.33 (0.070) 1.39 * 0.36 (0.090) 1.43 * 0.11 (0.250) 1.12   0.41 (0.240) 1.51   0.31 (0.100) 1.36 * 0.35 (0.100) 1.42 *
                                                 
Took the SAT or ACT exams 0.42 (0.140) 1.52 * 0.43 (0.170) 1.54 * 0.23 (0.420) 1.26   0.43 (0.290) 1.54   0.45 (0.200) 1.57 * 0.40 (0.210) 1.49  
                                                 
First institution control 2003–04                                                
Public † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Private nonprofit 0.08 (0.080) 1.08   0.14 (0.100) 1.15   0.13 (0.280) 1.14   -0.38 (0.360) 0.68   0.11 (0.120) 1.12   0.08 (0.120) 1.08  
Private for-profit -0.88 (0.190) 0.41 * -0.89 (0.250) 0.41 * -1.13 (0.660) 0.32   -0.96 (0.440) 0.38 * -0.41 (0.300) 0.66   -1.36 (0.320) 0.26 *
                                                 
First institution level 2003–04                                                
Less-than-4-year † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
4-year 0.49 (0.100) 1.63 * 0.49 (0.110) 1.63 * 0.64 (0.310) 1.90 * 0.57 (0.250) 1.77 * 0.54 (0.150) 1.72 * 0.40 (0.120) 1.49 *
                                                 
Declared a major during first year 0.09 (0.070) 1.09   0.07 (0.090) 1.07   0.53 (0.220) 1.70 * 0.09 (0.230) 1.09   0.22 (0.120) 1.25 * -0.04 (0.100) 0.96  
                                                 
Took any remedial classes in 2004 -0.04 (0.080) 0.96   -0.05 (0.100) 0.95   -0.14 (0.200) 0.87   0.20 (0.260) 1.22   -0.05 (0.120) 0.95   -0.04 (0.100) 0.96  
                                                 
Met with college advisor in 2004 0.26 (0.080) 1.30 * 0.29 (0.100) 1.34 * 0.12 (0.280) 1.13   0.19 (0.260) 1.21   -0.01 (0.130) 0.99   0.48 (0.110) 1.62 *
                                                 
Participated in school clubs in 2004 0.33 (0.080) 1.39 * 0.29 (0.110) 1.34 * 0.51 (0.240) 1.67 * 0.38 (0.280) 1.46   0.34 (0.120) 1.40 * 0.30 (0.110) 1.35 *
                                                 
Participated in school sports in 2004 -0.05 (0.080) 0.95   -0.17 (0.090) 0.84   0.04 (0.250) 1.04   0.16 (0.320) 1.17   -0.03 (0.110) 0.97   -0.03 (0.110) 0.97  
                                                 
Hours worked, including work-study                                                
Not working † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Up to 20 hours a week 0.08 (0.070) 1.08   0.12 (0.090) 1.13   0.25 (0.270) 1.28   -0.18 (0.260) 0.84   -0.03 (0.100) 0.97   0.17 (0.100) 1.19  
More than 20 hours a week -0.21 (0.090) 0.81 * -0.25 (0.110) 0.78 * -0.15 (0.260) 0.86   -0.37 (0.250) 0.69   -0.35 (0.130) 0.70 * -0.12 (0.110) 0.89  
                                                 
Attendance intensity pattern through 2009                                                
Part-time for some/all semesters † (†) †   † (†) †   † (†) †   † (†) †   † (†) †   † (†) †  
Always full-time 0.73 (0.070) 2.08 * 0.81 (0.080) 2.25 * 0.45 (0.240) 1.57   0.66 (0.260) 1.93 * 0.83 (0.110) 2.29 * 0.65 (0.100) 1.92 *
                                                 
Number of stopouts1 through 2009 -0.91 (0.050) 0.40 * -0.88 (0.070) 0.41 * -1.00 (0.240) 0.37 * -0.79 (0.160) 0.45 * -0.85 (0.090) 0.43 * -0.96 (0.090) 0.38 *
                                                 
Number of transfers through 2009 -0.03 (0.060) 0.97   -0.01 (0.080) 0.99   -0.09 (0.170) 0.91   0.17 (0.170) 1.19   -0.08 (0.090) 0.92   0.02 (0.090) 1.02  
† Not applicable.
* 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).