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

NCES 2012-046
August 2012

Higher Education: Gaps in Access and Persistence Study

(57 KB)

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).