• Report

High school academic curriculum and the persistence path through college: Persistence and transfer behavior of undergraduates 3 years after entering 4-year institutions. Statistical analysis report (NCES 2001-163)

Citation

Horn, L., & Kojaku, L. K. (2001). High school academic curriculum and the persistence path through college: Persistence and transfer behavior of undergraduates 3 years after entering 4-year institutions. Statistical analysis report (NCES 2001-163). Washington, DC: National Center for Educational Statistics (NCES); U.S. Department of Education.

Abstract

This report examines the relationship between high school academic curricula and students’ persistence path through college, approximately 3 years after first enrolling. The data are drawn from the 1995–96 Beginning Postsecondary Students Survey, a longitudinal study of beginning postsecondary students who first enrolled in a 4-year college in 1995–96. Measures of high school academic preparation are based on academic courses taken in high school as reported by students on their college entrance exam applications.