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Does community college versus four-year college attendance influence students' educational plans?
Journal of College Student Development, Mar/Apr 1998 by Pascarella, Ernest T, Edison, Marcia, Nora, Amaury, Hagedorn, Linda Serra, Terenzini, Patrick T
Converting the logistic regression coefficients to Delta-p yielded -.034 for the effect of two-year college attendance in the prediction of end-of-first-year educational plans and -.198 for the effect of two-year college attendance in the prediction of end-of-second-year educational plans. Thus, net of other influences in the prediction model, two-year college students were about 3.4% more likely than four-year college students to lower their lifetime educational plans below a bachelor of arts degree after 1 year of college. After 2 years of college two-year college students were 19.8% more likely than students in four-year colleges to lower their lifetime educational plans below a bachelor of arts degree.
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Conditional Effects (Sample Weighted to Institutional Populations)
None of the cross-product terms added to the logistic regression model shown in Table 3 (sample weighted up to the institutional populations) significantly improved the prediction of end-of-second-year educational plans. Thus, the negative effect of two-year college attendance on end-of-second-year educational plans appeared to be essentially similar in magnitude for students differing in precollege educational plans and academic ability, gender, ethnicity, age, and family social origins.
Basically the same results were found in the prediction of end-of-first-year educational plans, with one exception. Net of other influences, the cross product of attending a two-year (versus a four-year) college x precollege educational plans had a significant logistic regression coefficient at p
For students who initially planned to obtain a graduate or advanced professional degree twoyear college attendance actually had a small and positive, but not statistically significant, effect on end-of-first-year educational plans (logistic regression coefficient = .653, p > .20). However, for students who initially planned to obtain only a bachelor of arts degree, two-year college attendance had a substantial, and statistically significant negative effect on end-of-first-year educational plans (logistic regression coefficient = -2.38, p
Conditional Effects (Sample Weighted to National Populations)
When the sample was weighted up to the national populations the conditional effects findings closely paralleled those found when the sample was weighted up to the institutional populations. None of the cross-product terms added to the logistic regression model shown in Table 4 significantly improved the prediction of lifetime educational plans at the end of the second year of college. However, in the prediction of lifetime educational plans at the end of the first year of college the same cross product (attending a twoyear versus a four-year college x precollege educational plans) was significant atp .40). However, for students who initially planned to obtain only a bachelor of arts degree two-year college attendance had a substantial, and statistically significant negative effect on end-of-first-year educational plans (logistic regression coefficient = -2.060, p
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