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Background Characteristics of Survey Respondents andNonrespondentsPooled SampleIn order to assess whether survey respondents systematically differ from nonrespondents,Appendix Table B.1 compares the baseline characteristics of survey respondents andnonrespondents for the pooled sample (Lorain and Owens combined). Survey respondents andnonrespondents differed significantly on a number of baseline characteristics. For example, 77.1percent of respondents were females compared with 70.2 percent of nonrespondents. The asterisksin the right-hand column indicate that this difference is statistically significant, suggestingthat respondents and nonrespondents differ with respect to their gender. Some other differencesare reflected in marital status, receipt of any government benefits, first person in thefamily to attend college, and first person in the family to be a U.S. citizen, with respondents significantlymore likely than nonrespondents to have these characteristics. Survey nonrespondentswere more likely to report that a language other than English is regularly spoken in their home.Though the table shows separate statistical tests for values in each of the mutually exclusivecategories, such as age, race, highest grade completed, and student’s birthplace, thesevariables are not independent from each other. Using “Region in which respondent was born”as an example, survey respondents and nonrespondents differed with respect to the percentagewho were from North America and the percentage who were from other regions. However, thisrepresents only one difference: student’s birthplace. Similarly, the differences found betweensurvey respondents and nonrespondents with respect to the region in which the student’s motherwas born should be thought of as one finding.In addition to the individual tests described above, an omnibus test was conducted to assesswhether there were systematic differences in observable characteristics between surveyrespondents and nonrespondents. In order to assess this, a logistic regression model was used toanalyze whether students’ baseline characteristics and their research group status could jointlypredict whether they were respondents or nonrespondents. The resulting likelihood ratio testyielded a p-value of less than 0.01. 2 This analysis suggests that survey respondents and nonrespondentssystematically differ on their baseline characteristics in the pooled sample, indicatingthat survey results may not generalize to study participants as a whole.2 The p-value is the probability of observing differences at least as extreme as those actually observed, assumingthat there are no true differences in the respondents’ and nonrespondents’ population characteristics.84
The Opening Doors DemonstrationAppendix Table B.1Selected Characteristics of 12-Month Survey Respondents and NonrespondentsLorain County Community College and Owens Community College ReportCharacteristic (%)FullSample Respondents NonrespondentsGenderMale 23.9 22.9 29.8 ***Female 76.1 77.1 70.2 ***Age in years18-20 28.0 27.6 30.421-25 35.1 35.2 34.426-30 23.7 23.9 22.931-34 13.1 13.2 12.3Marital statusMarried 20.0 20.9 14.7 **Unmarried 80.0 79.1 85.3 **Race/ethnicity aHispanic/Latino 10.8 10.9 10.3Black, non-Hispanic 30.0 29.8 31.2White, non-Hispanic 54.0 54.4 52.0Asian or Pacific Islander 0.6 0.6 0.6Other b 4.5 4.3 6.0Has one child or more 64.5 65.3 60.2 *Household receiving any government benefits c 48.4 49.6 41.7 **Financially dependent on parents 17.6 17.2 20.1Ever employed 98.4 98.4 98.8Currently employed 56.1 56.0 56.6Highest grade completed8th or lower 1.4 1.3 2.19th 3.8 3.9 3.210th 5.9 6.1 4.611th 8.3 7.9 10.212th 80.6 80.7 79.7Diplomas/degrees earned dHigh school diploma 75.8 75.8 75.6General Educational Development (GED) certificate 22.8 22.7 23.3Occupational/technical certificate 10.9 10.6 12.7(continued)85
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OPENING DOORSMORE GUIDANCE,BETTER R
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Funders of the Opening Doors Projec
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ContentsOverviewList of Tables, Fig
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List of Tables, Figures, and BoxesT
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PrefaceIf approved by Congress, the
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guidance on the study. Thomas Brock
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• The Ohio colleges successfully
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Program group members were assigned
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• For the most part, the program
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offered, but might also provide stu
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Chapter 1IntroductionOver the last
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The Opening Doors DemonstrationTabl
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sure that students complete the req
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While the mechanism through which s
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imately 1,700 to 1 in 2001. 22 Exac
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of literature exist on career couns
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The CollegeLorain County Community
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• Were beginning freshmen or cont
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Table 2.1 (continued)SOURCE: MDRC c
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Lorain and Owens Financial Aid Data
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Chapter 3The Implementation of the
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Toward the end of each student’s
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meet with their counselor a minimum
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Page 59 and 60: Appendix Table C.2 shows informatio
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Page 64 and 65: Program Control Difference Standard
Page 67 and 68: Chapter 4The Effects of Enhanced St
Page 69 and 70: Program SemestersTable 4.1 (page 47
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Page 77 and 78: Transcript Outcomes by GenderAssess
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Page 85 and 86: Chapter 5Summary and ConclusionsLor
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Page 89 and 90: An alternative interpretation of th
Page 91: Appendix ASupplementary Baseline In
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Page 96 and 97: Appendix Table A.1 (continued)Full
Page 98 and 99: Full Program ControlCharacteristic
Page 105: Appendix BSurvey Response Analysis
Page 110 and 111: Table B.1 (continued)Characteristic
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Page 114 and 115: Table B.2 (continued)SOURCE: MDRC c
Page 129 and 130: Lorain OwensProgram ProgramOutcome
Page 131 and 132: Lorain County Community CollegeOwen
Page 133: Appendix DDescription of Scales Pre
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Page 138 and 139: Social Support and Civic Engagement
Page 140 and 141: Psychological Distress (6-item summ
Page 149 and 150: Male SubgroupFemale SubgroupDiffere
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Lorain County Community CollegeOwen
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The Opening Doors DemonstrationAppe
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Appendix Table E.10 (continued)SOUR
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ReferencesAdelman, Clifford. 2004.
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EARLIER MDRC PUBLICATIONS ON OPENIN
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About MDRCMDRC is a nonprofit, nonp
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