MORE GUIDANCE, BETTER RESULTS?

More documents

Recommendations

Info

Table B.5 (continued)Characteristic (%)Full Program ControlSample Group GroupDate of high school graduation/GED receiptDuring the past year 12.9 13.1 12.6Between 1 and 5 years ago 28.6 26.4 30.9More than 5 years ago 58.5 60.5 56.5Main reason for enrolling in college dTo complete a certificate program 10.8 12.1 9.4To obtain an associate’s degree 56.5 54.8 58.2To transfer to a 4-year college/university 19.0 18.8 19.1To obtain/update job skills 10.2 10.6 9.9Other 6.0 5.8 6.3First person in family to attend college 38.4 39.7 37.1Completed any college courses/credits 42.7 43.6 41.8Working personal computer in home 66.1 66.4 65.9Owns or has access to a working car 91.3 90.9 91.6Language other than English spoken regularly in home 10.2 11.5 8.7U.S. citizen 99.1 99.0 99.2Region in which respondent was bornNorth America 97.4 97.0 97.9Asia 0.1 0.3 0.0Latin America and the Caribbean 1.7 1.5 1.9Other e 0.8 1.3 0.3Region in which respondent’s mother was born fNorth America 92.4 90.7 94.2 *Asia 0.4 0.3 0.5Latin America and the Caribbean 5.3 6.0 4.5Other e 1.9 3.0 0.8 **Sample size 781 398 383(continued)98
Table B.5 (continued)SOURCE: MDRC calculations using Baseline Information Form (BIF) data.NOTES: A two-tailed t-test was applied to differences between the groups. Statistical significance levels areindicated as: *** = 1 percent; ** = 5 percent; * = 10 percent.A separate test was conducted to determine whether baseline characteristics jointly predicted researchgroup status among survey respondents. This likelihood ratio test yielded a p-value of 0.19. Convention suggeststhat this likelihood is large enough that these potential differences between program group respondents andcontrol group respondents can be ignored in the analyses.Estimates are adjusted by research cohort.Missing values are not included in individual variable distributions.Distributions may not add to 100 percent because of rounding.aRespondents who indicated that they are Hispanic and who chose a race are included only in theHispanic/Latino category.b“Other race” includes American Indians/Alaskan Natives and those who marked “other race/ethnicity” ormore than one racial category.cBenefits include Unemployment/Dislocated Worker benefits, Supplemental Security Income (SSI) ordisability, cash assistance or welfare, food stamps, and Section 8 or public housing.dDistributions may not add to 100 percent because categories are not mutually exclusive.eThis category includes the Baltics, the Commonwealth of Independent States, eastern and western Europe,North Africa, Sub-Saharan Africa, the Near East, and Oceania. The Commonwealth of Independent Statesincludes Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Republic of Moldova, Russia,Tajikistan, Turkmenistan (until August 2005), Ukraine, and Uzbekistan. Countries are grouped by regionaccording to the U.S. Bureau of the Census, International Data Base.fThe majority of respondents reported that both parents were born in the same region as each other.College, a likelihood ratio test was performed, yielding a p-value of 0.19. Convention suggeststhat this likelihood is large enough that these potential differences between program group respondentsand control group respondents can be ignored in the analyses.Owens Community CollegeAppendix Table B.6 compares the baseline characteristics of program group surveyrespondents with control group survey respondents from Owens Community College only. Thetable shows that there are several statistically significant differences between the two groups ontheir observable characteristics. To assess whether survey respondents’ baseline characteristicsjointly predicted their research group status specifically at Owens Community College, a likelihoodratio test was performed, yielding a p-value of 0.02. This analysis suggests that Owens’sprogram group survey respondents and control group survey respondents systematically differon their baseline characteristics.99
Page 1:
OPENING DOORSMORE GUIDANCE,BETTER R
Page 4 and 5:
Funders of the Opening Doors Projec
Page 7 and 8:
ContentsOverviewList of Tables, Fig
Page 9 and 10:
List of Tables, Figures, and BoxesT
Page 11:
PrefaceIf approved by Congress, the
Page 14 and 15:
guidance on the study. Thomas Brock
Page 16 and 17:
• The Ohio colleges successfully
Page 18 and 19:
Program group members were assigned
Page 20 and 21:
• For the most part, the program
Page 22 and 23:
offered, but might also provide stu
Page 25 and 26:
Chapter 1IntroductionOver the last
Page 27 and 28:
The Opening Doors DemonstrationTabl
Page 29 and 30:
sure that students complete the req
Page 31 and 32:
While the mechanism through which s
Page 33 and 34:
imately 1,700 to 1 in 2001. 22 Exac
Page 35:
of literature exist on career couns
Page 38 and 39:
The CollegeLorain County Community
Page 40 and 41:
• Were beginning freshmen or cont
Page 42 and 43:
Page 44 and 45:
Table 2.1 (continued)SOURCE: MDRC c
Page 46 and 47:
Lorain and Owens Financial Aid Data
Page 49 and 50:
Chapter 3The Implementation of the
Page 51 and 52:
Toward the end of each student’s
Page 53 and 54:
meet with their counselor a minimum
Page 55:
Page 59 and 60:
Appendix Table C.2 shows informatio
Page 61:
Opening Doors counselors, and progr
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
Page 71 and 72: Program Control Difference Standard
Page 75 and 76: The Opening Doors DemonstrationTabl
Page 77 and 78: Transcript Outcomes by GenderAssess
Page 83 and 84: correspond with the program’s imp
Page 85 and 86: Chapter 5Summary and ConclusionsLor
Page 87 and 88: The Opening Doors DemonstrationFigu
Page 89 and 90: An alternative interpretation of th
Page 91: Appendix ASupplementary Baseline In
Page 94 and 95: Full Program ControlCharacteristic
Page 96 and 97: Appendix Table A.1 (continued)Full
Page 98 and 99: Full Program ControlCharacteristic
Page 105: Appendix BSurvey Response Analysis
Page 108 and 109: Background Characteristics of Surve
Page 110 and 111: Table B.1 (continued)Characteristic
Page 112 and 113: The Opening Doors DemonstrationAppe
Page 114 and 115: Table B.2 (continued)SOURCE: MDRC c
Page 116 and 117: Table B.3 (continued)Characteristic
Page 129 and 130: Lorain OwensProgram ProgramOutcome
Page 131 and 132: Lorain County Community CollegeOwen
Page 133: Appendix DDescription of Scales Pre
Page 136 and 137: 4. I hardly ever expect things to g
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
Page 157 and 158: Appendix Table E.7 (continued)SOURC
Page 163 and 164: Appendix Table E.10 (continued)SOUR
Page 165 and 166: ReferencesAdelman, Clifford. 2004.
Page 167 and 168: EARLIER MDRC PUBLICATIONS ON OPENIN
Page 169: About MDRCMDRC is a nonprofit, nonp
show all

MORE GUIDANCE, BETTER RESULTS?

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?