The Urban Review

, Volume 45, Issue 4, pp 472–489

School Context, Precollege Educational Opportunities, and College Degree Attainment Among High-Achieving Black Males

Article

DOI: 10.1007/s11256-013-0258-1

Cite this article as:
Rose, V.C. Urban Rev (2013) 45: 472. doi:10.1007/s11256-013-0258-1

Abstract

Access to high-quality educational opportunities is central to growing postsecondary degree attainment. This study employs secondary data analysis of the public-use National Education Longitudinal Study (NELS:88/00) to examine how school context and precollege educational opportunities influence college degree attainment among high-achieving Black males. Findings show that approximately 40 % of high-achieving Black males attained a bachelor’s degree or higher 8 years after high school. Binary logistic regression analysis indicates that attending an urban school decreases the likelihood of bachelor’s degree attainment. Attending a private school, on the other hand, has the opposite effect—it increases the likelihood of bachelor’s degree attainment. Results also indicate that although participating in a gifted and talented program increases the likelihood of bachelor’s degree attainment among high-achieving Black males, participating in Advanced Placement has no effect. Implications for educators in K-16 educational settings are discussed.

Keywords

Access Achievement African American Gifted Postsecondary 

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.School of EducationVirginia Tech, Hampton Roads CenterVirginia BeachUSA