The effects of interrupted enrollment on graduation from college: Racial, income, and ability differences |
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| Authors: | Stephen L DesJardins Dennis A Ahlburg Brian P McCall |
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| Institution: | aCenter for the Study of Higher and Postsecondary Education, University of Michigan, 2108D School of Education Building, 610 E. University Ave., Ann Arbor, MI 48109-1259, USA;bLeeds School of Business, University of Colorado at Boulder, Boulder, CO 80309, USA;cIndustrial Relations Center, Carlson School of Management, University of Minnesota, 321 19th Avenue S., Minneapolis, MN 55455, USA |
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| Abstract: | We present a multiple spells-competing risks model of stopout, dropout, reenrollment, and graduation behavior. We find that students who experience an initial stopout are more likely to experience subsequent stopouts (occurrence dependence) and are less likely to graduate. We also find evidence of the impact of the length of an initial spell on the probability of subsequent events (lagged duration dependence). We simulate the impacts of race, family income, and high school performance on student behavior and show that there are often very large differences between unadjusted rates of student outcomes and adjusted rates. Differences in student performance often ascribed to race are shown to be the result of income, age at entry, and high school performance. |
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| Keywords: | Event history modeling Stopout Graduation State dependence Duration dependence |
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