Crossing the Finish Line: Completing College at America's Public Universities

By W. Bowen, Matthew M. Chingos, M. Mcpherson. 2009

850 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8a6b163a480d3ab7bd1fbbb73fb654abd41d89ca

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In Education

Citations in the corpus

Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification (2011, neutral): “Using state-level data from North Carolina, Bowen, Chingos, and McPherson (2009) argue that a substantial proportion of low-income students are attending institutions that are less selective than schools consistent with their academic achievements.”
The Benefits of Attending Community College: A Review of the Evidence (2011, neutral): “Attainment effects are the main focus of chapter 7 in Bowen et al. (2009), although the authors also consider the equity implications of the diversion argument.”
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion. NBER Working Paper No. 17533. (2011, positive): “Bowen et al. (2009) suggest that attending higher quality colleges (which provide more inputs, including better peers) is a mechanism through which students could increase their rate of degree completion.”
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools (2020, methodology): “…RESEARCHER studies noted that the size of the relationship between HSGPA and college outcomes (graduation or college GPAs) is larger among students within the same high school (i.e., when high school fixed effects are used in a model) than across schools (Bowen et al., 2009; Koretz & Langi, 2018).”
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014, neutral): “Thus, there is an urgency to understand the factors beyond schooling achievement that predict university entry (see Bowen et al. 2009 for an example).”
An Examination of the Impact of Accelerating Community College Students' Progression through Developmental Education (2014, neutral): “…us to control for prior achievement as well as capture unobservable factors related to educational outcomes in college. high school grade point average is highly predictive of college success because it may be a measure of individual “motivation and perseverance” (Bowen et al., 2009, p. 124).”
Competing Explanations of Undergraduate Noncompletion (2011, neutral): “Because a range of past studies (e.g., Alon, 2007; Bowen et al., 2009) found gender differences in educational outcomes Undergraduate Noncompletion within race, as does the present analysis, we enter race-gender groupings in all models as categorical interaction terms.”