Research on the comparison of educational aspirations among Black and White students has produced conflicting results. Some studies at the national level have shown that the level of educational aspirations for college between these two groups is similar, while other studies at the state, regional, or local level have shown differences. The National Education Longitudinal Study (NELS: 88) database and its 1990 and 1992 follow-ups were used to answer questions and test hypotheses about these differences. The NELS: 88 database is comprised of data initially collected on almost 25,000 eighth graders and over 22,000 parents together representing more 1,000 public and private schools. The study sample was comprised of approximately 1,500 Black and over 9,500 White high school seniors who were part of the tenth to twelfth grade cohort, attended public school, and remained in the same region between tenth and twelfth grade. Data were examined to determine if there were regional influences on the relationship between students’ educational aspirations and their achievement in mathematics. Educational aspiration did not explain different amounts of variance in mathematics achievement across the four U.S. census regions. Region, however, was related to differences in White students’ aspiration but indicated no differences for Blacks. Sex and mathematics-curriculum were related to differences in aspirations within race for both Black and White students. For both races and regardless of region, a greater proportion of females aspired to attend 4-year college than males did. Students with aspirations, for 4-year college or more, tended to score higher on mathematics achievement tests than those students with aspirations for less than 4-year college. Whether students’ tenth-grade aspirations were the same or different from their twelfth-grade aspirations, no statistically significant difference was detected between their tenth and twelfth-grade achievement. As previous studies have shown, background variables (race, sex, and socioeconomic level) were statistically significant predictors of mathematics achievement. Prior mathematics achievement was an overwhelmingly strong predictor of future mathematics achievement. Once prior mathematics achievement was controlled, the aspirations of significant others (parents and teachers) played no role in explaining achievement in mathematics. / Ph. D.

xi, 91 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study used the existing database of 1,052 schools contained in the National Education Longitudinal Study of 1988 to examine the predictors that were related to high school students' enrollment in postsecondary education (PSE). In order to determine which school-related experiences had an impact on the students' enrollment in PSE, a multiple regression analysis was conducted. The results indicate that student attendance rates and "being held back" are significant predictors for predicting postsecondary enrollment across all analyses and for subpopulations disaggregated by race, SES, and gender. Recommendations to encourage student enrollment in postsecondary programs include providing grade level interventions to avoid the detrimental effects of a student repeating a grade, as well as developing programs to increase student engagement levels in the high school setting. Limitations to the study include control strategies for confounding factors. The inclusion of additional control variables, such as parents' level of education, would increase the validity of the findings. / Adviser: David Conley

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Across the country, budget cuts to education have resulted in decreased funds available for extracurricular activities. This trend in policy may have a significant impact on future outcomes, as reflected in student success measures. Using two datasets that were collected over the last two decades, in the present study, the researcher assessed the relationship between participation in extracurricular activities and the future socioeconomic outcomes in respondents' lives, including post-secondary education, full-time employment status, and income. Two existing large-scale longitudinal studies of the U.S. secondary students, i.e., the National Education Longitudinal Study of 1988 (NELS: 88) and the Education Longitudinal Study of 2002 (ELS: 2002), served as data sources. As these surveys were conducted about a decade apart, the information they yielded was suitable for meeting the study aims. Generalized linear models, such as multiple regression and logistic regression analyses, by applying sample weights, were performed to examine the impacts of extracurricular activity participation on the aforementioned outcome measures. The implications of the study findings, including the comparison of the results from two different datasets collected at different time points, were interpreted with respect to school budget policy. Results from the NELS: 88 and ELS: 2002 were also compared to evaluate the trends in the characteristics and performance of U.S. high school students during the 1988-2012 period. / Ph. D.

While gender differences in mathematics achievement and attitudes overall have been declining during the past two decades, there still exists a disparity in advanced mathematics achievement and upper-level mathematics course-taking patterns that contributes to fewer females than males choosing professions in math, science, and technology fields. This study used a secondary analysis of the National Educational Longitudinal Study of 1988 database (NELS:88) and Walberg's Educational Productivity Model to determine whether gender differences in mathematics achievement testing outcomes, coursework, and attitude could be explained by the model and whether the Productivity Factors in the model operated differently for males and females, Productivity Factors from the eighth grade NELS:88 database were used to model the twelfth grade outcomes related to achievement testing, coursework, and attitude toward mathematics. Multiple and logistic regression analyses were run to examine the effect of the Productivity Model in accounting for gender differences in achievement (testing and coursework) and attitude. In order to accommodate the complex survey design of the NELS:88 database, the data analysis was done using Sudaan. Findings indicate that there are significant gender differences, favoring males, in overall math achievement, top quartile math achievement, and attitude toward mathematics, but no significant differences in math coursework. When the Productivity Factors are entered into the model, the differences in top quartile achievement and attitude disappear. Further analysis also indicates that a number of the Productivity Factors are significantly related to the achievement and attitude outcomes for males and females. Suggestions for further research and implications for parents and educators focus on the significant Productivity Factors which can possibly be modified through intervention or training, i.e., what Walberg calls the “alterable curriculum.” These include the motivational factors of expectancy for success, locus of control, and perceived usefulness of mathematics, as well as parental aspirations, classroom environment, peer influences, and television viewing patterns.

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