Academic Achievement of Latino/a Students Who Began College before Age 18 at a Hispanic-Serving Institution

References

• Addus, A. A., Chen, D., & Khan, A. S. (2007). Academic performance and advisement of university students: A case study. College Student Journal, 41(2), 316–327. https://psycnet.apa.org/record/2007-07102-006
   Google Scholar
• Allen, J., & Robbins, S. B. (2008). Prediction of college major persistence based on vocational interests, academic preparation, and first-year academic performance. Research in Higher Education, 49(1), 62–79. https://doi.org/10.1007/s11162-007-9064-5
   Web of Science ®Google Scholar
• Andrews, H. A. (2004). Dual credit research outcomes for students. Community College Journal of Research and Practice, 28(5), 415–422. https://doi.org/10.1080/1066892049044445
   Google Scholar
• Berger, A., Adelman, N., & Cole, S. (2010). The early college high school initiative: An overview of five evaluation years. Peabody Journal of Education, 85(3), 333–347. https://doi.org/10.1080/0161956X.2010.491697
   Google Scholar
• Berger, A. R., Cole, S., Melton, J., Safran, S., Vogel, T., Walton, L., … & Nielsen, N. (2005). Early College High School Initiative. Evaluation Year End Report: 2003? 2004. American Institutes for Research.
   Google Scholar
• Berkner, L., & Chavez, L. (1997). Access to postsecondary education for the 1992 High school graduates. Postsecondary education descriptive analysis reports. Statistical analysis report. US Government Printing Office, Superintendent of Documents, Mail Stop: SSOP.
   Google Scholar
• Cantwell, R., Archer, J., & Bourke, S. (2001). A comparison of academic experiences and achievement of university students entering by traditional and non-traditional mean. Assessment & Evaluation in Higher Education, 26(3), 221–234. https://doi.org/10.1080/02602930120052387
   Google Scholar
• Castleman, B. L., & Page, L. C. (2015). Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates? Journal of Economic Behavior & Organization, 115, 144–160. https://doi.org/10.1016/j.jebo.2014.12.008
   Web of Science ®Google Scholar
• Cole, D. (2008). Constructive criticism: The role of student-faculty interactions on African American and Hispanic students’ educational gains. Journal of College Student Development, 49(6), 587–605. https://doi.org/10.1353/csd.0.0040
   Web of Science ®Google Scholar
• Collier, P. J., & Morgan, D. L. (2008). “Is that paper really due today?”: Differences in first-generation and traditional college students’ understandings of faculty expectations. Higher Education, 55(4), 425–446. https://doi.org/10.1007/s10734-007-9065-5
   Web of Science ®Google Scholar
• Creighton, L. M. (2007). Factors affecting the graduation rates of university students from underrepresented populations. International Electronic Journal for Leadership in Learning, 11, 7. https://eric.ed.gov/?id=EJ987305
   Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2011). Choosing a mixed methods design. Designing and Conducting Mixed Methods Research, 2, 53–106.
   Google Scholar
• De Los Santos, A. G., Jr., & Cuamea, K. M. (2010). Challenges facing Hispanic-serving institutions in the first decade of the 21st century. Journal of Latinos and Education, 9(2), 90–107. https://doi.org/10.1080/15348431003617798
   Google Scholar
• Dixon, D. B. (2017). Differences in student success as a function of dual credit enrollment for Texas Community College students: A Multiyear Investigation [Doctoral dissertation].
   Google Scholar
• Ganzert, B. (2012). The effects of dual enrollment credit on gender and race. Current Issues in Education, 15(3).
   Google Scholar
• Ganzert, B. (2014). Dual enrollment credit and college readiness. Community College Journal of Research and Practice, 38(9), 783–793. https://doi.org/10.1080/10668926.2012.719483
   Google Scholar
• Garcia, G. A. (2013). Does percentage of Latinas/os affect graduation rates at 4-year Hispanic Serving Institutions (HSIs), emerging HSIs, and non-HSIs? Journal of Hispanic Higher Education, 12(3), 256–268. https://doi.org/10.1177/1538192712467203
   Google Scholar
• Garcia, M. (2018). The paradoxical experiences of young Hispanic College students: Academic success in the face of age-related stigma. The University of Texas at El Paso.
   Google Scholar
• Garson, G. (2012). Generalized linear models and generalized estimating equations. Statistical Associates Publishing.
   Google Scholar
• Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: High-school record vs. standardized tests as indicators of four-year college outcomes.
   Google Scholar
• Grove, W. A., & Wasserman, T. (2004). The life-cycle pattern of collegiate GPA: Longitudinal cohort analysis and grade inflation. The Journal of Economic Education, 35(2), 162–174. https://doi.org/10.3200/JECE.35.2.162-174
   Web of Science ®Google Scholar
• HACU. (2017). Number of Hispanic-Serving Institutions in U.S. increases, reflects growing student enrollment. Hispanic Association of Colleges and Universities. Retrieved October 31 2018, from https://www.hacu.net/images/hacu/Newsrel/2017/HSI-2015-16Lists-MediaFinalRelease.pdf
   Google Scholar
• Halpern, N. (2007). The impact of attendance and student characteristics on academic achievement: Findings from an undergraduate business management module. Journal of Further and Higher Education, 31(2), 335–349. https://doi.org/10.1080/03098770701626017
   Google Scholar
• Haxton, C., Song, M., Zeiser, K., Berger, A., Turk-Bicakci, L., Garet, M. S., Knudson, J., & Hoshen, G. (2016). Longitudinal findings from the early college high school initiative impact study. Educational Evaluation and Policy Analysis, 38(2), 410–430. https://doi.org/10.3102/0162373716642861
   Web of Science ®Google Scholar
• Henry, G. T., Rubenstein, R., & Bugler, D. T. (2004). Is HOPE enough? Impacts of receiving and losing merit-based financial aid. Educational Policy, 18(5), 686–709. https://doi.org/10.1177/0895904804269098
   Web of Science ®Google Scholar
• Hoffman, J. L., & Lowitzki, K. E. (2005). Predicting college success with high school grades and test scores: Limitations for minority students. The Review of Higher Education, 28(4), 455–474. https://doi.org/10.1353/rhe.2005.0042
   Web of Science ®Google Scholar
• Hoskins, S. L., Newstead, S. E., & Dennis, I. (1997). Degree performance as a function of age, gender, prior qualifications and discipline studied. Assessment & Evaluation in Higher Education, 22(3), 317–328. https://doi.org/10.1080/0260293970220305
   Google Scholar
• Jabbar, H., Serrata, C., Epstein, E., & Sánchez, J. (2017). “Échale ganas”: Family support of Latino/a community college students’ transfer to four-year universities. Journal of Latinos and Education, 1–19.
   Web of Science ®Google Scholar
• Jack, A. A. (2016). (No) harm in asking: Class, acquired cultural capital, and academic engagement at an elite university. Sociology of Education, 89(1), 1–19. https://doi.org/10.1177/0038040715614913
   Web of Science ®Google Scholar
• Johnson, J., & Bozeman, B. (2012). Perspective: Adopting an asset bundle model to support and advance minority students’ careers in academic medicine and the scientific pipeline. Academic Medicine: Journal of the Association of American Medical Colleges, 87(11), 1488. https://doi.org/10.1097/ACM.0b013e31826d5a8d
   PubMed Web of Science ®Google Scholar
• Jones, S. J. (2014). Student participation in dual enrollment and college success. Community College Journal of Research and Practice, 38(1), 24–37. https://doi.org/10.1080/10668926.2010.532449
   Google Scholar
• Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342. https://doi.org/10.1353/csd.0.0137
   Web of Science ®Google Scholar
• Laden, B. V. (2004). Hispanic-serving institutions: What are they? Where are they? Community College Journal of Research and Practice, 28(3), 181–198. https://doi.org/10.1080/10668920490256381
   Google Scholar
• Leppel, K. (2001). The impact of major on college persistence among freshmen. Higher Education, 41(3), 327–342. https://doi.org/10.1023/A:1004189906367
   Web of Science ®Google Scholar
• Lopez, M. H., Gonzalez-Barrera, A., & Patten, E. (2016). Closing the digital divide: Latinos and technology adoption. Pew Research Center Hispanic Trends.
   Google Scholar
• López Turley, R. N., & Wodtke, G. (2010). College residence and academic performance: Who benefits from living on campus? Urban Education, 45(4), 506–532. https://doi.org/10.1177/0042085910372351
   Web of Science ®Google Scholar
• Maestas, R., Vaquera, G. S., & Zehr, L. M. (2007). Factors impacting sense of belonging at a Hispanic-serving institution. Journal of Hispanic Higher Education, 6(3), 237–256. https://doi.org/10.1177/1538192707302801
   Google Scholar
• Michel, R., & Durdella, N. (2018). Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support. Journal of Latinos and Education, 1–15.
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2019, May). Undergraduate enrollment. https://nces.ed.gov/programs/coe/indicator_cha.asp
   Google Scholar
• Perrakis, A., & Hagedorn, L. S. (2010). Latino/a student success in community colleges and Hispanic-serving institution status. Community College Journal of Research and Practice, 34(10), 797–813. https://doi.org/10.1080/10668921003723110
   Google Scholar
• Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96–116. https://doi.org/10.1016/j.cedpsych.2004.06.001
   Web of Science ®Google Scholar
• Richardson, J. T., & King, E. (1998). Adult students in higher education: Burden or boon? The Journal of Higher Education, 69(1), 65–88.
   Web of Science ®Google Scholar
• Richardson, J. T., & Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in higher education. Studies in Higher Education, 28(4), 475–493. https://doi.org/10.1080/0307507032000122305
   Web of Science ®Google Scholar
• Rosenbaum, J. E., & Becker, K. I. (2011). The early college challenge: Navigating disadvantaged students’ transition to college. American Educator, 35(3), 14.
   Google Scholar
• Sheard, M. (2009). Hardiness commitment, gender, and age differentiate university academic performance. British Journal of Educational Psychology, 79(1), 189–204. https://doi.org/10.1348/000709908X304406
   PubMed Web of Science ®Google Scholar
• Small, M. L., & Newman, K. (2001). Urban poverty after the truly disadvantaged: The rediscovery of the family, the neighborhood, and culture. Annual Review of Sociology, 27(1), 23–45. https://doi.org/10.1146/annurev.soc.27.1.23
   Web of Science ®Google Scholar
• Speroni, C. (2011). Determinants of students’ success: The role of advanced placement and dual enrollment programs (An NCPR Working Paper). National Center for Postsecondary Research.
   Google Scholar
• Stater, M. (2009). The impact of financial aid on college GPA at three flagship public institutions. American Educational Research Journal, 46(3), 782–815. https://doi.org/10.3102/0002831208329903
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1988). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Sage.
   Google Scholar
• Taylor, J. L. (2015). Accelerating pathways to college: The (in) equitable effects of community college dual credit. Community College Review, 43(4), 355–379. https://doi.org/10.1177/0091552115594880
   Web of Science ®Google Scholar
• U.S. Census Bureau. (2017). Search results. https://www.census.gov/search-results
   Google Scholar
• Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 45–73. https://doi.org/10.1353/rhe.2003.0044
   Web of Science ®Google Scholar
• Wassmer, R., Moore, C., & Shulock, N. (2004). Effect of racial/ethnic composition on transfer rates in community colleges: Implications for policy and practice. Research in Higher Education, 45(6), 651–672. https://doi.org/10.1023/B:RIHE.0000040267.68949.d1
   Web of Science ®Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar
• Young, R., Slate, J. R., Moore, G. W., & Barnes, W. (2014). Dual credit and non-dual credit college students: Differences in GPAs after the second semester. Journal of Education and Human Development, 3(2), 203–230.
   Google Scholar