TABLE 8.
Binary Logit Regression Model Predicting Meta-Major Switching by Attainment/Enrollment Status in 2014
| Attainment/Enrollment Status | |||
|---|---|---|---|
| Variable | Earned Certificate or Associate Degree AME (SE) | No Credential, Still Enrolled AME (SE) | No Credential, Not Enrolled AME (SE) |
| Background | |||
| Female | 0.077 (0.045) | 0.062 (0.036) | 0.073* (0.030) |
| Race (Ref. White) | |||
| Black | 0.117 (0.094) | 0.046 (0.059) | 0.001 (0.044) |
| Hispanic | 0.044 (0.080) | 0.061 (0.047) | 0.088* (0.044) |
| Asian | −0.017 (0.115) | 0.094 (0.079) | 0.127 (0.093) |
| Other races | 0.081 (0.106) | −0.034 (0.101) | −0.010 (0.065) |
| Age | −0.008 (0.005) | −0.011* (0.005) | 0.000 (0.003) |
| Married | 0.057 (0.101) | −0.115 (0.099) | 0.085 (0.065) |
| Children | 0.007 (0.092) | 0.072 (0.084) | −0.088 (0.054) |
| Dependent | 0.027 (0.099) | 0.000 (0.075) | 0.003 (0.050) |
| Logged family income | 0.012 (0.008) | 0.011 (0.006) | −0.001 (0.005) |
| Parent education level (Ref. No college) | |||
| Less than 4 years | −0.018 (0.061) | 0.052 (0.046) | −0.007 (0.033) |
| Bachelor’s degree | −0.015 (0.070) | 0.014 (0.055) | 0.086 (0.057) |
| Master’s degree | −0.128 (0.526) | 0.105 (0.084) | 0.132* (0.065) |
| Doctoral degree | −0.003 (0.146) | 0.057 (0.126) | 0.083 (0.115) |
| Educational Expectations (Ref. Certificate/diploma) | |||
| Associate degree | −0.046 (0.097) | 0.068 (0.117) | 0.044 (0.071) |
| Bachelor’s degree | 0.030 (0.099) | 0.073 (0.114) | 0.095 (0.070) |
| Advanced degree | −0.029 (0.102) | 0.117 (0.116) | 0.100 (0.073) |
| Experiences During College | |||
| Participation in dev-ed English courses | −0.018 (0.072) | −0.008 (0.048) | −0.099* (0.038) |
| Participation in dev-ed math courses | 0.007 (0.062) | −0.006 (0.043) | 0.035 (0.035) |
| First-year college GPA | −0.043 (0.029) | 0.003 (0.024) | 0.000 (0.018) |
| Full-time | −0.024 (0.046) | −0.050 (0.037) | 0.044 (0.030) |
| Student involvement | 0.026 (0.025) | −0.015 (0.021) | −0.018 (0.015) |
| Academic confidence | −0.003 (0.042) | 0.046 (0.031) | −0.007 (0.025) |
| Academic advising | −0.184*** (0.050) | −0.021 (0.038) | −0.039 (0.031) |
| Academic support services | 0.090 (0.059) | 0.030 (0.042) | 0.054 (0.041) |
| Career services | 0.074 (0.075) | 0.062 (0.059) | 0.022 (0.049) |
| Stop-outs | 0.203* (0.088) | −0.019 (0.053) | 0.224*** (0.050) |
| Months enrolled | 0.007* (0.003) | −0.005 (0.005) | 0.019*** (0.002) |
| Institutional Characteristics | |||
| Enrollment size | 0.006* (0.003) | 0.001 (0.002) | −0.002 (0.002) |
| Percent non-White | −0.003* (0.001) | 0.000 (0.001) | 0.001 (0.001) |
| Percent Pell Grant recipients | 0.001 (0.002) | 0.003* (0.001) | 0.001 (0.001) |
| Student: faculty ratio | 0.002 (0.003) | 0.002 (0.003) | 0.000 (0.003) |
| Average net cost | 0.010 (0.008) | −0.005 (0.008) | −0.008 (0.006) |
| vAverage faculty salary | 0.000 (0.000) | 0.000 (0.000) | 0.000 (0.000) |
| Unweighted N | 820 | 1,565 | 1,860 |
| Weighted N | 136,851 | 366,778 | 470,007 |
Note. Analyses used the BPS analysis weight (WTA000). Table presents average marginal effects (AME) and standard errors (SE) for each covariate included in our regression models. Each column represents a separate regression model for meta-major switch on different subgroups of students based on graduation and enrollment status. The regression models restricted the sample to students in a given graduation and enrollment status by summer 2014. We used three graduation and enrollment status categories: (1) earned certificate or associate degree by June 2014, (2) had not year earned a credential and still enrolled in June 2014, (3) had not yet earned a credential and no longer enrolled in June 2014.
p < .05,
p < .01,
p < .001.