TABLE 4.
EFFECTS OF TENTH-GRADE SCHOOL STRUCTURAL AND RATIONAL ATTRIBUTES ON THE THREE-DIMENSION SOCIAL POSITION AMONG YOUNG ADULTS
| Variable | Tenth-Grade School (3) | Twelfth-Grade School (4) |
|---|---|---|
| Structural in tenth grade | ||
| Catholic, private (public as the reference) | 0.306*** (0.088) | 0.127 (0.089) |
| Language minority (0 percent as the reference) | ||
| 1–10 percent | −0.051 (0.040) | −0.016 (0.041) |
| 11+ percent | −0.120** (0.060) | −0.119 (0.061) |
| Lunch program (0 percent as the reference) | ||
| 1–10 percent | 0.115 (0.090) | 0.151 (0.092) |
| 11–50 percent | 0.058 (0.091) | 0.112 (0.092) |
| 51+ percent | 0.032 (0.108) | 0.090 (0.111) |
| Location (urban as the reference) | ||
| Suburban | 0.016 (0.045) | −0.001 (0.046) |
| Rural | 0.059 (0.049) | −0.013 (0.051) |
| Number of regular math courses | 0.033 (0.019) | 0.017 (0.022) |
| Relational in tenth grade | ||
| School collective responsibility | ||
| School mean | 0.099** (0.041) | 0.091** (0.041) |
| School SD | −0.063 (0.048) | −0.066 (0.049) |
| School academic press | 0.092*** (0.030) | 0.044 (0.031) |
| Teachers’ interest | 0.261*** (0.039) | 0.114*** (0.042) |
| Educators’ college encouragement | ||
| Medium | 0.129*** (0.049) | −0.029 (0.051) |
| High | 0.352*** (0.040) | 0.067 (0.043) |
NOTE: Estimates are based on the full sample of 12,144 respondents. Models 3 and 4 include race/national-origin, family background, individual characteristics, and academic background. Model 3 enters tenth-grade school variables in three steps. Model 4 adds twelfth-grade school variables. Standard errors are in parentheses.
**
Significant at 5 percent.
***
Significant at 1 percent.