Table 3.
Average Marginal Effects from Multinomial Logistic Regressions Predicting Young Women’s Post-High School Destinations
| Model 1: Background
|
Model 2: Course Offerings
|
Model 3: Course-Taking
|
|||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Four- Year College |
Not Work- ing |
Other Job |
BC Job | Two- Year College |
Four- Year College |
Not Work- ing |
Other Job |
BC Job | Two- Year College |
Four- Year College |
Not Work- ing |
Other Job |
BC Job | Two- Year College |
|
| Percent Blue-Collar Workers in County (Ref.: 1st Quartile) | |||||||||||||||
| 2nd Quartile | −.060** (.021) | .004 (.011) | .019 (.022) | .005 (.006) | .032 (.019) | −.061** (.021) | .005 (.012) | .017 (.022) | .006 (.007) | .032 (.019) | −.049* (.020) | .003 (.012) | .012 (.021) | .006 (.007) | .028 (.019) |
| 3rd Quartile | −.050* (.024) | −.001 (.011) | .038 (.024) | −.000 (.006) | .013 (.020) | −.041 (.024) | −.002 (.012) | .034 (.024) | −.001 (.006) | .010 (.020) | −.031 (.024) | −.003 (.012) | .029 (.025) | −.001 (.006) | .006 (.020) |
| 4th Quartile | −.107*** (.027) | .018 (.015) | .031 (.027) | .012 (.009) | .045 (.024) | −.073** (.027) | .007 (.014) | .027 (.028) | .005 (.008) | .034 (.024) | −.055* (.026) | .006 (.015) | .019 (.028) | .004 (.008) | .026 (.023) |
| Course-Taking | |||||||||||||||
| Number of BC courses taken (logged) | −.059** (.020) | .014 (.009) | .019 (.021) | .009 (.005) | .018 (.017) | ||||||||||
| Took advanced math course | .150*** (.014) | −.013 (.009) | −.076*** (.017) | −.001 (.005) | −.061*** (.015) | ||||||||||
| Course Offerings | |||||||||||||||
| Number of BC courses offered (logged) | −.016 (.009) | .001 (.004) | .012 (.009) | .004 (.002) | −.002 (.008) | −.015 (.009) | .001 (.004) | .012 (.009) | .004 (.002) | −.002 (.008) | |||||
| Number of AP/IB offered (logged) | .043*** (.010) | −.013** (.005) | −.013 (.011) | −.004 (.003) | −.014 (.010) | .031** (.010) | −.011* (.005) | −.007 (.011) | −.003 (.003) | −.009 (.010) | |||||
| Number of advanced math offered | .002 (.004) | .001 (.002) | .003 (.004) | .001 (.001) | −.006 (.004) | −.001 (.004) | .001 (.002) | .004 (.004) | .001 (.001) | −.005 (.004) | |||||
| 9th-grade math level | .021*** (.006) | −.007** (.003) | −.012* (.006) | −.002 (.002) | .001 (.006) | .022*** (.006) | −.008** (.003) | −.010 (.006) | −.002 (.002) | −.001 (.006) | .015** (.005) | −.008** (.003) | −.007 (.006) | −.002 (.002) | .002 (.006) |
Note: Standard errors are in parentheses. Observations = 5,190. All models control for total number of courses offered by the school, inverse Mills ratio for selection into sample, GED status, percent low-wage service jobs in county, county unemployment rate, race/ethnicity, student transfer status, parent education, family structure, family income, 9th-grade GPA, math test score, school percent free lunch, school percent minority, magnet school status, vocational school status, urbanicity, district per-pupil expenditures, state fixed-effects, and whether the school provided a course catalog.
p < .05;
p < .01;
p < .001 (two-tailed tests).