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Abstract
Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods in Chicago. Regression findings indicated that three factors in elementary grades can potentially improve both college attendance and bachelor’s (BA) degree completion for economically disadvantaged minority students: better classroom adjustment, high parent expectation in child’s education, and better academic performance. Findings have implications for schools, educators, and policy makers.
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