SELECTION AND CONTEXT AS FACTORS AFFECTING THE PROBABILITY OF GRADUATION FROM COLLEGE

The relationship of type of Coll attended to graduation as a factor in the educ'al selection process was studied. The analysis is based on a 33% probability sample of all 1957 M HSch seniors in the state of Wise. A follow-up was conducted by mail questionaire in 1964, 7 yrs after graduation (N=1,685). Because diff types of instit's select diff types of students, it was necessary to control relevant student characteristics to determine the existence of contextual effects. A stepwise multiple regression analysis showed that type of Coll attended explains a small but signif proportion of variance in Coll graduation beyond what can be accounted for by measured intelligence, rank in HSch class, SE background, & level of occup'al aspiration in HSch. Other findings were that diff types of Coll's have diff effects for students of diff SES & intelligence levels & that the selection process in diff types of Sch's has some effect on the overall educ'al selection process. High SES background, high rank in HSch class, high intelligence, & high occup'al aspiration were associated with a greater probability of graduating from Coll. Evidence indicates that the selection process accentuates the advantage of Hs students in completing a Coll educ. Characteristics such as the quality of faculty or the relationships among students may affect the individual's performance or satisfaction with Coll life & thus influence his chances of graduating. Further res is needed. 8 Tables. Modified HA.