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Lyson, Thomas A.; Falk, William W. – American Educational Research Journal, 1984
Using data from the National Longitudinal Study of the High School Class of 1972 (NLS), this study shows that almost half the NLS respondents teaching in 1979 did not report teaching plans in high school, whereas three-fourths of those planning to teach were not teaching in 1979. (Author/BW)
Descriptors: Career Choice, Elementary School Teachers, Employment Opportunities, High Schools
Peer reviewed Peer reviewed
Wolfle, Lee M. – American Educational Research Journal, 1985
The present study, based on recent data and methods that control for estimated measurement error structures, finds that social background plays a similar role for Whites and Blacks in determining educational attainment. (Author/LMO)
Descriptors: Comparative Analysis, Economic Opportunities, Educational Attainment, Educational Status Comparison
Peer reviewed Peer reviewed
Munroe, Barbara Hazard – American Educational Research Journal, 1981
Path analysis was used to test the T into model of college dropouts using a sample drawn from the National Longitudinal Study of the High School Class of 1972. Findings support the notion that commitment to the goal of college completion has the strongest effect on persistence. (Author/GK)
Descriptors: Academic Aspiration, Academic Persistence, Dropout Characteristics, Dropouts
Peer reviewed Peer reviewed
Page, Ellis B.; Grandon, Gary M. – American Educational Research Journal, 1979
Data are reviewed from the US National Longitudinal Study of Educational Effects. Results from aggregate analysis are quite similar to those reported by others. When individual variation is explored, however, the effects of family configuration become relatively trivial, and the confluence theory appears untenable. (Author/MH)
Descriptors: Birth Order, Cultural Influences, Family Characteristics, Family Influence
Peer reviewed Peer reviewed
Peng, Samuel S.; Jaffe, Jay – American Educational Research Journal, 1979
Data from the National Longitudinal Study of the High School Class of 1972 showed that factors influencing female entry into male-dominated higher education programs included academic ability, more high school courses in mathematics and science, and work-oriented attitudes, but not family influence. (MH)
Descriptors: Academic Ability, Academic Aspiration, Career Choice, Educational Experience
Peer reviewed Peer reviewed
Peng, Samuel S.; Fetters, William B. – American Educational Research Journal, 1978
Data from the National Longitudinal Study of the High School Class of 1972 indicate that women are more likely to withdraw only in two year colleges and that whites are more likely to withdraw than blacks. High school program, college grades, and educational aspiration are significantly related to withdrawal, but receipt of financial aid is not.…
Descriptors: Colleges, Dropout Characteristics, Higher Education, Longitudinal Studies