PRESUPUESTO BASE DE LICITACIÓN:
A) Presupuesto base de licitación. Importe anual del contrato:
Determining Who is a Senior
We use multiple datasets that help us define who is a senior in CPS. Table 12 displays the various steps we take to create our base sample of students. Our reduced sample accounts for almost 70 percent of all possible seniors (123,783/177,034) in CPS graduating cohorts of 2003-2009.First, students are considered seniors if they are documented as in the twelfth grade in the CPS adminis- trative files in both fall and spring semesters (Table 12, Row A). We omit students who change grades across the semesters (Table 12, Row B). However, students who are in the twelfth grade for only one semester (fall or spring) in a given year are counted as seniors. And because we are interested in the specific courses seniors take, we analyze only students who have tran- script information. This means we eliminate students who attend charter schools from our analysis because most charters do not report this information to CPS.
To better understand the senior coursework patterns in CPS and what a senior year should look like, we further narrow our sample to those who follow a more traditional pathway of a senior. We also exclude students who repeat the twelfth grade (Table 12, Row C) and students who take fewer than four courses in their senior year from our analysis (Table 12, Row D). We also omit seniors who are in alternative high schools or special education programs (Table 12, Rows E and F). We omit special education students from our analysis because we rely so heavily on GPA and ACT scores to characterize qualifications for college. Grades for students in special education are determined by their Individual Education Plans making GPAs not comparable to non-special education students. In addition, for these students, we do not know if the ACT is an accurate measure of their abilities, thus introduc- ing substantial measurement error. Furthermore, the literature is less clear about the postsecondary options for these students, and we are unclear of what the senior year should look like given their additional needs.
Lastly, because we are interested in college out- comes, we further narrow our sample to include only those seniors who graduated from high school (Table 12, Row G).63 As shown below, the vast majority of students who make it to senior year graduate from high school in the spring.
Determining Persistence in
Four-Year Colleges
In order to simplify the complex pathways that students take on their way to a college degree, we look only at the most common path to four-year degree attain- ment. Consistent with our earlier work, we analyze only students who started their postsecondary career at a four-year college. We avoid looking at two-year enroll- ees because defining success for these students can be difficult: some students attend a two-year college with the intent of continuing on to a four-year college while others only aspire to a certification or two-year degree. For students who enroll in a four-year college, we can be reasonably certain that success for them would be receiving a bachelor’s degree. We further limit our sample to students who enroll in a four-year institu- tion by the fall after they graduate from high school. Thus, students who delay enrollment are not included in our analysis of college enrollment or persistence. While more work needs to be done to look at alternative pathways to four-year college enrollment and gradua- tion, we find that very few students who fail to enroll in college immediately after high school end up enrolling in a four-year college significantly later. Building on this base sample, we determine two-year persistence rates by examining whether students are continuously enrolled in any four-year college or university for the two years following the initial enrollment in a four- year college. ‘Continuous enrollment’ means that the student has no more than 4.5 months between the end of one term enrollment and the start of the next for the two years following the initial enrollment. This span
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TABLE 12
Cohort Year 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 TOTAL
(A) Seniors in CPS Administrative Files with Transcript Information
15,895 14,392 16,237 16,945 17,816 18,371 18,521 19,627 19,348 19,882 177,034 (B) Omit Students Who Change Grades Within the Academic Year
14,527 13,418 15,205 15,803 16,788 17,462 17,408 18,643 18,328 18,996 166,578 (C) Omit Repeat Seniors
14,124 13,105 14,815 15,322 16,275 16,873 16,777 17,779 17,751 18,354 161,175 (D) Omit Seniors Taking Fewer than Four Classes
13,278 12,465 14,165 14,679 15,569 16,045 16,035 16,661 16,898 17,334 153,129 (E) Omit Students at Alternative High Schools
13,111 12,348 13,989 14,513 15,422 15,944 15,862 16,544 16,676 17,123 151,532 (F) Omit Seniors in Special Education
12,039 11,253 12,545 13,008 13,545 13,887 13,880 14,509 14,537 14,985 134,188 (G) Omit Seniors Who Did Not Graduate in the Spring
11,497 10,536 11,712 12,226 12,590 12,756 12,529 13,015 13,153 13,769 123,783 Types of Analysis Used by Graduating Cohort Year
Descriptive Only X X X College Enrollment X X X X X X X College Persistence X X X X X
of time allows students to take a traditional summer break. Students may transfer between four-year colleges during this time. However, students who transfer to a two-year college are not considered to be continuously enrolled in a four-year college. In cases where students enroll in more than one institution simultaneously, the higher level institution is counted.
Descriptively, we find that 54 percent of students
who are continuously enrolled for two years in a four- year college receive a bachelor’s degree within six years of graduating high school. While more work needs to be done to improve our understanding of success in college, looking at persistence for two years captures some degree of how a student is performing in college, given the fact that we have no information about students’ grades or credit accumulation.