Eric.ed.gov – Mapping the Road to College: First-Generation Students’ Math Track, Planning Strategies, and Context of Support. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.

This publication compares first-generation students (i.e., those whose parents have no more than a high school education) with their peers whose parent or parents attended college. It focuses on mathematics course taking–the effectiveness of taking algebra in 8th grade and advanced math courses in high school for subsequent college enrollment–and planning strategies students used to prepare for college. The report also examines the involvement of students’ parents, teachers, and other “institutional agents” capable of helping them prepare for college. The results of the study offer both negative and positive findings concerning the experiences of first-generation students. On the negative side, even after controlling for measures of academic achievement, family income, family structure (single versus two parents), and other related characteristics, first-generation students were less likely than their peers to participate in academic programs leading to college enrollment. Consequently, they were much less likely to enroll in college within two years of graduating from high school. The disparity between first-generation students and their peers from families where at least one parent had attained a bachelor’s degree was especially notable. On the positive side, regardless of parents’ educational attainment, students’ achievement, and other related factors, students who completed mathematics programs beyond the level of Algebra 2 substantially increased their chances of enrolling in a 4-year college. In addition, other factors such as parents’ participation in college preparation activities and students receiving help from their high school in the application process also increased students’ chances of enrolling in college (at any level). (Contains 23 references.) (ASK)