How Public School Districts’ Characteristics Relate to Their Students’ Postsecondary Intentions

Cassie L. Barnhardt; Nicole Tennessen; Jeff Ching-Fan Lai; Sameer Ali; Brian An; Man Phan; Erin Bovid; Bridget A. Wright

doi:10.3390/educsci15030331

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How Public School Districts’ Characteristics Relate to Their Students’ Postsecondary Intentions

Journal article

Open access

Peer reviewed

How Public School Districts’ Characteristics Relate to Their Students’ Postsecondary Intentions

Cassie L. Barnhardt, Nicole Tennessen, Jeff Ching-Fan Lai, Sameer Ali, Brian An, Man Phan, Erin Bovid and Bridget A. Wright

Education sciences, Vol.15(3), 331

03/07/2025

DOI: 10.3390/educsci15030331

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Abstract

In this study, we explore characteristics of public-school districts in the state of Iowa (USA) that contribute to high school graduates’ postsecondary intentions classified as either a four-year university (public or private), a community college, professional training (identified as private two-year or other training), employment or military, or other (homemaker or unknown). To explore this topic, we utilize census, population-level data associated with all Iowa public school districts for a period of three academic years using a series of linear regression models. Findings emphasize the importance of the disciplinary climate in the overall climate of the district as an important factor that contributes to structuring students’ future intentions, with added nuance related to the total enrollment or size of the district.

school climate

postsecondary intentions

public schools

Details

Title: Subtitle: How Public School Districts’ Characteristics Relate to Their Students’ Postsecondary Intentions
Creators: Cassie L. Barnhardt - University of Iowa
Nicole Tennessen - University of Iowa
Jeff Ching-Fan Lai - University of Iowa
Sameer Ali - Institute for Health Metrics and Evaluation
Brian An - University of Iowa
Man Phan - University of Iowa
Erin Bovid - University of Iowa
Bridget A. Wright - University of Iowa
Resource Type: Journal article
Publication Details: Education sciences, Vol.15(3), 331
Publisher: MDPI; BASEL
DOI: 10.3390/educsci15030331
ISSN: 2227-7102
eISSN: 2227-7102
Grant note: University of Iowa
This research received no external funding. The APC was funded by internal research resources from the University of Iowa.
Language: English
Date published: 03/07/2025
Academic Unit: Educational Policy and Leadership Studies; Sociology and Criminology; Center for Social Science Innovation
Record Identifier: 9984801668102771

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