Motivated Strategies for Learning Questionnaire (MSLQ)
Category: Pathways to and Through Postsecondary
High school college-conducive resources shape students’ college readiness, which may explain the relative disadvantage racialized minority and low-income students face in accessing selective universities. Texas Top Ten Percent Plan (TTP) aims to bridge this gap by conditioning admission on class rank, which accounts for between-school differences. However, under policy complementarity theory, benefits from TTP may be diluted if schools drastically differ. Using state-administrative data, I examine college-conducive resources across high schools feeding into Texas’s two most selective public universities. I find that high schools’ college-conducive resources predict students’ baseline position in college, with important implications for their college trajectories.
Keywords
Texas Top Percent Plan, College-conducive Resources, College readiness, Policy Complementarity theory.
Education level
Document Object Identifier (DOI)
10.26300/br4y-ez53
