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Abstract

This study draws from student demand as well as college access and choice literature, which supports the belief that students desire to attend college for a range of economic, psychological, and sociological reasons, and that a variety of influences affect (i.e., advance or intervene in) the process. This study acknowledges the effects of methodological and data limitations in previous research, and creates conceptual and theoretically-based models of college enrollment grounded in prior research. The models are built using nationally-representative data from the Education Longitudinal Study of 2002 (ELS). Key relationships and patterns are observed prior to building path models to demonstrate the effect of family financial concerns, and other important variables, on academic preparation, testing, application, and enrollment. Such methodical analysis contributes to causal understanding of these relationships and supports substantive, effective policies to ensure college access and success for students who are interested in becoming college qualified. Recognizing that policymakers are interested in improving college access and completion, it is important to ensure available research has a thorough understanding of influential factors.

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