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

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.