Effectively Maintained Inequality in U.S. Postsecondary Progress

Abstract

In this analysis, I evaluate how socioeconomic status (SES) directly shapes the probability that students with similar academic achievements complete key transitions in the U.S. postsecondary system. I develop the concept of institutional reach to illuminate the maintenance of socioeconomic differences across successive forward transitions via institutions of varying selectivity in this postsecondary system. Both low- and high-SES students with high academic achievements display a greater probability of moving forward through the system. However, high-SES students are more likely to do so by attending more selective institutions at entry and, consequently, are more likely to complete a bachelor’s degree at such institutions. In other words, high-SES students have greater institutional reach given similar academic achievements. Greater protection from low achievements and greater boosts from high achievements are both important for maintaining high-SES students’ advantage.