This study compares ninth-grade Indiana students who have postsecondary educational plans with those who are undecided. The results of factor analysis and stepwise discriminant analysis indicate that decided and undecided students can be differentiated by the amount of time spent thinking about postsecondary options, the amount of information received regarding postsecondary options, academic achievement, and student and parent educational expectations.
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Hossler et al. (1993) studied this question.
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