As such, Schiess and Rotherham begin their work by asking
whether rural high schools graduate a higher proportion of students under less rigorous standards than non-rural high schools.
We also confirm that we obtain similar results when we control for student characteristics measured at or before the PSAT / NMSQT, including sex, parental education, family income level,
whether a student took the PSAT / NMSQT in 10th grade and his or her previous score, indicators for ethnic background (for example, Mexican, Cuban), and controls for the type of
high school attended, including affiliation (public or private), urbanicity (that is, city, suburban,
rural), size, and concentration of Hispanic students.