1. Adelman, C. (1999). Answers in the tool box. Academic intensity, attendance patterns, and bachelor’s degree attainment. US Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED431363.pdf on February 8, 2020
2. Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. US Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED490195.pdf on February 8, 2020
3. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908.
4. Astorne-Figari, C., & Speer, J. D.
(2019). Are changes of major major changes? The roles of grades,
gender, and preferences in college major switching. Economics of Education Review, 70, 75–93.
5. Attewell, P., Heil, S., & Reisel, L. (2012). What is academic momentum? And does it matter? Educational Evaluation and Policy Analysis, 34(1), 27–44. https://doi.org/10.3102/0162373711421958