Degree Attainment Rates at American Colleges and Universities: Effects of Race, Gender, and Institutional Type.

Autor/inn/en	Astin, Alexander W.; und weitere
Institution	Higher Education Research Inst., Inc., Los Angeles, CA.
Titel	Degree Attainment Rates at American Colleges and Universities: Effects of Race, Gender, and Institutional Type.
Quelle	(1996), (49 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-878477-18-8
Schlagwörter	Quantitative Daten; Black Colleges; Blacks; College Entrance Examinations; College Outcomes Assessment; Comparative Analysis; Ethnic Groups; Higher Education; Institutional Characteristics; Longitudinal Studies; Minority Groups; Predictive Measurement; Racial Differences; Racial Distribution; Regression (Statistics); Sex Differences; Standardized Tests; Statistical Analysis; Student Characteristics; Student Subcultures; Trend Analysis; Universities + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Aufnahmeprüfung; Ethnie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Rassenunterschied; Regression; Regressionsanalyse; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test; Statistische Analyse; Trendanalyse; University; Universität
Abstract	This report presents quantitative data from an ongoing longitudinal study, the Cooperative Institutional Research Program, on degree attainment rates at institutions of higher education. The report covers national degree completion data for three time intervals--4, 6, and 9 years--broken down by institutional type, student gender, and student race. Brief introductory sections define the purpose of the study and describe the methodology. Sixteen tables and supporting text present data for: attainment rates by institutional type, gender, and race; attainment rates by high school grades and Scholastic Aptitude Test (SAT) scores; prediction of Bachelor Degree completion using different combinations of input variables; and regression analysis. The study also examines the data as they relate to historically black colleges and universities, finding few strong correlations. The final section of the report looks at some policy implications and suggests ways in which institutions can use the information provided by longitudinal studies to assess institutional performance and accountability. There are three appendixes: the first converts American College Testing (ACT) scores to SAT verbal and math equivalents; and second lists the regression variables by racial subgroups; and the third compares Cooperative Institutional Research Program retention rates with rates reported by the ACT program. (Contains 13 feferences.) (CH)
Anmerkungen	Higher Education Research Institute, Graduate School of Education & Information Studies, 3005 Moore Hall/Mailbox 951521, University of California, Los Angeles, CA 90095-1521; 310-825-1925; fax: 310-206-2228 ($10 plus $4.79 shipping, plus $0.40 per additional book).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC