Studies Examine Major Influences on Freshmen's Academic Success

Autor/in	Schmidt, Peter
Titel	Studies Examine Major Influences on Freshmen's Academic Success
Quelle	In: Chronicle of Higher Education, 55 (2008) 14, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Higher Education; College Freshmen; College Preparation; Educational Benefits; Academic Achievement; Cultural Pluralism; High Schools; Educational Improvement + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Bildungsertrag; Schulleistung; Kulturpluralismus; High school; Oberschule; Teaching improvement; Unterrichtsentwicklung
Abstract	Three new studies of college freshmen suggest that even the most promising among them can run into academic difficulties as a long-term consequence of experiences like attending a violence-plagued high school or being raised by parents who never went to college. Two of the studies call into question a large body of research on the educational benefits of racial and ethnic diversity on campuses, concluding that most first-year students do not reap any gains that can be measured objectively. Taken together, the reports not only challenge many of the assumptions colleges make in admitting and educating freshmen, but could also influence discussions of how to improve the nation's high schools to promote college preparation. These studies are conducted by: (1) Mark E. Engberg, an assistant professor of higher education at Loyola University Chicago, and Gregory C. Wolniak, a research scientist at the National Opinion Research Center at the University of Chicago; (2) Serge Herzog, author and director of institutional analysis at the University of Nevada at Reno; and (3) Ryan D. Padgett and Megan P. Johnson, two doctoral students in higher education at the University of Iowa. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10