Some Trends in the Entry to Higher Education: A Comparison between NLS and Project TALENT.

Autor/in	Peng, Samuel S.
Titel	Some Trends in the Entry to Higher Education: A Comparison between NLS and Project TALENT.
Quelle	(1976), (19 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; College Admission; Colleges; Compensatory Education; Disadvantaged Youth; Educational Trends; Enrollment Trends; Equal Education; High School Graduates; Longitudinal Studies; National Surveys; Postsecondary Education; Racial Differences; Sex Differences; Social Differences; Socioeconomic Influences; Two Year Colleges; Universities; National Longitudinal Study of the High School Class of 1972 + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; College; Hochschule; Fachhochschule; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Bildungsentwicklung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Rassenunterschied; Sex difference; Geschlechtsunterschied; Sozialer Unterschied; Sozioökonomischer Faktor; University; Universität
Abstract	Using data from the Project Talent study of the high school class of 1961 and the National Longitudinal Study of the high school class of 1972 (NLS), current patterns of enrollment in post secondary education were compared with patterns of ten years ago. Differences in college entry rates were examined among groups defined by sex, ability, ethnic and socioeconomic background. Increases or decreases in the differences were also noted. The results indicated that the rate of entry into four-year institutions has declined, but the rate of entry into two-year colleges has increased; and while the combined overall college-going rate has increased for women, there appeared to be no substantial changes for men. It was also revealed that sex and socioeconomic status (SES) differences in college entry have been reduced and that racial differences could be explained largely on the basis of differences in academic ability and SES among the racial groups. Within this context, some progress in achieving equality of educational opportunity seems to have been made. However, there has been a large decline in college entry among highly able students, particularly for men. Brief descriptions of Project Talent and the NLS are appended. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC