Baccalaureate Degree Attainment and Precollege Academic Preparedness of Underrepresented Minorities. AIR 1999 Annual Forum Paper.Reportar como inadecuado




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This study analyzed retention and graduation rates of entering minority group freshmen from the 1989-96 cohort at 232 diverse colleges and universities using data from the Consortium for Student Retention Data Exchange (CSRDE), which consistently have indicated that graduation rates are lower for underrepresented minority groups of blacks, Hispanics, and American Indians. Findings are reported for: first-time freshman population, fall 1989 to fall 1996; retention rate by race; graduation rate by race; graduation rates and institutional selectivity; classification of CSRDE institutions by selectivity; enrollment of underrepresented minorities; and graduation rates of underrepresented minorities and institutional selectivity. Major findings indicated that: (1) minority participation in higher education increased at a faster pace than participation by whites; (2) retention and graduation rates were static over time; (3) retention and graduation rates were lower for the underrepresented minority groups of blacks, Hispanics, and American Indians; (4) minority enrollment tended to concentrate disproportionately in the less selective institutions; and (5) graduation rates were higher for the more selective institutions. Results for other studies of educational attainment of underrepresented minorities are reviewed in terms of precollege academic preparedness; high school completion rates; proficiency in reading, mathematics, and science; college admissions test scores; and college enrollment rates. (Contains 23 references.) (DB)

Descriptors: Academic Persistence, American Indians, Bachelors Degrees, Blacks, College Bound Students, College Outcomes Assessment, Consortia, Educational Attainment, Enrollment Trends, Graduation, Higher Education, Hispanic Americans, Intercollegiate Cooperation, Minority Groups, Selective Colleges, Shared Resources and Services











Autor: Smith, Theresa Y.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12120&id=ED433795



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