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ERIC Number: ED181810
Record Type: RIE
Publication Date: 1979
Pages: 188
Abstractor: N/A
Reference Count: N/A
Measuring Outcomes of College. Fifty Years of Findings and Recommendations for the Future.
Pace, C. Robert
Justification for a college education is presented in this study by measuring the outcome of college experience. Evidence includes nearly five decades of research on students' achievement both during and after college, and on the educational influence of colleges themselves, to show how college graduates benefit from their exposure to higher education. In addition, landmark studies are surveyed to identify the connections among institutional goals, organizational structure, educational environment, and student achievement. Part I (Achievement During College: Undergraduates) examines student achievement by examining the Pennsylvania study by Learned and Wood (1938); tests of general education; Graduate Record Examinations' area tests and advanced tests; the College Board's College-Level Examination Program (CLEP); and the Undergraduate Assessment Program. Part II (Achievement After College: Alumni) uses various studies--such as the U.S. Office of Education National Survey of College Graduates, the National Opinion Research Center Alumni Survey, the Higher Education Research Institute national study of college graduates and employment, a 1976 Associated Colleges of the Midwest survey of liberal arts graduates, a UCLA survey, and a Time Magazine survey--to examine life after college. Part III (Achievement by Colleges: Studies of Institutions) uses self-studies and institutional research to measure the growth of the college. The epilogue makes suggestions for updated questionnaires to graduates, improved achievement tests, and a renewed attempt to change popular opinion that questions the worth of the college degree. A bibliography and an index are provided. (LC)
Jossey-Bass Inc., 433 California Street, San Francisco, CA 94104 ($12.95)
Publication Type: Books; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A