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ERIC Number: ED181812
Record Type: RIE
Publication Date: 1979
Pages: 252
Abstractor: N/A
Reference Count: 0
The American Freshman: National Norms for Fall 1979.
Astin, Alexander W.; And Others
The annual report of national normative data on characteristics of students entering college as first-time, full-time freshmen is presented as part of the Cooperative Institutional Research Program. The 1979 survey is based on questionnaires completed by 289,814 new freshmen entering 560 two-year and four-year colleges and universities. Of these, 190,151 questionnaires and 362 institutions were used to compute national norms, which were statistically adjusted to represent the nation's total number of freshmen. Among the findings are that the freshmen are more interested in making money and being financially well-off than any other entering class in recent years. There is also an increased student interest in power and status. More 1979 freshmen than in any previous entering class are planning careers in business. The survey also produced evidence that a ten-year trend toward grade inflation in the secondary schools may be at an end. The incomes of the students' parents continued to show the effects of inflation, and as with earlier years, the most affluent freshmen enroll at highly selective private universities. Despite upward shifts in parental income, students appear to be increasingly dependent on federal financial aid. Freshman attitudes continued to show a mixture of liberal and conservative trends. Appended are: a list of institutions participating in the ACE/UCLA Cooperative Institutional Research Program; region categories and coding scheme for collapsed items; the 1979 Student Information Form; precision of the normative data and their comparisons; and a sample report furnished to a participating institution. (SW)
Cooperative Institutional Research Program, Graduate School of Education, University of California, Los Angeles, CA 90024 ($7.50)
Publication Type: Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: California Univ., Los Angeles. Graduate School of Education; American Council on Education, Washington, DC.
Identifiers: Cooperative Institutional Research Program