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ERIC Number: ED333930
Record Type: RIE
Publication Date: 1991-Jul
Pages: 9
Abstractor: N/A
Reference Count: 0
Transfer and Graduation Rates for Black and White Prince George's Community College Students. Research Brief RB92-2.
Prince George's Community Coll., Largo, MD. Office of Institutional Research and Analysis.
All public institutions in the state of Maryland must submit a Minority Achievement Action Plan to the Maryland Higher Education Commission (MHEC) by August 30, 1991. To assist colleges in developing the 5-year goals for minority recruitment and achievement required by the plan, the MHEC distributed data sets on community college student transfer to four-year institutions; community college award attainment; and student achievement rates for seven cohorts of full-time, first-time community college students 4 years after initial entry. This research brief presents comparative transfer and award attainment data for full-time black students and full-time white students who entered Prince George's Community College (PGCC) from fall 1980 through fall 1986. Findings include the following: (1) the percentage of first-time, full-time students transferring to a state four-year institution within four years of initial entry at PGCC ranged from a low of 21% for fall 1984 entrants to a high of 28% for fall 1986 entrants; (2) white students' transfer rates ranged from 29% to 37%, more than double that of black students for all seven cohorts, whose transfer rates ranged from 10% to 15%; (3) the Associate of Arts (A.A.) degree attainment rate for all full-time students ranged from 12% to 17%; (4) white students' graduation rates ranged from 17% to 22%, more than twice that of black students whose graduation rates ranged from 6% to 10%; and (5) over the study period, the percentage of students transferring to four-year institutions has increased, while A.A. degree attainment has decreased. Data tables and graphs are included. (PAA)
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Prince George's Community Coll., Largo, MD. Office of Institutional Research and Analysis.
Identifiers: Prince Georges Community College MD