NotesFAQContact Us
Collection
Advanced
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED350017
Record Type: RIE
Publication Date: 1992-Mar-20
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Longitudinal Student Success Study: The Entering Student Survey.
Lanni, Joseph C.
At Montgomery College (MC), in Maryland, a survey of first-time students entering the college in fall 1990 was conducted to collect data on student attitudes, enrollment behavior, and educational goals. The survey was part of a 6-year longitudinal study seeking to identify factors related to student success and non-success, particularly among American Black students. Previous studies at MC have revealed that Black students enrolled part-time have the lowest semester-to-semester retention rates (less than 50%), while full-time Black students have a retention rate of more than 75%. Compared to other students, a higher percentage of Black students are employed and more frequently report having dependents. The fall 1990 entering student survey was sent to all 2,731 first-time students, including 893 White students, 522 Black students, 187 Asian students, and 174 Hispanic students. Usable surveys were returned by 1,261 students for a 46% response rate. Study findings included the following: (1) while Black students more frequently intended to earn a degree at MC as compared to other American students, they more often attended on a part-time basis (77%); (2) Black students more frequently reported having concerns about financing their education than other groups; and (3) Black students were more likely than other groups to report being financially independent than other students. References, the survey instrument, and data tables on enrollment status, financial concerns, financial status, and student income, by ethnic group, are included. (PAA)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Montgomery College MD
Note: Paper presented at the Annual Meeting of the National Association for Equal Opportunity in Higher Education (17th, Washington, DC, March 18-22, 1992).