ERIC Number: ED072172
Record Type: Non-Journal
Publication Date: 1972-Nov-30
Reference Count: N/A
Characteristics of College and Non-College Attendants Who Submitted ACT Scores to a Black College.
Berry, Charles A.
The purpose of the study was to analyze selected characteristics of 3,385 high school graduates submitting American College Tests (ACT) profile reports to a black college. Additional data was obtained via questionnaire from 1,059 graduates that were non-attendants. These samples were subdivided into the following groups: attendants at black and white colleges; vocational school trainees; non-college attendants; and non-respondents. Comparisons among groups were made on the variables of academic potential; educational aspiration and need; status in and size of graduating class; residence; and reasons for taking postsecondary training or enrolling in college. Performances on ACT subtests and composite were below the national average, with the highest and lowest performances in natural science and social sciences. Highest and lowest high school Grade Point Averages were in social science and mathematics. Large numbers participated in advanced and honors courses and extra-curricular activities in high school. Level of aspiration was high. Most needed financial assistance to defray college expenses. Ninety percent graded in top half of their class; fifty-eight percent were from rural areas and small cities. If scores are submitted, non-blacks do not state race. White colleges do drain black potential. Many black seniors are unrealistic in aspiration and choice of educational major. (Author/JM)
Descriptors: Academic Achievement, Academic Aspiration, Achievement Tests, Black Colleges, College Admission, College Attendance, College Bound Students, Educational Needs, Financial Problems, Grade Point Average, High School Graduates, Residential Patterns, Student Attitudes, Student Characteristics
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Grambling Coll., LA.
Identifiers - Assessments and Surveys: ACT Assessment