ERIC Number: ED110525
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
Report of the Study of Collegiate Compensatory Programs for Disadvantaged Youth. A Draft.
Bynum, Effie M.; And Others
This study, funded by the Ford Foundation and the College Entrance Examination Board (CEEB), represents a two and one-half year effort to compile information based on questionnaires, surveys, field studies, and staff and student interviews on the nature, problems, and successes of collegiate compensatory programs for disadvantaged youth. Ten chapters focus on such areas as access to higher education, new students in old institutions, current programs and practices in compensatory education, a review of the literature on the transition from school to college, financial aid for higher education, ethnic studies, other curriculum modifications and remedial practices, reactions of students and college personnel, case studies, and a critical summary encompassing the problems and status of their solution. A series of model programs, said to have been selected because of their representativeness of institutions of higher education or their positive, imaginative, or promising practices, are briefly described. An annotated bibliography citing 98 documents, arranged in the categories of civil rights and access to higher education, programs and practices, characteristics of disadvantaged students, college admissions and guidance, the Negro college, and general literature, is provided. An addendum to the bibliography and additional references are also included. (AM)
Descriptors: Annotated Bibliographies, Black Colleges, Case Studies, Civil Rights, College Admission, College Programs, Compensatory Education, Cultural Enrichment, Curriculum Development, Disadvantaged Youth, Educationally Disadvantaged, Equal Education, Ethnic Studies, Financial Support, Guidance Programs, Higher Education, Individual Characteristics, Remedial Programs
Publication Type: Reports - Research
Education Level: N/A
Sponsor: College Entrance Examination Board, New York, NY.; Ford Foundation, New York, NY.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Identifiers - Location: California