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ERIC Number: ED220058
Record Type: Non-Journal
Publication Date: 1982-May
Pages: 32
Abstractor: N/A
Reference Count: N/A
Predicting Student Progression: The Influence of Race and Other Student and Institutional Characteristics on College Student Performance. AIR Forum 1982 Paper.
Gosman, Erica J.; And Others
Significant predictors of student attrition, students' tendency to follow the prescribed progression pattern, and the length of time it takes students to graduate from college were studied in a survey of nine predominantly white universities and three predominantly black student universities in southern and border states. All universities were asked to track three cohorts of entering freshmen (1975, 1976, and 1977) through the fall of 1981 with regard to student progression and withdrawal. In addition, black and white students were also tracked separately. The Institutional Data Questionnaire was used in the analysis. Bivariate findings show that race has a strong relationship to students' performance in college, with white students consistently outperforming black students in terms of their attrition rates, tendency to follow the prescribed progression pattern, and mean length of time to graduate. However, racial differences in performance disappear when other student and institutional characteristics are introduced into the prediction models via multiple regression techniques. Four variables repeatedly appear as significant predictors: students' mean Scholastic Aptitude Test (SAT) scores, students' mean family income, type of institution (predominantly white vs. predominantly black), and proportion of students receiving financial aid. High SAT scores, high family income, and attendance at a predominantly black university are generally associated with better performance in college when the effects of other variables are removed. Additional findings regarding student attrition/progression are considered. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: N/A