ERIC Number: ED239542
Record Type: Non-Journal
Publication Date: 1983-Dec
Reference Count: N/A
The American Freshman National Norms for Fall 1983.
Astin, Alexander W.; And Others
National normative data for fall 1983 on the characteristics of students entering college as first-time, full-time freshmen are presented as part of the Cooperative Institutional Research Program longitudinal study of American higher education. The 1983 norms are based on a statistically adjusted sample of over 254,000 new freshmen entering 489 two- and four-year colleges and universities. Data obtained from administration of the Student Information Form are reported separately for women and men, and for 37 groupings of institutions. Findings include the following: students' high school grades showed a decline; the high schools are substantially more integrated than are residential neighborhoods; a majority of students supported busing as a means of achieving school integration; students are increasingly reluctant to become actively involved in political and social issues; more students are taking computer-assisted courses; student interest in pursuing business careers increased slightly; and the most affluent students enrolled in selective private universities. Information is included on student political and social attitudes. Appendices include: information on the research methodology, a questionnaire, region categories, a list of participating institutions, and narrative and statistical study findings. (SW)
Descriptors: College Freshmen, Educational Background, Higher Education, Longitudinal Studies, Majors (Students), National Norms, National Surveys, Occupational Aspiration, Political Attitudes, Questionnaires, Racial Integration, Sex Differences, Student Attitudes, Student Characteristics, Trend Analysis
University of California, Cooperative Institutional Research Program, Graduate School of Education, Los Angeles, CA 90024 ($8.25).
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Higher Education Research Inst., Inc., Los Angeles, CA.; American Council on Education, Washington, DC.