ERIC Number: ED347923
Record Type: RIE
Publication Date: 1992-Jul
Historically Black Colleges and Universities, 1976-90.
Hoffman, Charlene M.; And Others
This report provides a compilation of statistical information (80 percent of the report) covering recent trends in the development of historically black colleges and universities (HBCUs). The publication contains information on a variety of education statistics, including enrollment, degrees conferred, staff, faculty salaries, revenues, and expenditures. Supplemental information on all public and private colleges provides a reference for evaluating conditions in historically black colleges and universities. Among the findings of the report are the following: (1) overall enrollment in HBCUs rose by 16 percent between 1976 and 1990, of which 10 percent were black students; (2) 27 percent of black bachelor's degree recipients, 15 percent of master's, and 12 percent of doctor's degree recipients received their degrees from HBCUs in 1989-90; (3) the number of bachelor's degrees conferred by HBCUs declined by 16 percent between 1976-77 and 1989-90, master's degrees declined by 34 percent, and doctor's degrees increased by 214 percent; and (4) faculty salaries at HBCUs have generally kept pace with those at other colleges, though salaries at HBCUs remained somewhat lower. Overall, it is reported that enrollment in HBCUs is beginning to rise rapidly, and that the financial and faculty resources at the public HBCUs generally look stronger than at the private HBCUs. Appendices include definitions for terms used in the report, a guide to sources used, and information on methodology. (GLR)
Descriptors: Black Colleges, College Faculty, Degrees (Academic), Educational Finance, Enrollment Trends, Expenditures, Financial Support, Higher Education, Income, Private Schools, Public Schools, Statistical Data, Teacher Salaries, Trend Analysis, Universities
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - General; Numerical/Quantitative Data
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Grant or Contract Numbers: N/A