ERIC Number: ED351910
Record Type: RIE
Publication Date: 1991-Oct
The American College Student, 1989. National Norms for 1985 and 1987 College Freshmen.
Wingard, Tamara L.; And Others
This 1989 report provides a statistical overview of followup surveys concerning college freshmen (in 1985 and 1987) students attending two- and four-year colleges and universities. The report's purpose is to contrast college freshmen responses with those given 2 and 4 years later to better examine how students change during the undergraduate years. Additionally presented is a description of the methods used in collecting and presenting the data. The report's first three sections report adjusted national norms from the 1989 followup of 1985 freshmen men, women, and all students. Sections 4 through 6 provide weighted tabulations for men, women, and all 1987 freshmen who responded to the 1989 followup survey. Each section includes not only 1989 followup data, but also appropriate freshman data. Also reported are the weighted retention figures for 1985 freshmen, provided for four-year institutions by type, selectivity, and student academic achievement levels. Appendices include the weighted methodology used in the statistical analysis, the student survey instrument, and a conversion chart for converting American College Testing scores to Scholastic Aptitude Test equivalents. (GLR)
Descriptors: College Freshmen, Comparative Analysis, Course Selection (Students), Data Collection, Higher Education, Institutional Environment, National Surveys, Statistical Data, Student Attitudes, Student Characteristics, Student Development, Student Educational Objectives, Student Participation, Undergraduate Study
Higher Education Research Institute, Graduate School of Education, 320 Moore Hall, University of California, Los Angeles, CA 90024-1521 ($15).
Publication Type: Reports - Research; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: California Univ., Los Angeles. Higher Education Research Inst.; American Council on Education, Washington, DC.
Note: For related documents, see HE 025 962-967.