ERIC Number: ED366243
Record Type: RIE
Publication Date: 1993-Dec
The American Freshman: National Norms for Fall 1993.
Astin, Alexander W.; And Others
This publication presents national norms for college freshmen in fall 1993 based on the 28th annual survey of 220,757 incoming students at 427 two- and four-year colleges and universities. Three major tables present the norms for type of institution and control for all freshmen, for men, for women; for universities by selectivity level and by sex; and for four-year colleges by selectivity level. An overview presents a summary of results and identifies major trends since the survey started in fall 1966. These indicate the following: (1) 65 percent of freshmen are planing to pursue advanced degrees after college; (2) the most freshmen ever (75.1 percent) cite being able to make more money as a "very important reason for attending college"; (3) the percentage of students applying to four or more colleges reached 22.2 percent compared to 19.1 percent the previous year; (4) a record number of freshmen reported high levels of stress (23.2 percent) or feeling depressed (9.4 percent); and (5) students' secondary school grades reached the highest levels ever with 27 percent reporting averaged grades of A minus or higher. Extensive appendixes contain information on research methodology, the survey instrument, coding schemes, institutions participating in the survey, data precision, and a sample report furnished to participating campuses. (JB)
Descriptors: College Freshmen, Competitive Selection, Educational Trends, Enrollment Trends, Grade Point Average, Higher Education, National Norms, Sex Differences, Student Attitudes, Student Characteristics, Student Educational Objectives, Tables (Data), Trend Analysis, Two Year Colleges, Universities
Higher Education Research Institute, Graduate School of Education, 3005 Moore Hall, University of California, Los Angeles, CA 90024-1521 ($20, plus $3 handling and shipping).
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: California Univ., Los Angeles. Higher Education Research Inst.; American Council on Education, Washington, DC.
Note: For the Fall 1992 report, see ED 352 891.