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ERIC Number: ED411339
Record Type: RIE
Publication Date: 1993-Jun-5
Pages: 154
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Increasing the Academic Pool of Minority Students for Higher Education." A Literature Review. A Report to the R.F.P. #92-3 Team.
Simon, Diane J.
A literature review was conducted to examine the factors that have an impact on increasing the number of minority students prepared to attend and succeed in college and to review a number of successful programs to encourage minority students. The R.F.P. Team for which the report was prepared requested that the problem be studied in the contexts of: (1) school organization issues; (2) counseling issues; (3) factors related to minority participation in the sciences; (4) increasing the pools of minority students and teachers; (5) learning styles of at-risk students; (6) issues related to dropout; and (7) financial aid. Part One of the report reviews the current status of minority students, particularly blacks, in the United States, with a discussion of educational policies and related factors that have an impact on the college preparation of minority students. Part Two highlights model programs to increase the number of minority students prepared for college. Many of these programs are collaborative efforts between public schools and business and industry. It was found that many school organization policies and practices, including tracking, retention in grade, and special education placements have a long-term and detrimental impact on black and other minority students. In addition, no plan to increase participation of minority students should ignore the impact of the school guidance counselor. Excellence, in terms of school resources or community programs, requires real dollar commitments, and it does not come cheaply. (Contains 4 tables, 4 figures, 77 references for Part One, and 53 references for Part Two.) (SLD)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Metropolitan Educational Research Consortium, Richmond, VA.