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ERIC Number: ED425684
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 142
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-049832-5
Descriptive Summary of 1995-96 Beginning Postsecondary Students, with Profiles of Students Entering 2- and 4-Year Institutions. National Postsecondary Student Aid Study: 1995-96. Statistical Analysis Report.
Kojaku, Lawrence K.; Nunez, Anne-Marie
This report examines the characteristics and first-year behaviors of beginning postsecondary students entering public 2-year, public 4-year, and private, not-for-profit 4-year institutions of higher education, based on data derived from the 1995-96 National Postsecondary Student Aid Study. The report begins with an essay that describes the characteristics of beginning students in each sector. Among findings are the following: (1) public 2-year institution entrants are more likely than those entering 4-year institutions to be older, have independent financial aid status, plan to complete a lower level of postsecondary education, and have lower scores on college admission tests; (2) freshmen entering private not-for-profit 4-year institutions are more likely that those at 4-year public institutions to have families with higher incomes, to have higher college admission test scores, to attend full-time, and to have more and differently packaged financial aid; and (3) freshmen at 2-year institutions are more likely to interrupt their enrollment before the end of their first year. The essay is followed by a compendium of tables that provides comprehensive information about enrollment, academic activity, background characteristics, financial aid, employment, educational plans, life goals, institutional involvement, and community involvement. A glossary and technical notes are appended. (DB)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington DC 20402-9328.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.