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ERIC Number: ED430416
Record Type: Non-Journal
Publication Date: 1996-Dec
Pages: 270
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-878477-19-6
The American Freshman: National Norms for Fall 1996.
Sax, Linda J.; Astin, Alexander W.; Korn, William S.; Mahoney, Kathryn M.
The 31st annual report of national normative data on college freshmen is part of the Cooperative Institutional Research Program's longitudinal study to assess the effects of college on students. Data are based on 251,232 entering students at 494 of the nation's two- and four-year colleges and universities in Fall, 1996. The normative data are reported separately for men and for women and for 35 different institutional groupings. The major stratifying factors are institutional race (predominantly black versus predominantly white), control (public, private-nonsectarian, Roman Catholic, Protestant), type (university, four-year college, two-year college) and the "selectivity level" of the institution. An overview identifies major trends which include: (1) students are volunteering in record numbers; (2) financial concerns increasingly influence college choice; (3) "grade inflation" continues; (4) self-confidence and aspirations are on the rise; (5) interest in teaching is growing while interest in business and law hit new lows; (6) political interest remains low; and (7) political and social attitudes are shifting from "middle-of-the-road" to both conservative and liberal categories in equal numbers. Appendices include detail on the research methodology, the 1996 student information form, the coding scheme, a listing of institutions participating, information on data precision, and a sample report furnished to participating campuses. (Contains 14 references.) (DB)
Higher Education Research Institute, UCLA Graduate School of Education & Information Studies, 3005 Moore Hall/Mailbox 951521, Los Angeles, CA 90095-1521; Tel: 310-825-1925; ($22 plus $4.79 shipping and handling).
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: California Univ., Los Angeles. Graduate School of Education & Information Studies.; Higher Education Research Inst., Inc., Los Angeles, CA.