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ERIC Number: ED451770
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 71
Abstractor: N/A
Reference Count: N/A
Getting through College: Voices of Low-Income and Minority Students in New England. The New England Student Success Study.
O'Brien, Colleen; Shedd, Jessica
The New England Student Success Study includes the results of survey of 350 low-income 4-year college students and in-depth interviews with low-income and minority students enrolled in 4-year institutions in the region combined with national data from the U.S. Department of Education. Four areas were of particular interest: (1) precollege preparation; (2) financial aid; (3) involvement at or feeling connected to their institutions; and (4) attendance factors and behaviors that may inhibit persistence. Results of the study reinforce some of the findings from national research. Low-income and minority students face many obstacles to success in postsecondary education. It is usually the combined effect of these barriers that poses the greatest challenge. Precollege programs, such as TRIO or institution sponsored programs, are having an effect for those who participated, but only one quarter of New England students participated in such programs. Financial aid continues to be vital to the success of low-income students, with 90% receiving assistance, and 47% receiving a federal Pell Grant. Overall, the attendance patterns of low-income students do not suggest that they are putting their ability to complete college at risk. Just under one-third were no longer at the college at which they began their studies; the most common reason for transfer was academic choices. Students' involvement in and attachment to their institutions were essential elements of success. Where students live had an impact on their attendance patterns. Students who lived at home or off campus were more likely to be older and attend part-time. Policy recommendations in this report target specific issues from the research. Two appendixes contain a chart of demographics of survey respondents and tables summarizing specific survey questions. (Contains 15 tables, 15 figures, and 24 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Nellie Mae Foundation, Braintree, MA.
Authoring Institution: Institute for Higher Education Policy, Washington, DC.