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ERIC Number: ED456168
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 85
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
Warburton, Edward C.; Bugarin, Rosio; Nunez, Anne-Marie
This report examines the high school preparation and postsecondary persistence of first-generation students, those whose parents had no education beyond high school, and compares them with students whose parents went to college. The purpose of the study was to examine whether first-generation students who were otherwise equally prepared academically were comparable to students whose parents went to college in terms of their grade point averages (GPAs), number of remedial courses in postsecondary education, and rates of academic persistence. The analysis focuses on a subset of 1995-1996 beginning students who started their postsecondary education at four-year institutions. Data are from the First Followup of the Beginning Postsecondary Students Longitudinal Study for 1995-1996. Findings from the analysis indicate that students who were well prepared for postsecondary education were likely to persist in four-year institutions. Students who took rigorous coursework in high school accounted for more than 80% of those students who stayed on the persistence track to a bachelor's degree or were retained at their initial institution. Parents' levels of education were found to be associated with rates of students' retention and persistence in college, even when controlling for measures of academic preparedness such as rigor of secondary curriculum and college entrance examination scores. These findings hold true even when other related variables are held constant. Two appendixes contain a glossary and technical notes. (Contains 21 tables, 7 figures, and 13 references.) (SLD)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Beginning Postsecondary Students Longitudinal Study
IES Cited: ED556748