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ERIC Number: ED475196
Record Type: RIE
Publication Date: 2002
Pages: 30
Abstractor: N/A
School Relationships Foster Success for African American Students. ACT Policy Report.
Wimberly, George L.
This study used data from the National Educational Longitudinal Study (NELS) to analyze critical issues affecting the preparation and diversity of the postsecondary applicant pool. Participants were 14,914 respondents, including 1,685 African Americans, who completed all four waves of the NELS. Overall, about two-thirds of all students expected to earn at least a college degree, and just over 10 percent expected no education beyond high school. There was a gap between the education expectations of African American students and their postsecondary participation 2 years past high school. Although 88 percent expected to attend college or earn a college or advanced degree, only 56 percent were moving toward that goal. Significantly more white students than black students were in the process of moving toward that goal. School experiences differed by race. In schools attended by African Americans, fewer students were on a college preparatory track or took advanced placement courses, and the college-going rates were lower than those in predominantly white high schools. Three of five school relationship characteristics positively impacted African American students' educational expectations and postsecondary participation: school personnel expectations, teachers talking with students, and school extracurricular participation. Students (primarily white) who formed good school relationships had higher educational expectations and postsecondary participation. (Contains 40 bibliographic references.) (SM)
ACT, P.O. Box 168, 2201 N. Dodge Street, Iowa City, Iowa 52243-0168. Tel: 319-337-1110; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc., Iowa City, IA.