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ERIC Number: ED484355
Record Type: Non-Journal
Publication Date: 2005-Jan
Pages: 68
Abstractor: ERIC
Community College Low-Income and Minority Student Completion Study: Descriptive Statistics from the 1992 High School Cohort
Bailey, Thomas; Jenkins, Davis; Leinbach, Timothy
Community College Research Center
This report summarizes statistics on access and attainment in higher education, focusing particularly on community college students, using data from the National Education Longitudinal Study of 1988 (NELS:88), which follows a nationally representative sample of individuals who were eighth graders in the spring of 1988. A sample of these respondents was surveyed through four follow-ups in 1990, 1992, 1994 and 2000. The 2000 survey collected information on both education and job outcomes of respondents. The NELS:88 database includes transcripts of individuals in the sample who enrolled in any postsecondary education. This report provides a detailed statistical analysis of the cohort's enrollment in and completion of higher education over the eight-year period from 1992 through 2000, with emphasis on the access and attainment of low-income and minority students. The majority of these students entered higher education in the 1992-93 school year or shortly thereafter. Therefore, NELS:88 represents a sample of young postsecondary students, much like the imagined "traditional" undergraduate student. This report includes detailed charts showing rates of enrollment and completion of various outcomes (certificate, associate degree, bachelor's degree, and transfer to baccalaureate institutions) for students by race/ethnicity, income level, and parents' highest level of education, and by initial type of institution in which students enrolled. (Contains 28 figures and 39 tables.) [Report produced by the Community College Research Center.]
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 8; Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.; Lumina Foundation for Education, Indianapolis, IN.; Department of Education, Washington, DC.; Alfred P. Sloan Foundation, New York, NY.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Grant or Contract Numbers: N/A