Black Students Entering CRC-Member Colleges: Their Characteristics and their First-Year Academic Performance. CRC Memorandum.

Autor/in	Wilson, Kenneth M.
Institution	College Research Center, Princeton, NJ.
Titel	Black Students Entering CRC-Member Colleges: Their Characteristics and their First-Year Academic Performance. CRC Memorandum.
Quelle	(1969), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Black Students; College Desegregation; College Entrance Examinations; College Freshmen; Comparative Analysis; Educational Background; Family Characteristics; Grade Point Average; Grade Prediction; Higher Education; Predictor Variables; Socioeconomic Background; Student Attitudes; Student Characteristics; Womens Education; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schulleistung; Aufnahmeprüfung; Studienanfänger; Vorbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Sozioökonomische Lage; Schülerverhalten; 'Women''s education'; Frauenbildung
Abstract	In order to facilitate efforts to evaluate the progress of black students currently enrolled in several selective colleges and/or to develop rationales for extending educational opportunity to racial minorities, a study was undertaken to focus on (1) selected characteristics of black female students entering several selective liberal arts colleges, traditionally for women only, in 1965, 1966, and 1967; and (2) ouestions related to their performance during the freshman year, and the validity of measures of academic aptitude and achievement, and secondary school standing for forecasting first-year academic performance. Data sources for the study include a comprehensive survey questionnaire, Scholastic Aptitude Test scores, College Entrance Examination Board Achievement Test scores, secondary school background, educational and career orientations, and attitudes, dispositions, and values. One conclusion of the study states that given the traditional academic demands and emphases of selective colleges, scores on traditional entrance examinations are likely to be as valid for black students as they are for their white classmates. Performance of black students and all public school graduates on standard admissions variables are presented in the appendix. (JMD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC