Statewide Longitudinal Study: Report on Academic Year 1979-80. Part 4--Spring 1980 Results.

Autor/inn/en	Hunter, Russell; Sheldon, M. Stephen
Institution	Los Angeles Pierce Coll., Woodland Hills, CA.
Titel	Statewide Longitudinal Study: Report on Academic Year 1979-80. Part 4--Spring 1980 Results.
Quelle	(1981), (139 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Adult Students; College Role; College Transfer Students; Community Colleges; Economically Disadvantaged; Educationally Disadvantaged; Enrollment; Ethnic Groups; Longitudinal Studies; State Surveys; Student Characteristics; Student Problems; Two Year College Students; Two Year Colleges; Vocational Education; California + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Einschulung; Ethnie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienproblem; Ausbildung; Berufsbildung; Kalifornien
Abstract	As the fourth in a series of reports on a longitudinal study of over 7,000 students who entered 15 California community colleges in Fall 1978, this eight-chapter report profiles the students as of Spring 1980 in terms of: (1) demography, academic progress, and employment status; and (2) their distribution among 18 "prototypes," defined by the types of courses taken, student aspirations, enrollment patterns, and records of achievement. Chapter I details data collection procedures, including the procedures for "warehousing" and "prototyping" students, and overall study objectives. Chapter II profiles the students in terms of sex, age, ethnicity, enrollment patterns, units completed, educational objectives, types of jobs held, and wages received. In addition, Chapter II summarizes academic data specific to transfer, vocational, and special interest student groups. Chapter III defines the narrower "prototypes" falling under these three groupings and examines the distribution of students among these categories as a means of looking at college functions in light of students' aspirations, enrollment patterns, and achievement. Chapters IV, V, and VI present data for White, Black, Hispanic, and Asian students; financially disabled students; and educationally disadvantaged students. Chapter VII discusses problems faced by special categories of students, such as displaced homemakers and minorities. Summary conclusions are presented in Chapter VIII. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC