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This document presents the results of a study designed to determine the racial trends in higher education and to compare these findings with a similar study made in 1968. Highlights of the findings include: (1) 53% of the black students and 45% of the nonblack students were women; (2) As in 1968, proportionately twice as many blacks as nonblacks were at least 20 years old when they entered college in 1971; (3) Between 1968 and 1971, the average high school grade averages of both black and nonblack college freshmen rose somewhat; (4) Despite the higher grades, substantial proportions of blacks and nonblacks felt that they needed remedial tutoring, especially in the field of mathematics; (5) Entering black students were more likely than nonblack students to report achievements in extracurricular activities; (6) Typically, blacks and nonblacks were similar in the types of day-to-day activities they engaged in; (7) Proportionately more black freshmen than nonblack freshmen hoped to get a postbaccalaureate degree; and (8) Black students were more likely than were nonblacks to attend institutions that were either very close to home or a great distance away. (HS)

The Cooperative Institutional Research Program (CIRP) of the American Council on Education is an example of a systematic program of social and educational research in which survey methods using questionnaires constitute a major technique for collecting data. This longitudinal research program is dedicated to the study of higher education, particularly its impact on student development. In such a program, measurement error may affect data analysis and interpretation at each state of the research system through which data are transmitted and processed. That is, inaccuracy or imprecision in recorded response and in the statistics based on these data may occur not only during the solicitation of data but also during information transcription and file development. The purpose of this report is to present empirical results about certain problems of measurement error in an educational survey system. These results are confined to measurements derived from items in the annual surveys of entering freshmen that are a basic part of the CIRP. After discussion the meaning and consequences of measurement error, the paper presents a review of the pertinent literature, and then presents the results of recent empirical investigations. (Author/HS)

The major purpose of the present study was to answer a series of related questions concerning college dropouts: What is the current dropout rate nationally among students attending colleges in the United States? How do dropout rates vary by type of institution? In what ways do dropouts and nondropouts differ? What factors in the college environment affect the student's chances of dropping out? How much difference does the student's ability make? How important are background factors such as sex, race, and parental background? The data were obtained from students attending a representative sample of 217 institutions, including 2-year colleges, 4-year colleges, and universities. The major findings can be summarized as follows: (1) national dropout rates seem to be somewhat lower than has been suggested in other recent reports; (2) dropout rates at 2-year colleges are somewhat higher than those at 4-year colleges; (3) the major predictors of persistence are the student's grades in high school and his scores on tests of academic ability; and (4) using predictors of the student's persistence in a multiple regression equation, it is possible to compute an expected persistence rate at individual colleges. (HS)

This report describes a research project, developed by the American Council on Education, designed to study how students are affected by the colleges they attend. The survey instrument, a questionnaire, was administered to 185,848 first-time, full-time college students at 252 colleges and a sub-sample of these students for followup study purposes. The survey encompassed degree attainment, degree aspirations, educational persistence, academic achievement, educational financial support, field of study, life objectives, and attitudes. A 20-item bibliography, tables of responses, and appendices of research material are included. (MJM)

Presented in this document are national normative data on characteristics of students entering college as first-time, full-time freshmen early in the 1972-73 academic year. The Student Information Form was used to elicit a wide range of biographic and demographic data, as well as data on the student's high school background, career plans, educational aspirations, financial arrangements, high school activities and behaviors, and current attitudes. (HS)

This report presents national normative data on characteristics of students entering colleges as first-time freshmen during the early part of the 1971-72 academic year. The major purpose of this ongoing longitudinal research program is to determine how students are affected by the colleges they attend. The data was collected by administering the 1971 Student Information Form (SIF) to freshmen during the first few weeks of school. The SIF is designed to elicit a wide range of biographic and demographic data, as well as data on the student's high school background, career plans, educational aspirations, financial arrangements, high school activities and behaviors, and current attitudes. (HS)

This document presents a comparison of 1971 college freshmen who have been divided into the subgroups of veteran and nonveteran to determine differences in personal background and characteristics. The Student Information Form (SIF) was used to elicit information from the 171,509 respondents. Some of the findings of the study include: (1) Veterans were from more disadvantaged backgrounds as measured by parents' educational backgrounds and incomes and fathers' occupations. (2) Veterans were more likely to be nonwhite. (3) As to religious background, the veterans were more likely to be Protestant and less likely to be Jewish or "other" than nonveterans. (4) Compared to 1.2% of the nonveterans, 38% of the veterans were married. (5) Veterans generally had poorer academic records in high school than did nonveterans, and the educational aspirations of the veterans were lower. (6) In giving reasons for deciding to attend college, veterans were more likely to give such reasons as gaining a general education, becoming more cultured, improving reading and study skills, and learning more about things that are of interest. They were less likely to say that they had come to college because they wanted to meet new and interesting people or because their parents wanted them to go. (HS)

The research reported in this publication assesses the relationship of the receipt of the College Science Improvement Project (COSIP) funds by an institution to the academic performance and the educational, vocational, and scientific aspirations of undergraduates at that institution. This was a longitudinal study involving the distribution of questionnaires to freshmen at 186 institutions during the fall of 1966 and a later distribution of questionnaires to the same students as seniors in December 1969. The criterion variables measured by the questionnaires included the following: college major, anticipated future occupation, persistence in college, review of the student's college education, student's satisfaction with his college, and the nature of the student's planned future work. It was concluded that students are less likely to transfer out of schools which receive COSIP grants. Students in COSIP schools are significantly more likely to aspire toward the Ph.D. There were several small positive relationships between COSIP variables and student plans to teach. The choice of engineering and physics as majors was significantly associated with COSIP funds. (PR)

Research reported dealt with a national survey on the allocation of funds to colleges by the College Science Improvement Program (COSIP). Of 94 colleges eligible to receive COSIP grants, 29 had been awarded grants. Questionnaires were sent to students of the eligible institutions while they were freshmen and again when they were seniors. Institutional characteristics, such as enrollment, selectivity level, percentage of Ph.D.'s on the staff, and number of volumes in the library were also included in the analysis. Analysis of the data led to the correlation of selectivity, faculty quality, and affluence with the institutions receiving a COSIP grant; with the percentage of Ph.D.'s on the staff being most significant. In addition to these characteristics, grant recipients were likely to be nonsectarian liberal arts colleges which were relatively progressive. The students at these schools tended to be male and Protestant with superior academic records. They had high professional aspirations and a strong orientation toward science. (JG)

The purpose of the Academic Administration Internship Program is to enlarge the number and to improve the quality of persons available to fill key positions in academic administration. The program was designed to meet the following objectives: (1) to identify qualified people; (2) to select the most promising among those identified; and (3) to provide the selectees with experiences that would develop their potential to perform effectively in administrative positions directly related to academic areas. After briefly discussing the results of prior research on nomination, evaluation and selection, this report deals mainly with the results of the Career Status Followup Study, which included the sending of a Career Status (CSQ) to 106 former Fellows and 106 former nominees who did not receive the internship. In addition, the CSQ was sent to 83 participants in the ACE Academic Deans' Institutes in 1967 and 1968. The results indicated that there was a high intrinsic correlation between selection and experience as a Fellow and early attainment of a career position as an academic administrator. Some findings were also made regarding: (1) the nomination stage, (2) the dossier evaluation stage, (3) the interview stage, and (4) the internship experience. (AF)

This guide contains information on more than 70 federal programs representing possible sources of funding for urban programs and activities of colleges and universities. For each program, the following information is provided: Authorizing Legislation; Amount and Availability of Funding; Program Description and Priorities; Related Publications Available; Administering Agency; and Contact for Further Information. An alphabetical index of programs, an index of programs by administering agency, and an index of programs by category are given. Five appendixes present Regional Office Contacts of the federal agencies concerned. (DB)

In 1964 the American Council on Education initiated an internship program for Fellows in Academic Administration. The purpose of the program was to enlarge the number, and to improve the quality of persons available to fill key positions in academic administration. This report presents and compares evaluation and selection information in the third year of the program with that from the first 2 years. Discussed are: (1) evaluation and selection procedures in the operational program; (2) background characteristics of the third-year groups; (3) evaluations at the home institutions; (4) the nominee evaluation process from nomination through interview; and (5) immediate postinternship followup studies. (AF)

For this normative survey of graduate students, questionnaires were sent to 51,429 students at 158 sample institutions that have graduate programs in academic and technical areas that lead primarily to master's and doctoral degrees. Sixty-six percent or 33,511 returned usable forms. For this survey 3 types of weights were developed: (1) a between-college weight, (2) a within-college weight, and (3) a subject weight. The established ACE survey design was used that: (1) defines and stratifies the population of institutions; (2) samples institutions disproportionately within cells; and (3) samples observation units within these institutions. The tables present information on: (1) demographic and background characteristics, (2) academic progress in terms of degrees and institutions, (3) academic progress and experience, (4) career progress and involvement, (5) attitudes toward higher education and their academic experience, and (6) general and political attitudes and preferences, all by sex and highest degree expected. Other tables present data on percentage distribution among academic disciplines by sex, and on (1) demographic and background characteristics; (2) academic progress in terms of degrees and institutions, and in terms of experience; (3) career progress and involvement; (4) attitudes toward higher education and their academic experience; and (5) general and political attitudes and preferences, all by field of study. (AF)

This is the second report in a series investigating the educational attainment of "atypical" or "new" types of students. In this report, the educational experiences and progress of undergraduate students who were not high achievers in secondary school will be compared with the experiences and progress of those who were. One of the purposes of this report is to determine the characteristics of a college--independent of student input--that maximize the chances that a low achiever will complete the degree in the traditional four years. The ultimate objective of this line of investigation is to determine what policy actions decisionmakers in higher education can take to facilitate the degree completion of "atypical" students. Results included the following: (1) Low achievers differed from typical undergraduates in many important ways. (2) Men outnumbered women, and the proportions of nonwhites and older students were higher among low achievers than among regular students. (3) Low achievers were more likely to aspire to careers in business than were regular students and were less likely to be solely motivated by the academic quality of the college they attended. (4) Low achievers also had lower degree aspirations than did regular students, who were more likely to plan on postgraduate degrees. Appendices include the 1967 student information form, the 1971 followup questionnaire; and selected responses to the questionnaire. (Author/PG)

The Institutional Survey of Selected Policies and Practices in Higher Education questionnaire was mailed out in the early spring of 1973 to the presidents of 755 institutions. Responses from the 669 usable returned questionnaires indicated: (1) The nation's colleges and universities have implemented many policies and practices designed to meet the needs of larger and more heterogeneous student bodies. (2) The extent to which different types of institutions have implemented particular policies and practices varies considerably. (3) Many institutions give either academic credit or advanced placement for external learning experiences. (4) About 65% of the institutions have some form of open admissions. (5) Students and guidance counselors would do well to note that many institutions favor admission on a first-come-first-serve basis. (6) Quota systems in admissions are relatively rare. (7) Nearly all institutions report that students evaluate teaching effectiveness. (8) Over three-fourths of the institutions exert some control over student publications. (9) A similar proportion have some procedure for the discipline of students by students. (10) Many institutions provide counseling and guidance about sexual matters and drug usage. The appendices include the questionnaire form. (Author/MJM)

This report examines the educational experiences and progress of freshmen who are 20 years of age or older at the time of matriculation. Data were obtained from questionnaire responses of a sample consisting of 18,848 first-time full-time freshmen in fall 1967 and a subsample of 63,510 students in 1971. Data indicated: (1) Only 5% of the entering freshmen in 1967 were 20 years or older. (2) Older students tended to enroll in public rather than private institutions. (3) Nearly three out of four older students were men. (4) Older students made slightly lower high school grades than did average-age students. (5) Older students differed from average-age students in their undergraduate activities, aspirations, achievements, and in some of their attitudes. (6) Older students made lower college undergraduate grade-point averages than did average-age students, except in two-year colleges. (7) A greater proportion of older students planned to get no more than the baccalaureate. (8) Among older students, men enrolled in universities were more likely to attain the baccaulaureate in four years than were women. (9) Older students in highly selective institutions or in four-year colleges were more likely to complete the B.A. than were older students enrolled in other types of institutions. (Author)

This document is a report on a survey of college faculty for 1972-73 compiled from results of a faculty questionnaire. The document is composed of descriptions of the design of the study, the survey form, the national norms, and an overview of the findings. Included as appendixes are the names of institutions represented by faculty respondents, a sample of the questionnaire, and tables of weighted national normative distributions. The overview of the findings indicates the following about the average college faculty member in this country: over 40, tenured, white, male, masters degree recipient, religious, politically conservative, and born of a father with an eighth grade education and a mother who completed high school; also, his previous work experience was not college teaching but research or administrative work or precollege teaching. The report indicates that advances in the employment of blacks and women over a 5-year period have been slight. The tables in the appendix also indicate faculty opinions about current educational issues. (JA)

This nationwide survey statistically documents the academic aspirations and achievements of students entering 248 institutions of higher learning in 1961. A second group of students entering in 1966 were chosen for comparison. The major portion of the study is devoted to statistical tables compiling the results of questionnaires completed by the 50,000 students. An explanation of the sampling design and weighting procedures is included. Findings in undergraduate study programs, degree attainment, patterns of undergraduate attrition and baccalaureate completion, advanced study enrollment from undergraduate fields, patterns of entry into graduate fields, progress in graduate school, rates of graduate degree completion, degree aspirations, financing graduate education, and a summary profile of the students' current activities comprise the specific areas of analysis. The tables are analyzed to determine how students in the field of science (physical sciences, engineering, mathematics, life sciences, and social sciences) compare to students in nonscientific fields. Tables are frequently subdivided according to the sex of the students. A list of nine references, a copy of the questionnaire, and a table further subdividing the major fields of study completes the document. For previous surveys, see Astin and Panos, 1969. (AG)

For the past four years, the American Council on Education has carried out a large-scale annual survey of entering college freshmen. For the last 3 years (1967-1969), questions were asked regarding student attitudes toward various campus and social issues including: (1) the campus, the student, and the role of science; (2) the family and population control; (3) rights of the citizen and the consumer; (4) the military and the draft; (5) crime and the courts; and (6) urban problems, the disadvantaged, and the racial crisis. Information was also collected on high school protest participation and on the percentage of entering freshmen who estimated the chances were very good that they would participate in protest demonstrations. Although, compared to the 1968-1969 academic year, the first half of the 1969-1970 academic year has been marked by relative campus calm, the potential for dissent and the degree of social concern have clearly been increasing among both sexes and in all types of institutions. In addition, there is an increase in students' early protest experience and in their inclination to protest. (AF)

National normative data on the characteristics of students entering colleges as first-time, full-time freshmen in 1969 are presented in this annual report, the fourth in a series developed as part of the Cooperative Institutional Research Program being conducted by the Office of Research of the American Council on Education. The program's major objective is to determine how students are affected by the colleges they attend. The survey instrument, the Student Information Form, is designed to elicit a wide range of biographic and demographic data, and expressions of career plans, student behaviors, and attitudes. The data for this report are based on 169,190 freshmen entering 270 institutions; they were gathered in the fall of 1969 after matriculation but before students had started classes. There are 40 pages of normative data: the first 24 report item data separately for men, women, and all students according to 13 normative institutional categories; the following eight pages show regional norms for men, women, and all students, and the last eight pages are similarly arranged for seven additional institutional categories. The publication of a special normative report concerning the trends on items common to the survey years is planned for 1970. (WM)

The purpose of this article is to describe a system for protecting the anonymity of subjects in longitudinal research and for maintaining the security of data files. The basic system comes from the American Council on Education Cooperative Institutional Research Program. Data is collected from questionnaires, and converted to magnetic tape. Original data is destroyed. Two separate tape files are then set up. The first file contains answers of the person, together with an arbitrary identification number. The second file has the person's name and address and the same arbitrary number. The former file is accessible to members of the research staff, the latter is locked in a vault. The "Link" system elaborates on the above scheme by removing identification numbers from the name and address file and substituting another unrelated number. A third file was then created, which contained only the two numbers. This file then links the subjects identity with his answers to questions. The link file is then deposited at a computer facility located in a foreign country. This file is released to no one. Follow-up data is then collected again from the same students, with the person's number used for identification. This information is then sent to the foreign center, where the second number is replaced by the first. The data is then merged with previous data for longitudinal research. (KJ)

The Office of Research of the American Council on Education has established a file--the "ACE Institutional Research File"-- to (1) provide reasonable coverage of the national population of institutions of higher education; (2) contain information on a wide variety of topics likely to be pertinent to higher education research; (3) include complete information on those topics for each institution; and (4) be accessible to qualified persons. This report describes the development, characteristics, limitations and potential uses of the file. Data on 2319 institutions were collated from files of the Office of Education, the National Science Foundation, and the ACE. Information is included on an institution's type, sex, race, control, enrollment, selectivity measures, calendar plans, staff, amount of tuition charged, student aid granted, number of foreign students, residential facilities and use, library resources, federal aid received, and degrees conferred. The report contains 35 systematically arranged tables developed from the file which describe the domain of higher education. The tables are intended to help researchers to: plan research studies; develop sampling and weighting procedures within various subdomains of the universe; recode institutional variables for further analysis within special groups and merged files; and compare the profile of a given institution with that of relevant groups. Copies of the report may be obtained from the Office of Research, American Council on Education, 1 Dupont Circle, Washington, DC 20036. (JS)

The American Council on Education's Office of Research has instituted a large-scale data bank for research in American higher education. This cross-sectional and longitudinal data bank is available to the general community of scholars and administrators interested in student characteristics, student development, comparative institutional effects, educational trends and related research questions. The purpose of this manual is to provide a research and policy guide to those who wish to employ the resources of the data bank for their own research interests and objectives. The manual describes the sampling design of the data files, the types of information available, the computer hardware and the system software capabilities, and policy guidelines for using the data bank. On the basis of findings from 2 earlier studies, comprehensive full-scale studies of entering students attending a representative sample of more than 300 institutions were begun in 1966. Since then, new surveys of entering freshmen at these and additional institutions have been made annually, and periodic follow-ups of previous freshman classes have been undertaken. Supplemental information on these students has been obtained from several other sources. Copies of this manual may be obtained from The Office of Research, American Council on Education, 1785 Massachusetts Avenue, NW, Washington DC 20036. (Author/JS)

The experience of the American Council on Education's Cooperative Institutional Research Program indicates that large-scale national surveys in the domain of higher education can be performed with scientific integrity within the constraints of costs, logistics, and technical resources. The purposes of this report are to provide complete and up-to-date documentation of the sampling and weighting procedures currently being used in the Program, and to make available a record of the Program's experience in applying survey sampling procedures in practical situations. Discussions are presented on: the general principles and purposes of survey sampling; definition of the domain and population to be sampled; development of the actual sampling design; weighting procedures used to adjust for disproportionate sampling; estimation, source, and control of errors; and sampling of the total data file for special purposes. Copies of this report may be obtained from The Office of Research, American Council on Education, 1785 Massachusetts Avenue, NW, Washington DC 20036. (JS)

The data in this report were compiled as part of the Cooperative Institutional Research Program being conducted by the Office of Research of the American Council on Education to assess the impact of different types of college environments on students' development, and to provide up-to-date source of data about the population of US college students. National normative data are presented on the characteristics of students entering colleges for the first time as full-time freshmen in 1968. The data are reported separately for men, women, types of institutions, and different geographic regions in the US, and are based on 243,156 freshmen entering 358 institutions in 1968. The data were differentially weighted in order to be representative of the population of entering freshman students, and so that related summary data would be representative of the defined population of institutions. The information obtained, together with follow-up data to be collected from the students in subsequent years, will be used to measure changes in educational and career plans, attitudes and behavior during college years. Table 1 gives information about the participating institutions, Table 2 summarizes the items in the student information form (survey instrument), and Table 3 shows the number of institutions and students on which the national norms are based, and gives an estimate of the total student population. (WM)

Anecdotal evidence suggests that college faculty members are highly involved in student protests but there is little systematic data available to support or refute this contention. The current study was undertaken to document and assess the participation of faculty in student unrest phenomena. This report contains a summary of administrators' perceptions of the topic. Information was derived from responses to mailed questionnaires sent during 1968 to academic deans at 281 colleges and universities. The institutional sample was diverse; percentages were weighted in order to obtain population estimates. It was found that student protests occurred at slightly more than half the sampled institutions. Faculty representatives had a major role in administrative planning to deal with protests at about 25%, and provided information about the protest to the administration prior to the event in an equal number of cases. Faculty involvement with planning a protest was associated with occurrence of more peaceful types of demonstrations; correlations of faculty (or teaching assistant) planning and participation were smallest with physically violent and physical obstructionist protests. Faculty members were perceived as sympathetic supporters of protesters at about half the institutions and took leadership roles at 11%. Few deans felt that relations between faculty and administration had deteriorated as a result of the protest. The data indicate that some restructuring of faculty-administrative relations is warranted or desirable. (JS)

At the end of the 1968-1969 academic year, a survey was undertaken to determine the nature and extent of campus protests, how their frequency and types vary, how institutional responses to them differ, what institutional policies and practices have been changed because of them, and other related matters. The survey instrument was a questionnaire which collected data for the entire year on the mode and incidence of protests, major issues, results, consequences, and administrative changes made. The facts in this report represent the first attempt to link campus unrest with a variety of institutional characteristics (control, type, size, selectivity) using a representative national sample of 427 US colleges and universities. Study findings indicate that most institutions are attempting to respond in meaningful ways to major campus protests. Discipline has been a frequent response to violence; but major efforts have been made to modify curricula and racial policies, and to increase the freedom and power of students. The data also show that a majority of institutions, including those where major protests did not occur, made substantive changes in rules and policy during 1968 and 1969. One conclusion of the study is that US campuses, which have always been centers of protest and social criticism, are still likely to experience more unrest in years to come. The questionnaire and an analysis of the data are included. (WM)

The information system of the American Council on Education (ACE), which comprises the basis for the ACE Higher Education Data Bank, is designed to collect and maintain biographical and other data on approximately 300,000 college freshmen each year for continuing longitudinal research based on subsamples of the students. The need for confidential processing of these data has stimulated increasing concern among psychologists, sociologists, statisticians, administrators, and educational researchers. This study was implemented in order to set forth some limitations and problems involved with this kind of research. The report examines some specific aspects of the privacy issue with respect to ACE's information system, and the major differences and similarities between the ACE Data Bank and other data bank systems. A major emphasis is placed on evaluating devices that would help to preserve the confidentiality of data at each level of the system: data collection, transmission, and analysis dissemination. The report also discusses current administrative and ethical regulations, and computer devices that could protect researchers and the privacy of students in the event of possible harassment or liabilities caused by legal agencies. (WM)

The American Council on Education in 1966 began a large scale annual survey of entering college freshmen. This report presents the results of the follow-up studies through normative reports and through individual institutional reports furnished to students and administrative representatives at participating colleges and universities. The original sample used data from 206,865 entering freshmen from 251 institutions--29 junior colleges, 158 four-year colleges, and 64 universities. The follow-up sample in 1967 consisted of 60,017 students, of whom 58% returned the questionnaire. This report analyzes and presents the data contained in the questionnaires. The questions included information on (1) first-year performance and outcomes, including grade point average and educational status; (2) plans and aspirations both in the area of education and occupation; (3) freshman year experiences, such as financial support, residence, activities, and self rating on 21 traits; and (4) evaluation of the first year of college, including courses, the college environment, institutional discipline, and the college itself. The norms for the first year of college: 1966-1967, the 1967 follow-up norm and a sample follow-up report to cooperating institutions are included. (AF)

This report contains statistical information on: (1) demographic and background characteristics of American college and university faculty, by sex, 1969: (2) professional background and academic activity, by sex, 1969: (3) attitudes of college faculty toward education, faculty, and the profession, by sex, 1969: (4) faculty political preferences and attitudes toward major social issues, by sex, 1969, and (5) faculty protest participation and attitudes on campus activism, by sex, 1969. The data were gathered from questionnaires sent to 100,315 faculty members at 303 colleges and universities; 60,028 or 59.8 percent responded. The sampling design and the weighting of the data are described, and the sample and institutional weights used from the data are presented in the first table. The faculty questionnaire, a list of institutions represented by faculty respondents, and the letter of request to the American Council on Education representative for faculty rosters are included in the appendix. (AF)

This report presents national normative data on characteristics of students entering college as first-time freshmen during the summer and fall of 1970. It is the 5th in a series of annual reports and part of an ongoing longitudinal research program conducted by the Office of Research of the American Council on Education. The data are reported separately for men and women, for several types of institutions, and for different types of geographic regions of the country in 24 separate norm groups. The data is based on responses from 180,684 freshmen entering 275 institutions, and concerns personal characteristics, family background, religious preferences, financial concerns, political attitudes, expectations, high school record, values, race, and others. (AF)

The focus of this report is a normative profile of Jewish freshmen entering college in the fall of 1969. Using data obtained from the Cooperative Institutional Research Program (CIRP), information was secured on Jewish freshmen. This data was compared with data collected in previous years. The basic approach in this report was to include the responses of both Jewish student and non-Jewish students. However, the other religions are grouped together, since this is a study of religious affiliation. There are three sets of tables which comprise the major statistical presentation of this report: (1) men; (2) women; and (3) all freshmen. The results are presented in terms of the percentages who responded to each item of the student information questionnaire which the CIRP used to collect its data. Items included in the tables are: (1) age; (2) grade point average in high school; (3) secondary school achievement; (4) highest degree planned; (5) probable major field of study; (6) probable career; (7) father's education; (8) mother's education; and (9) parental income. (KJ)

This report examines the educational progress of low-income college students. The sample consisted of 185,845 first-time full-time freshmen in fall 1967 and a subsample consisted of 63,510 students in 1971. Results of the questionnaires indicated: (1) Low-income students were not distributed randomly among institutions. (2) The proportion of blacks was higher among low-income students. (3) Low-income students made slightly better high school grades than did other-income students. (4) Although low-income students relied heavily on Federal loans, earning from employment, college work-study programs, scholarships and fellowships during undergraduate years, none of these sources was apparently sufficient. (5) Low-income and other-income students were highly similar with respect to many college activities, studies, aspirations, and life goals. (6) Low-income students made slightly lower grade-point averages in college than did other-income students. (7) For both groups, married students were less likely to complete the baccalaureate in four years than were their unmarried peers. (8) High school grade-point average was a positive predictor of degree completion in four years. (9) Both low-income and other-income students were less likely to attain the baccalaureate in four years if they attended two-year colleges or larger institutions. (Author/MJM)