Michael T. Nettles

Predicting student progression: The influence of race and other student and institutional characteristics on college student performance

In this study of college student retention and progression, significant differences were found between black and white student cohorts in terms of their attrition rates, overall progression rates (defined as length of time to graduate), and tendency to follow the prescribed progression pattern (sophomore in the second year, junior in the third year, senior in the fourth year, and graduate after the fourth year). However, multiple regression analyses show that racial differences disappear when the effects of other student and institutional characteristics are statistically controlled. Therefore, colleges and universities would do well to rethink special retention and counseling programs designed especially to serve minority group students.

The Emerging National Policy Agenda on Higher Education Assessment: A Wake-Up Call

Abstract: This paper examines the current educational crisis in American education as reflected by student performance on various assessments at the elementary, secondary, and higher education levels and discusses how various performance indicators have shaped public opinion during the past decade. The paper then illustrates how growing public concern for improving educational quality in the United States has led to the establishment of national education goals, describes the assessment dilemma facing higher education as a consequence, and raises questions for higher education researchers about assessing progress.

A Comparative Analysis of the Predictors of Black and White Students’ Academic Achievement in College: A Case for Expanding Admissions Policies to Include Quality of the College Experience

Academic, personal, and attitudinal/behavioral predictors of black and white students’ college performance were studied, along with the effect of differences in the quality of college experiences. The sample consisted of 4,094 students and 706 faculty from 30 southern and eastern colleges. (ERIC ED 259 625, 46 pp, MF

Comparative and Predictive Analyses of Black and White Students' College Achievement and Experiences.

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