tailieunhanh - Trends in Postsecondary Credit Production, 1972 and 1980 High School Graduates
Yet for all this there is no part of the subject where the established results of analysis and experience have been so little systematized and brought into relation with the main categories of theoretical economics. Special monographs exist by the hundred. The pam- phlet literature is so extensive as to surpass the power ofanyone man completely to assimilate it. Yet in English, at any rate, there has been so little attempt at synthesis of this kind that, when Mr. Keynes came to write his Treatise on Money, he was compelled to lament the absence, not only of an established tradition of arrangement, but even of a single example of. | NATIONAL CENTER FOR EDUCATION STATISTICS Survey Report June 1990 Trends in Postsecondary Credit Production 1972 and 1980 High School Graduates Paula R. Knepper Postsecondary Education Statistics Division Data Series NLS-72 84 HS B 80 84 . Department of Education Office of Educational Research and Improvement CS 90-351 Highlights This study looked at differences between the high school graduating classes of 1972 and 1980 in terms of postsecondary progress and completion. Specifically it includes those students from each cohort who entered postsecondary education PSE immediately in the same year as completing high school 1972 and 1980 and reports on all postsecondary activity within the next 4 1 2 years. All information was taken from transcripts obtained from the postsecondary institutions rather than from self reports from students. By comparing times to complete levels as defined by credit hour production and levels completed in the time period some interesting results have been found. While almost a third 31 percent of the 1972 cohort who entered PSE right after high school completed a bachelor s degree within the 4 1 2 year period less than a quarter 22 percent of the 1980 cohort did so in the same length of time. Overall baccalaureate degree completion in years for the 1980 cohort dropped about 10 percentage points below that of the 1972 cohort. This same 10 percentage point drop was evident for all groups regardless of race sex or socio-economic status SES . By sex men dropped from 30 to 21 percent and women dropped from 33 to 22 percent. By race whites dropped from 33 to 24 percent blacks dropped from 22 to 11 percent and other minorities dropped from 20 to 12 percent. By SES those in the lowest group dropped from 21 to 11 percent those in the middle dropped from 27 to 19 percent and those in the highest group dropped from 40 to 30 percent. The drop in rates of completing a bachelor s degree in years for students first entering 4-year public .
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