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It has been suggested that underrepresentation of blacks in professional nursing results from insufficient black-nurse role models. This study of 331 black and white freshman nursing students in three, two year, associate degree programs argues that blacks are not professional nurses for reasons other than a lack of role models. The results show that the black and white students differ little in regard to values and orientation toward nursing. The socio-economic variation between the black and white students appears to account for the small variation observed. Discrimination by schools of nursing is suggested as the major barrier to blacks becoming registered nurses. (Author)

It has been suggested that underrepresentation of blacks in professional nursing results from insufficient black-nurse role models. This study of 331 black and white freshman nursing students in three, two year, associate degree programs argues that blacks are not professional nurses for reasons other than a lack of role models. The results show that the black and white students differ little in regard to values and orientation toward nursing. The socio-economic variation between the black and white students appears to account for the small variation observed. Discrimination by schools of nursing is suggested as the major barrier to blacks becoming registered nurses. (Author)

AU community standing against the latest racist incident targeting black students. "Are we going to let them win?" https://t.co/tvX0chj0iT https://t.co/5yYnN5KQ42

AU community standing against the latest racist incident targeting black students. "Are we going to let them win?" https://t.co/tvX0chj0iT https://t.co/5yYnN5KQ42

Auburn University Profiles was a weekly radio program produced by Auburn  University's Office of University Relations. Each daily program covered a topic  of university, local, or national interest. David Blakeman was the program  host. Programs were about 4 1/2 minutes long and featured students,  faculty, administrators, visiting scholars and celebrities.

This study's findings are consistent with the views and findings of others, such as Hansen(1960), Coleman (1966), and Maynor and Katzenmeyer (1974). Also, this study as well as others explicitly demonstrate to educators and those of us in the helping professions, such as school counselors and counselor educators, that the most studied group of people in our two hundred years of freedom from England blacks, are still educational achievement laggers when academic achievement is assessed by traditional techniques. Desegregation has been no panacea for the non-White and poor white child in a middle class, Anglo Saxon oriented educational system, the reason being that blacks, other minority groups,and poor whites continually demonstrate a lower level of performance on standardized tests. To say that the aforementioned groups' scores on such assessment measures are better than they were when segregation was vogue says very little. It is only a manifestation of educational malignant oblivion. Being better off but still not quite as intellectually astute as one's peers does not enhance positive self concepts nor does it facilitate marketability in our competitive world of work. (Author)

This study's findings are consistent with the views and findings of others, such as Hansen(1960), Coleman (1966), and Maynor and Katzenmeyer (1974). Also, this study as well as others explicitly demonstrate to educators and those of us in the helping professions, such as school counselors and counselor educators, that the most studied group of people in our two hundred years of freedom from England blacks, are still educational achievement laggers when academic achievement is assessed by traditional techniques. Desegregation has been no panacea for the non-White and poor white child in a middle class, Anglo Saxon oriented educational system, the reason being that blacks, other minority groups,and poor whites continually demonstrate a lower level of performance on standardized tests. To say that the aforementioned groups' scores on such assessment measures are better than they were when segregation was vogue says very little. It is only a manifestation of educational malignant oblivion. Being better off but still not quite as intellectually astute as one's peers does not enhance positive self concepts nor does it facilitate marketability in our competitive world of work. (Author)

This study's findings are consistent with the views and findings of others, such as Hansen(1960), Coleman (1966), and Maynor and Katzenmeyer (1974). Also, this study as well as others explicitly demonstrate to educators and those of us in the helping professions, such as school counselors and counselor educators, that the most studied group of people in our two hundred years of freedom from England blacks, are still educational achievement laggers when academic achievement is assessed by traditional techniques. Desegregation has been no panacea for the non-White and poor white child in a middle class, Anglo Saxon oriented educational system, the reason being that blacks, other minority groups,and poor whites continually demonstrate a lower level of performance on standardized tests. To say that the aforementioned groups' scores on such assessment measures are better than they were when segregation was vogue says very little. It is only a manifestation of educational malignant oblivion. Being better off but still not quite as intellectually astute as one's peers does not enhance positive self concepts nor does it facilitate marketability in our competitive world of work. (Author)

1 Notebook (149 pages total), Items p1-p148pneu165 (Minutes book of the Students' Executive Committee Book II -1912-1925) plus cover Charlotte Mason Digital Collection at Redeemer University, Ancaster, Ontario, Canada  http://libguides.redeemer.ca/CMDC

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor that was held to discuss the critical role of community colleges, historically black colleges and universities, and minority-serving institutions in preparing students for success. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Dr. Sandra L. Boham, ED.D., President, Salish Kootenai Colleges; (2) Dr. Glenn Dubois, Ph.D., Chancellor, Virginia Community College System; (3) Dr. Patricia McHatton, Ph.D., Executive Vice President of Academic Affairs, Student Success and P-16 Integration, University of Texas Rio Grande Valley; and (4) Dr. Reynold Verret, Ph.D., President, Xavier University of Louisiana. Additional submissions include: (1) Chairwoman Davis: Graduation Rate Initiative; (2) Honorable Mark Takano, a Representative in Congress from the State of California: Letter dated May 20, 2019, from SEARAC and Prepared statement from OCA - Asian Pacific American Advocates; (3) Honorable David J. Trone, a Representative in Congress from the State of Maryland: HBCU's Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities; (4) Questions submitted for the record by: Honorable Rau´l M. Grijalva, a Representative in Congress from the State of Arizona; Honorable Andy Levin, a Representative in Congress from the State of Michigan; Honorable Donald Norcross, a Representative in Congress from the State of New Jersey; Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; Honorable Robert C. ''Bobby'' Scott, a Representative in Congress from the State of Virginia; and Honorable Lori Trahan, a Representative in Congress from the State of Massachusetts; and (5) Responses to questions submitted for the record by: Dr. Boham; Dr. Dubois; Dr. McHatton; and Dr. Verret.

This supplemental report explores the developmental needs of Colorado's recent high school graduates, examines the postsecondary success of students who need developmental education and explores equity gaps as they relate to developmental education. It builds upon the report titled "The Postsecondary Progress and Success of High School Graduates" released by the Colorado Department of Higher Education (CDHE) in February 2019. Findings in this first report show the following: (1) Among the class of 2017, 56.3 percent of high school graduates went on to enroll in a postsecondary institution. These rates have declined since data was first reported in 2009; (2) Of high school graduates who attend college, 24 percent enroll out of state. This is an increase of 4.5 percentage points since 2009; (3) Outcomes are improving for those who enroll in Colorado postsecondary institutions. Each class since 2009 has experienced a greater percentage of students completing within two, four and six years; (4) Equity gaps begin early in the postsecondary pipeline for Colorado students; only 38 percent of Native American or Alaska Native students, 43 percent of Hawaiian/Pacific Islander students, 46 percent of Hispanic students and 54 percent of African American or black students enroll in college compared to 81 percent of Asian students and 78 percent of white students; and (5) Far fewer students who qualify for free and reduced lunch (FRL) are enrolling in postsecondary education than those who do not qualify. The Colorado Commission on Higher Education's (CCHE) master plan reaffirms the statewide goal of reaching 66 percent educational attainment by 2025 and outlines four key strategic goals: increase credential completion, erase equity gaps, improve student success and invest in affordability and innovation. These goals are essential to reaching the state's workforce needs, since more than three-quarters of all jobs are expected to require a postsecondary credential by 2020. [For the companion report, "The Postsecondary Progress and Success of High School Graduates. 2019 Legislative Report," see ED597822.]

This supplemental report explores the developmental needs of Colorado's recent high school graduates, examines the postsecondary success of students who need developmental education and explores equity gaps as they relate to developmental education. It builds upon the report titled "The Postsecondary Progress and Success of High School Graduates" released by the Colorado Department of Higher Education (CDHE) in February 2019. Findings in this first report show the following: (1) Among the class of 2017, 56.3 percent of high school graduates went on to enroll in a postsecondary institution. These rates have declined since data was first reported in 2009; (2) Of high school graduates who attend college, 24 percent enroll out of state. This is an increase of 4.5 percentage points since 2009; (3) Outcomes are improving for those who enroll in Colorado postsecondary institutions. Each class since 2009 has experienced a greater percentage of students completing within two, four and six years; (4) Equity gaps begin early in the postsecondary pipeline for Colorado students; only 38 percent of Native American or Alaska Native students, 43 percent of Hawaiian/Pacific Islander students, 46 percent of Hispanic students and 54 percent of African American or black students enroll in college compared to 81 percent of Asian students and 78 percent of white students; and (5) Far fewer students who qualify for free and reduced lunch (FRL) are enrolling in postsecondary education than those who do not qualify. The Colorado Commission on Higher Education's (CCHE) master plan reaffirms the statewide goal of reaching 66 percent educational attainment by 2025 and outlines four key strategic goals: increase credential completion, erase equity gaps, improve student success and invest in affordability and innovation. These goals are essential to reaching the state's workforce needs, since more than three-quarters of all jobs are expected to require a postsecondary credential by 2020. [For the companion report, "The Postsecondary Progress and Success of High School Graduates. 2019 Legislative Report," see ED597822.]

This study investigated the relative freshman-year cognitive impacts of 2 historically black and 16 predominantly white colleges on black students. Of these institutions, 5 were 2-year institutions and the rest were 4-year colleges. The data were taken from a pool of 2,416 freshmen students who participated in the National Study of Student Learning (NSSL), a large longitudinal investigation. Instruments included a precollege survey and the Collegiate Assessment of Academic Proficiency both administered in Fall 1992, as well as follow-up testing of the students in Spring 1993. Complete data were available for 405 black students. Of these, 243 attended a historically black institution and 162 attended a predominantly white institution. Analysis indicated no significant differences in the net cognitive effects attributable to college racial composition. Black students attending historically black institutions made net freshman year gains in reading comprehension, mathematics, critical thinking and composite achievement that were as large if not larger than their peers at mostly white institutions. In general, the statistically non-significant trends favored black students from historically black institutions. Results also suggested that the cognitive effects of college racial composition are not significantly influenced by a student's individual characteristics or the average freshman class academic aptitude. (Contains 48 references.) (JB)

This study examines how college students of color perceive a university’s response to federal DEI policy changes. Specifically, we will remind participants about recent Trump administration sanctions on DEI policies, particularly directed at US colleges and universities. Then, we will ask participants to consider a hypothetical university’s response to these changes in the form of a previously announced plan to build a “Center for Students of Color.” In one condition, the university fully maintains the plans for this initiative, including its name and mission, despite federal restrictions on DEI policies. In another condition, the university strategically maintains the plans by maintaining the mission but changing the name to reflect all students. In a final condition, the university removes the DEI plans by changing both the name and the mission of the center to be for all students rather than dedicated for underrepresented students of color. Given new norms set by the Trump administration, we expect participants to respond the most positively when the university persists in their DEI efforts, because such behavior demonstrates high distinctiveness and high consistency (Moser & Wiley, 2024) and is likely perceived as more costly (Thai & Nylund, 2023). Allyship is perceived as more authentic and positively evaluated when it entails personal or material costs (Thai et al, 2024) and when it stands out as non-normative behavior that continues over time (Moser & Wiley, 2024). Thus, it is likely that universities that persist in upholding DEI initiatives in the face of costs or backlash will be perceived by students of color as more authentically committed to DEI, thereby fostering a greater sense of belonging, support and genuine allyship.

Since the dismantling of apartheid in South Africa, increasing numbers of black students have been enrolling at historically whites-only universities. This situation has been paralleled by a resurgence of racialising discourses that represent black students as lacking in competencies, lowering academic standards and undeserving of their places at university. This paper investigates the impact of these discourses on black students at the University of Cape Town (UCT). Over six months, 24 students from seven departments and four faculties participated in a Photovoice project during which they produced photographs and stories representing their experiences at UCT. The findings demonstrate that, through practices of material and symbolic exclusion, racialising discourses of transformation had a detrimental impact on students, affecting their self-esteem, sense of belonging, and academic performance. The discussion reflects on the identity dynamics and the coping strategies that black students adopt to fit into the whiteness of the university.

The convergent and discriminant validity of a wide range of cognitive and social competence measures were investigated with 400 students (7-11) stratified by race (white and black) and educational placement (regular and special education for mildly handicapped students). The majority of special education students were classified as learning disabled. As expected, the special education Ss scored substantially below regular education Ss on all academic competence indices (including the Wechsler Intelligence Scale for Children Revised and the Peabody Individual Achievement Test). The magnitude and pattern of differences among special and regular education students were quite similar for black and white Ss. Special education Ss obtained substantially lower scores on all social competence indices (including classroom sociometrics and the Adaptive Behavior Inventory for Children). The magnitude of differences among regular and special education students suggested relatively little overlap of distributions for white and black students. Discriminant function analysis suggested relatively strong convergent and discriminant validity using the criterion of handicapped child vs. regular education placement. A multitrait-multimethod analysis of the academic and social competence measures yielded less positive results, suggesting relatively high method variance and relatively low trait variance for the social competence measures. Among implications noted are that social competence measures, particularly with minority students, are likely to be valuable adjuncts to traditional assessment practices. (Author/CL)

This study examined the academic and social integration of black students, all of whom were recipients of scholarships in a science and math scholarship program for black students at the University of Maryland (Baltimore County). The Meyerhoff program provides a range of support in addition to the scholarship support including study groups and personal and academic advising. This study compared 15 Meyerhoff scholars and 15 non-Meyerhoff white students with similar academic credentials. Qualitative data were collected from interviews (sophomore and senior years) with the Meyerhoff students and were organized around the six principles in Tinto's theory of student persistence. Results pointed to a theme of black achiever isolation. Academically talented black students entered college with few, if any, academic relationships with other achieving black students. Meeting and studying with other talented black students was highly valued by the Meyerhoff participants. The study's conclusions also underscored the importance of strong relationships between faculty and students even when those faculty are predominantly white. The study's overall conclusion is that being in a "race-specific" program at a predominantly white institution contributed to the success of the students. The senior year interview form is appended. (Contains 47 references.) (DB)

The governor of California recently proposed what he is calling an equity multiplier to be added to California's Local Control Funding Formula (LCFF). The proposal was a response to Assembly Bill 2774 (AB 2774), in which advocates called for resources to close the opportunity gap for Black students by adding a new statewide "lowest performing subgroup" to LCFF. He is also proposing changes to LCFF accountability and the Local Control and Accountability Plan requirements (LCAP) to prompt local education agencies (LEAs) to prioritize the students and schools most in need of additional support, evaluate whether their actions work, and change course when they don't. This Equity Alert provides four recommendations to support focusing the funding, LCAP, and System of Support components of this governor's proposal directly on Black student success.

The governor of California recently proposed what he is calling an equity multiplier to be added to California's Local Control Funding Formula (LCFF). The proposal was a response to Assembly Bill 2774 (AB 2774), in which advocates called for resources to close the opportunity gap for Black students by adding a new statewide "lowest performing subgroup" to LCFF. He is also proposing changes to LCFF accountability and the Local Control and Accountability Plan requirements (LCAP) to prompt local education agencies (LEAs) to prioritize the students and schools most in need of additional support, evaluate whether their actions work, and change course when they don't. This Equity Alert provides four recommendations to support focusing the funding, LCAP, and System of Support components of this governor's proposal directly on Black student success.

Enrollment of Black and Hispanic students at Middlebury College from 1969 to 1980. This document was originally in a folder titled "Minority Affairs" and was filed with materials related to the development of early diversity, equity, and inclusion (DEI) programs at Middlebury College.

Enrollment of Black and Hispanic students at Middlebury College from 1969 to 1980. This document was originally in a folder titled "Minority Affairs" and was filed with materials related to the development of early diversity, equity, and inclusion (DEI) programs at Middlebury College.

Kevin Bailey, Vice Chancellor for Student Affairs and Dr. Cheryl Waites Spellman, Interim Special Assistant to the Chancellor for Diversity & Inclusion share a video message of support for black students at UNC Charlotte.

Black students graduate on average with $4,000 more in student loans than white students. Our plan to cancel all student debt with a tax on Wall Street will cut the racial wealth gap among young Americans by more than half. https://t.co/ExnqYw7k1E Source: https://twitter.com/BernieSanders/status/1178378631845941249 Uploader: Bernie Sanders

Black students graduate on average with $4,000 more in student loans than white students. Our plan to cancel all student debt with a tax on Wall Street will cut the racial wealth gap among young Americans by more than half. https://t.co/ExnqYw7k1E Source: https://twitter.com/BernieSanders/status/1178378631845941249 Uploader: Bernie Sanders

Among the many inequalities associated with racial segregation in schools, one notable disparity is the unequal access to experienced teachers. Schools with high proportions of Black or Latinx students have a disproportionate share of inexperienced teachers, both throughout the nation and in California specifically (Clotfelter, Ladd, & Clifton, 2023; Darling-Hammond, 2004; Goldhaber, Lavery, & Theobald, 2015; Knight, 2019; Learning Policy Institute, 2023; Shields et al., 1999). State-level policies and analyses in California have addressed the racial distribution of teacher experience, including the State's release of three annual reports in 2015, 2016, and 2017 titled, "California State Plan to Ensure Equitable Access to Excellent Educators." This study analyzes seven years of the most recent publicly available data from California's public schools, focusing on the relationship between student race and teacher experience. The authors categorized teacher experience in various ways: identifying teachers as "novices" based on 1, 2, or 3 years of teaching experience, and calculating the average and median years of experience at each school. Segregation was assessed from multiple angles by grouping schools based on their racial composition in six different ways, including categories such as "majority non-white" and "90% or more underrepresented minorities" that measure varying degrees of racial concentration. It also presents a regression model to investigate whether the relationship between teacher experience and racial composition holds when taking into account other variables, such as poverty status. The multiple ways of assessing the relationship all point to a discouraging conclusion: California continues to maintain a system of segregated schools that are separate and unequal in terms of teacher experience. The remainder of this report details and provides context for these findings. It concludes with a discussion of several possible ways to address the inequitable distribution of teacher experience in California.

This study uses focus groups to examine the importance of a pre-college summer bridge program for highly talented black students in science, technology, engineering, and mathematics (STEM). Longitudinal data were collected from 134 participants who identified three aspects of Summer Bridge that were particularly helpful: academic, social, and professional. An in-depth approach and emphasis on developing a strong community sets the Meyerhoff Summer Bridge apart from many other orientation programs. Furthermore, by enhancing students' cultural and social capital, the program helps students succeed. The findings illuminate elements of orientation programs that are useful to talented students and offer insight into important means to enhance summer bridge programs.

Many white students are barely exposed to African-American history throughout their schooling. When students do examine the other side of American history, the one not generally found in their textbooks, they often wonder why they have not learned this before. An understanding of African-American history is central to any effort to eliminate racism. This is particularly true in New England where most schools are predominantly white, and myths and stereotypes are not countered by exposure to a diverse community. By learning about the pragmatic economic reasons for slavery in Colonial America and the years of Jim Crow laws, white and black students begin to understand the American caste system--based on the established inferiority of the African-American race--and the complex racial problems facing America today. Students need to learn how the accomplishments of the Civil Rights Movement have mitigated, but have not eliminated, prejudice and racial discrimination in American culture. White students also need to learn about the African-American men and women who have shaped history such as Benjamin Bannecker, Marcus Garvey, Paul Robeson, Adam Clayton Powell, and Althea Gibson. New England is not immune to racism, but racism can be eliminated through education.

University of Arizona Police have identified the two white students who were arrested in connection with the assault of a black student on campus earlier this week. Matthew Spencer Rawlings, age 19, and Matthew Reed Frazier, age 20 are facing misdemeanor assault charges.https://youtu.be/-j6DrtA-B3gGoku TV Raw: https://www.youtube.com/channel/UCLoroJdVZSPwhLyKwj33-UA

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Sarah Breed, Manager of Literacy for the Oakland Unified School District (OUSD), discusses the role increased literacy can play in reducing adverse educational and social outcomes for black males.

Sarah Breed, Manager of Literacy for the Oakland Unified School District (OUSD), discusses the role increased literacy can play in reducing adverse educational and social outcomes for black males.

In determining whether black freshmen are ready for college, the author examines the social-psychological realities from which they emerge. A poor concept of efficient utilization of time and organization, coupled with a weak academic self-discipline perpetuates a dangerous beginning for the black freshman. Parental lack of exposure to college does little to reinforce motivation, sense of direction, and self-concept. The document discusses ways of coping with the black student's problems in higher education and defines separation as a failure to prepare him for the culture in which he must function. The author also condemns one-way integration as a source of personal maladjustment for many black students and as a reinforcer of the dichotomy in American life. She concludes that only when we accept and appreciate mutual peculiarities and differences will our efforts take on new meaning and become viable exercise of professionalism. (Author/LAA)

A cross-sectional study of self-image and racial and sexual differences in self-attitude in a fully integrated public school system is reported. The subjects were all students in the kindergarten, 3rd, 6th, 9th, and 12th grades. The instruments chosen for the study were the Self-Social Symbols Tasks, Gough Adjective Check List, Edwards Personal Preference Schedule, a form of the Semantic Differential, and a subjective paragraph describing present self and ideal self. The major findings are as follows: Over the range of grades measured there is no significant racial difference in self-esteem, but black self-esteem appears to be lower than that of whites at the kindergarten level and higher than that of whites at the 12th grade level. Female self-esteem tends to be higher than that of males. Blacks have less esteem for and tend to identify less with father, teacher, and friends than do whites. The teacher has relatively low esteem for and lack of identification with all subgroups. Black students show greater individuation and less social interest than whites. An abasement-succorance-aggression need pattern is observed at the 3 higher grade levels for all subgroups. Detailed findings, including means, standard deviations, black/white comparisons, and male/female comparisons on all the scales of all the instruments, are provided. The study concludes with recommendations for remedial action. (DG)

A cross-sectional study of self-image and racial and sexual differences in self-attitude in a fully integrated public school system is reported. The subjects were all students in the kindergarten, 3rd, 6th, 9th, and 12th grades. The instruments chosen for the study were the Self-Social Symbols Tasks, Gough Adjective Check List, Edwards Personal Preference Schedule, a form of the Semantic Differential, and a subjective paragraph describing present self and ideal self. The major findings are as follows: Over the range of grades measured there is no significant racial difference in self-esteem, but black self-esteem appears to be lower than that of whites at the kindergarten level and higher than that of whites at the 12th grade level. Female self-esteem tends to be higher than that of males. Blacks have less esteem for and tend to identify less with father, teacher, and friends than do whites. The teacher has relatively low esteem for and lack of identification with all subgroups. Black students show greater individuation and less social interest than whites. An abasement-succorance-aggression need pattern is observed at the 3 higher grade levels for all subgroups. Detailed findings, including means, standard deviations, black/white comparisons, and male/female comparisons on all the scales of all the instruments, are provided. The study concludes with recommendations for remedial action. (DG)

 A preliminary finding from a black led, pan-Canadian research program shows black students are more than capable of higher learning but a factor preventing them is that they still don't see themselves in that world.GUEST: Juliet Daniel, Professor, Associate Dean, Research & International Relations, McMaster University

 A preliminary finding from a black led, pan-Canadian research program shows black students are more than capable of higher learning but a factor preventing them is that they still don't see themselves in that world.GUEST: Juliet Daniel, Professor, Associate Dean, Research & International Relations, McMaster University

 A preliminary finding from a black led, pan-Canadian research program shows black students are more than capable of higher learning but a factor preventing them is that they still don't see themselves in that world.GUEST: Juliet Daniel, Professor, Associate Dean, Research & International Relations, McMaster University

"Rising Tide II: Do Black Students Benefit as Grad Rates Increase?" looks at a decade of graduation rates for African American students at four-year, public institutions that improved student success during the past decade. It shows that while a majority (almost 70 percent) of institutions we examined improved graduation rates for black students, those gains haven't been large or fast enough to close gaps between black and white students. In fact, in many cases, these gaps have widened. This paper--a companion to "Rising Tide: Do College Grad Rate Gains Benefit All Students?"--finds that, among institutions that have improved overall graduation rates from 2003 to 2013, more than half of them (53 percent) didn't make the same gains for black students as they did for white students--widening gaps between groups. Worse still, at almost one-third (or 73) of the colleges and universities that improved overall student success, graduation rates for black students were flat or declining. The report lists 27 schools that have witnessed declining graduation rates for black students and significantly widening gaps. To illustrate how schools can raise graduation rates for all students while closing completion gaps between black and white students, our report features a list of 52 institutions that have achieved these twin goals. We hope other institutions will learn from these institutions to identify and institute practices that work best for their campuses and their students. Also included are: (1) "Mentoring Toward Success" (Mandy Zatynski) which describes Texas Tech University's Mentor Tech program; and (2) "No One Strategy for Success, But Rather, A Continuous Line of Support" (Mandy Zatynski) which highlights Ohio State University's long-standing Young Scholar's Program. Supplemental tables are appended.

This study examined the predictive factors of persistence for African American students at historically black colleges and universities (HBCU) and at predominantly white institutions, and is based on John Bean's (1982) synthetic model, which incorporates background, organizational, environmental, attitudinal, and outcome variables. The hypotheses were that Bean's model might not fully explain attrition effects for the African American subgroup of the student population, and that differences might exist in the factors predicting African American student persistence at HBCUs and at predominantly white institutions. The database of the Cooperative Institutional Research Program provided a stratified sample of a cohort of freshman entering American colleges and universities in 1986 and follow-up information from 1990. Of the 295 African American students, 78 were enrolled at predominantly white 4-year institutions, while 217 were enrolled at 4-year HBCUs. Factor analyses provided scaled variables, which were subsequently utilized in the regression analysis. The results show that for HBCUs, the predictors for persistence were faculty mentoring, intention to marry, changing a major or career, and intention to leave the institution, while at predominantly white institutions, the mentoring of faculty was the sole predictor for African American persistence. An appendix lists the variables used. (Contains 27 references.) (Author/SW)

This study examined differences and similarities in first-year college retention among Anglo, Black, and Hispanic students. Data were gathered on nearly 3,000 new undergraduate students who entered Barry University in Miami Shores, Florida, between 1991 and 1995, including full-time, part-time, and transfer students. Data included demographic information, standardized test scores, academic performance at previous institutions, and academic performance at Barry University. The students also completed two surveys during their first year on their subjective experiences at the university. The study found that first-year grade point average (GPA) had a far greater impact on the odds of retention than any other factor, contributing 81 percent to a predictive model of retention. Taken together, variables interacting with ethnicity or citizenship contributed less than seven percent to the retention model. It was also found that Black students had 50 percent greater odds of persistence assuming all other factors being equal. Only Black and Hispanic students' GPAs were affected by satisfaction with opportunities for academic help outside of class, while concerns about financial difficulties affected persistence only for resident aliens, regardless of ethnicity. (Contains 45 references.) (MDM)

This study explored factors contributing to the educational aspirations of African American students. An underlying assumption of the study was that the paradigm for looking at aspirations as a key predictor of later attainment in college students may work differently for black students than for the general population. The study involved data collected from 26,277 college students, of whom 1,140 were black. College environment measurements included institutional structure, the peer environment, the faculty environment, and college completion rate. Study results revealed that the variables that predict educational outcomes in black and white students are very different. Additionally, black students did not appear to achieve at the levels they aspired to while often taking longer to achieve a bachelor's degree. However, black students who attended black institutions achieved higher grades in college than those who went to white institutions. In addition, attendance at institutions with high emphasis on graduate training was found to be negatively related to aspirations, unless the student became involved in research. Black females had higher aspirations than black males; the opposite was true for whites. Finally, among black students, those who had higher aspirations were more likely to enroll in graduate school. The appendices include a list of the variables entered into regression analysis. (Contains 16 references.) (GLR)

This report describes the development of the Thirteen-College Curriculum Program that was designed to deal with the special problems of students in predominantly black colleges. The goals of this program are: (1) to produce a learning environment that takes advantage of the nature and background of these black students and that results in lower dropout rates and intellectual achievement levels at least equal to or possibly greater than those gained by students enrolled in traditional classes; (2) to produce the kind of educational leadership that creates within the institution a climate of self-analysis and evaluation that will bring about meaningful academic change; and (3) to develop teachers' attitudes so that curriculum changes will be made and sustained. (Author/CS)

A survey of 30 colleges, 15 with predominatly black students and 15 with predominantly white students, was conducted in 15 different states. The major objective of this study was to provide knowledge about the effectiveness of the placement process in a representative sample of four-year colleges with predominantly black student population and their white counterparts. The study identifies the formal system and informal network of placement activities as they occur at colleges and focuses on gathering data about the overall placement process, its function, its operation, and its effectiveness. In-person interviews were conducted at the selected colleges with college placement personnel, certain college administrators, certain faculty members, and graduating seniors. Questionnaires were mailed to certain 1974 graduates and employers who recruit at the selected colleges on a regular basis. The data collected was analyzed using SPSS (Statistical Package for the Social Sciences). (Author)

This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private colleges in Maryland, Georgia, and the District of Columbia. Approximately 2,100 students participated in the survey. Forty-six percent (927) of the students were black. The study found that, after controlling for parental education and high school grade performance, math affinity (the extent to which black students liked high school math) was the single most important factor that significantly influenced the enrollment of black students in advanced high school math courses. Neither blacks nor whites expressed a great affinity (i.e., indicating that they liked high school math "very much") for high school math. (Author)

The primary purpose of this study was to determine if there are differences in level of student aspirations between students in segregated and those in integrated schools. There are other highly related and interacting variables that may influence levels of aspirations; namely, student performance, significant others, and significant others' expectations. An attempt was made to determine the importance of a student constellation of "significant others" is determining both the quality and scope of his educational performance. The second purpose of this study was to compare, for substantial lengths of time, the constellations of "significant others" for black students in integrated versus segregated schools. Subjects for this study were 428 black adolescents randomly selected from public junior high schools in the Oklahoma City and Boley public school systems. Among the instruments used were the following: A "Significant Other Measurement" questionnaire developed by Stewart was used to identify those people the subject considers important to him and those specific people who expect of him various levels of attainment respective to education. Peniston's "Significant Others' Expectations" was constructed so as to measure the adolescent's perception of the level of expectations which he perceives significant others hold for his behavior. (Author/JM)

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike's concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell's 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a total of N = 679 Black students in Grades 6, 7, and 8 with 370 girls and 309 boys. An analysis of covariance showed significant effects for Grade 6, marginally significant effects for Grade 7, and nonsignificant effects for Grade 8. These findings suggest that the 12 Powerful Words are effective and that their effect decreases with students' age. As a practical consequence, instructional leaders will be able to make more informed decisions regarding test preparation and potentially reduce the number of underperforming students in classrooms.

In today's school systems, students of color, particularly in urban settings, represent the majority student populations (Lewis, Hancock, James, & Larke, in press). Interestingly, the educators--teachers and administrators--that comprise these settings are predominately White, and, in turn, the students of color commonly face pressures that students who do not share the racial and cultural background of the educators do not (Landsman & Lewis, 2006). This study on black student perceptions of their White teachers is grounded in Milner's (2006) theoretical assumptions, which focus on problems that White teachers commonly experience when teaching students of color, particularly African American students in K-12 educational settings. The following research questions guided this study: (1) What role do White teachers play in facilitating Black students' success or contributing to their academic failure?; (2) Do White teachers' views of Black students allow them to address the educational needs of these Black students?; and (3) Do Black students have perceptions of White teachers' ideas, beliefs, and values that get in the way of their academic achievement? For the purpose of this study, a qualitative research design utilizing retrospective interviews was employed (Reiff, Gerber, & Ginsberg, 1997). The eight Black students in this study included five females and three males. Based on the data collected during the interviews, four themes emerged that characterized the experiences of the Black in this study. These themes included: (a) Respect: I Need Respect; (b) Stereotypes: Don't Pass Judgment on Me; (c) The Administrators Need to Check Themselves; and (d) We Like This Environment. In addition, based on these themes, a series of consistent issues for improving the relationship between the White teacher and the Black student also emerged. In this article the four themes are developed, and then, following the discussion of the findings, the ideas for improving the White teacher-Black student relationship are presented. Finally, several conclusions are drawn in the final section.