NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report November 1998

National Postsecondary Student Aid Study: 1995–96

Descriptive Summary of 1995–96

Beginning Postsecondary Students

With Profiles of Students Entering

2- and 4-Year Institutions

Lawrence K. Kojaku

Anne-Marie Nuñez

MPR Associates, Inc.

Andrew G. Malizio

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 1999-030
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

National Center for Education Statistics

Pascal D. Forgione, Jr.

Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing,

and reporting data related to education in the United States and other nations. It fulfills a congressional

mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in

the United States; conduct and publish reports and specialized analyses of the meaning and significance

of such statistics; assist state and local education agencies in improving their statistical systems; and

review and report on education activities in foreign countries.

NCES activities are designed to address high priority education data needs; provide consistent, reliable,

complete, and accurate indicators of education status and trends; and report timely, useful, and high

quality data to the U.S. Department of Education, the Congress, the states, other education policymakers,

practitioners, data users, and the general public.

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report, we would like to hear from you. Please direct your comments to:

National Center for Education Statistics

Office of Educational Research and Improvement

U.S. Department of Education

555 New Jersey Avenue, NW

Washington, DC 20208–5651

November 1998

The NCES World Wide Web Home Page address is http://nces.ed.gov

Suggested Citation

U.S. Department of Education. National Center for Education Statistics. Descriptive Summary of 1995-96

Beginning Postsecondary Students, With Profiles of Students Entering 2- and 4-Year Institutions, NCES

1999-030, by Larry Kojaku and Anne-Marie Nuñez. Project Officer: Andrew G. Malizio. Washington DC:

1998.

Contact:

Aurora D'Amico

(202) 219-1365
iii

Executive Summary

This essay examines the characteristics and first-year behaviors of beginning postsecondary

students entering the three largest institutional sectors. In particular, it explores the various ways

in which students entering 2-year and 4-year institutions (public 2-year, public 4-year, and private, not-for-profit 4-year) in 1995–96 differed from one another. For example, compared with

students entering 4-year institutions, public 2-year institution entrants were more likely to be

older, have independent financial aid status, have plans to complete a lower level of postsecondary education, and have obtained lower scores on college admission tests (table 1). Students

entering public 2-year institutions were also more likely to pay lower tuition and obtain correspondingly less financial aid (table 2). In addition, they were more likely to have parents with

lower levels of education, delay entry into postsecondary education after high school, enroll part

time, work full time, have a dependent (other than a spouse), be a single parent, and not have a

high school diploma (table 3). Since the last seven characteristics listed above represent risk factors negatively associated with persistence and attainment, it follows that public 2-year institution

entrants were more likely than those entering 4-year institutions to have a higher number of risk

factors.

There were fewer differences between those who entered the two 4-year institutional sectors. When compared with their counterparts at public 4-year institutions, freshmen entering private, not-for-profit 4-year institutions were more likely to have families with higher incomes, if

classified as dependent (table 1); to obtain higher college admission test scores; to attend full

time (table 2); and to have higher tuition, student budgets, and higher and differently packaged

financial aid.

With respect to persistence during the first year, those entering public 2-year institutions

were more likely than those entering 4-year institutions to interrupt their enrollment before the

end of the first year (table 4). This pattern held even for “traditional” undergraduates (without

risk factors). However, the same proportion of students entering each of the three institutional

sectors transferred before the end of the first year. In addition, almost half of those seeking a certificate at public 2-year institutions completed their programs during the first year.
iv

Foreword

This report profiles first-time beginning students who were enrolled in U.S. postsecondary

institutions in the 1995–96 academic year. It is based on data from the 1995–96 National Postsecondary Student Aid Study (NPSAS:96), the fourth in a series of surveys conducted by the

U.S. Department of Education. Each NPSAS survey represents all postsecondary students enrolled in the survey year, and its purpose is to provide detailed information on how students and

their families pay for education and to describe demographic and other characteristics of those

enrolled.

The report begins with an essay that describes the characteristics of beginning students who

entered public 2-year institutions, public 4-year institutions, and private, not-for-profit 4-year institutions. The essay is followed by a compendium of tables that provides comprehensive information about enrollment, academic activity, background characteristics, financial aid,

employment, educational plans, life goals, institutional involvement, and community involvement.

The table estimates presented in the report were produced using the NPSAS:96 Data

Analysis System (DAS), a microcomputer application that provides public access to NCES surveys by allowing users to generate their own tables from the NPSAS:96 data. The DAS application calculates standard errors adjusted for the complex sampling design used in NPSAS surveys.

These standard errors are used to test the statistical significance of differences between selected

estimates. For more information about the DAS, see appendix B of this report.
v

Acknowledgments

The authors would like to thank all those who contributed to the production of this report.

At MPR Associates, Gideon Goodman, Helen Jang, and Vishant Shah assisted with the analysis;

Michael Clune created new admission test score variables; Andrea Livingston and Karyn Madden edited and proofread the report; and Mary Mack and Francesca Tussing provided essential

document production assistance. Lutz Berkner and Laura Horn reviewed the report and made

valuable suggestions from the early planning stages through the final report.

We would also like to acknowledge the helpful guidance of the project officer, Andrew

Malizio, and of C. Dennis Carroll at NCES. We also wish to thank those who provided careful

review and comments: Ellen Bradburn from the Education Statistics Services Institute; Robert

Atanda, Robert Burton, and Arnold Goldstein at NCES; Daniel Goldenberg from the Office of

the Under Secretary; Jacqueline King from the American Council on Education; Dan Madzelan

from the Office of Postsecondary Education; Kent Phillippe of the American Association of

Community Colleges; and Kenneth Redd from Sallie Mae.

vii

Table of Contents

Page

Executive Summary .................................................................................................................. iii

Foreword.................................................................................................................................... iv

Acknowledgments...................................................................................................................... v

List of Tables ............................................................................................................................. ix

List of Figures............................................................................................................................ xiii

Introduction............................................................................................................................... 1

Profiles of Students Entering 2- and 4-Year Institutions ...................................................... 3

Previous Research Findings .................................................................................................. 4

Profiles of Students Entering Three Institutional Sectors ..................................................... 5

Public 2-Year Institutions................................................................................................ 5

Public 4-Year Institutions................................................................................................ 6

Private, Not-for-Profit 4-Year Institutions ...................................................................... 8

Comparison of Students Entering Three Institutional Sectors .............................................. 9

Demographic and Background Characteristics ............................................................... 9

Educational Plans and Prior Academic Achievement..................................................... 11

Institutional Price ............................................................................................................ 13

Student Financial Aid...................................................................................................... 13

Prevalence of Risk Factors.................................................................................................... 14

First-Generation Status.................................................................................................... 14

Risk Factors..................................................................................................................... 15

Risk Factor Index ............................................................................................................ 16

Persistence, Transfer, and Attainment During the First Year ............................................... 16

Persistence and Risk Factors ........................................................................................... 18

Transfer and Attainment.................................................................................................. 19

Summary and Conclusions.................................................................................................... 20

Table Compendium................................................................................................................... 23

Section 1: Enrollment Considerations................................................................................... 25

Section 2: Degree Programs, Remedial Courses, and Grades............................................... 35

Section 3: Student Characteristics......................................................................................... 45

Section 4: High School Completion and Preparation............................................................ 65
Table of Contents

viii

Page

Section 5: Financial Aid and Employment............................................................................ 73

Section 6: Educational Aspirations, Matters of Importance, and Institutional and

Community Involvement.................................................................................................... 91

Appendix A—Glossary ............................................................................................................. 115

Appendix B—Technical Notes and Methodology .................................................................. 133
ix

List of Tables

Table Page

ESSAY TABLES

1 Percentage distribution of 1995–96 beginning postsecondary students according to

selected characteristics and educational plans, by sector of first institution attended..... 7

2 For beginning postsecondary students attending one institution, average tuition and

fees and student budgets according to attendance status, percentage according to

selected types and combinations of financial aid, and average amounts received, by

institutional sector ........................................................................................................... 8

3 Percentage distribution of 1995–96 beginning postsecondary students according to

factors negatively associated with persistence and attainment, by sector of first

institution attended .......................................................................................................... 10

4 Percentage distribution of fall 1995 beginning postsecondary students seeking

associate’s or bachelor’s degrees according to their persistence during the first year,

by traditional/nontraditional status and institutional sector ............................................ 18

5 Percentage of 1995–96 beginning postsecondary students transferring before the end

of the first year and percentage distribution of transfer destination, by institutional

sector ............................................................................................................................... 19

COMPENDIUM TABLES

SECTION 1: Enrollment Considerations

1.1 Percentage distribution of beginning postsecondary students according to level and

control of institution: 1995–96........................................................................................ 28

1.2 Percentage distribution of beginning postsecondary students according to type of

institution: 1995–96 ........................................................................................................ 30

1.3 Percentage distribution of beginning postsecondary students according to attendance

status: 1995–96................................................................................................................ 32
List of Tables

x

Table Page

SECTION 2: Degree Programs, Remedial Courses, and Grades

2.1 Percentage distribution of beginning postsecondary students according to undergraduate program: 1995–96............................................................................................. 38

2.2 Percentage of beginning postsecondary students who reported taking remedial

courses and among those enrolled in remedial courses, the percentage enrolled in

each type of remedial course: 1995–96........................................................................... 40

2.3 Percentage distribution of beginning postsecondary students according to first-year

grades: 1995–96 .............................................................................................................. 42

SECTION 3: Student Characteristics

3.1 Percentage distribution of beginning postsecondary students according to gender and

race–ethnicity: 1995–96 .................................................................................................. 48

3.2 Percentage distribution of beginning postsecondary students according to age and

dependency status: 1995–96............................................................................................ 50

3.3 Percentage distribution of beginning postsecondary students according to income and

dependency status: 1995–96............................................................................................ 52

3.4 Percentage distribution of beginning postsecondary students according to their local

residence while enrolled: 1995–96.................................................................................. 54

3.5 Percentage distribution of beginning postsecondary students according to their

parents’ educational attainment levels: 1995–96 ............................................................ 56

3.6 Percentage distribution of beginning postsecondary students according to citizenship

and financial aid eligibility status: 1995–96.................................................................... 58

3.7 Percentage distribution of beginning postsecondary students according to primary

language spoken in home: 1995–96 ................................................................................ 60

3.8 Percentage of beginning postsecondary students who reported a disability, and

among those with disabilities, the type of disability: 1995–96 ....................................... 62

SECTION 4: High School Completion and Preparation

4.1 Percentage distribution of beginning postsecondary students according to type of

high school attended:1995–96......................................................................................... 66
List of Tables

xi

Table Page

4.2 Percentage distribution of beginning postsecondary students according to their

high school degree or equivalency status: 1995–96 ........................................................ 68

4.3 Percentage distribution of beginning postsecondary students according to admission

test-taking behavior and test scores: 1995–96................................................................. 70

SECTION 5: Financial Aid and Employment

5.1 Percentage of beginning postsecondary students receiving financial aid for postsecondary education, and among those receiving aid, the average amount of aid received:

1995–96........................................................................................................................... 76

5.2 Percentage of full-time, full-year beginning postsecondary students receiving

financial aid for postsecondary education, and among those receiving aid, the

average amount of aid received: 1995–96....................................................................... 78

5.3 Among beginning postsecondary students, average tuition and fees, total student

budget, and net price amounts at postsecondary institutions they entered: 1995–96...... 80

5.4 Among full-time, full-year beginning postsecondary students, average tuition and

fees, total student budget, and net price amounts at postsecondary institutions they

entered: 1995–96............................................................................................................. 82

5.5 Percentage distribution of beginning postsecondary students according to employment status while enrolled: 1995–96............................................................................... 84

5.6 Percentage distribution of beginning postsecondary students according to how they

defined their primary role and the number of hours worked while enrolled: 1995–96... 86

5.7 Percentage of beginning postsecondary students who participated in an apprenticeship, internship, or cooperative education program: 1995–96 ........................................ 88

SECTION 6: Educational Aspirations, Matters of Importance, and Institutional and

Community Involvement

6.1 Percentage distribution of beginning postsecondary students according to highest

level of education planned: 1995–96 .............................................................................. 94

6.2 Percentage of beginning postsecondary students rating various professional/financial

achievement matters as important: 1995–96................................................................... 96

6.3 Percentage of beginning postsecondary students rating various personal achievementrelated matters as important: 1995–96 ............................................................................ 98
List of Tables

xii

Table Page

6.4 Percentage of beginning postsecondary students reporting activity related to

academic integration: 1995–96 ....................................................................................... 100

6.5 Percentage of beginning postsecondary students reporting activity related to social

integration: 1995–96 ....................................................................................................... 105

6.6 Percentage distribution of beginning postsecondary students according to community

service activities and the number of hours volunteered per week: 1995–96................... 110

6.7 Percentage of U.S. citizen beginning postsecondary students who reported having

registered to vote, voting in the 1996 presidential elections, and ever having voted:

1995–96........................................................................................................................... 112

APPENDIX TABLE

B1 Standard errors for table 1: Percentage distribution of 1995–96 beginning postsecondary students according to selected characteristics and educational plans, by sector of

first institution attended................................................................................................... 135
xiii

List of Figures

Figure Page

1 Percentage distribution of 1995–96 beginning postsecondary students according to

sector of first institution attended.................................................................................... 3

2 Percentage distribution of 1995–96 beginning postsecondary students according to

actual or derived SAT combined score, by sector of first institution attended ............... 12

3 Percentage distribution of 1995–96 beginning postsecondary students according to

traditional/nontraditional status, by sector of first institution attended........................... 17

1

Introduction

This report provides a detailed overview of approximately 3 million first-time beginning

students enrolled in postsecondary education institutions in the 1995–96 academic year. It begins

with an essay focusing on beginning students who entered institutions in the three largest sectors:

public 2-year institutions; public 4-year institutions; and private, not-for-profit 4-year institutions.

The essay is followed by a compendium of tables and summary of findings divided into the following sections:

• Enrollment considerations;

• Degree programs, remedial courses, and grades;

• Student characteristics;

• High school completion and preparation;

• Financial aid and employment; and

• Educational aspirations, matters of importance, and institutional and community involvement.

The source of data for this analysis is the National Postsecondary Student Aid Study

(NPSAS:96), a nationally representative sample of students enrolled in postsecondary education

in 1995–96. Included in NPSAS:96 is a sample of first-time postsecondary students (of all ages)

that make up the Beginning Postsecondary Student (BPS) longitudinal study cohort. BPS was

designed to provide information about the composition of the beginning postsecondary student

population and their patterns of persistence and attainment from initial entry into postsecondary

education through leaving and entering the labor force.1 The NPSAS:96 survey provides detailed

financial aid information and comprehensive data on enrollment, attendance, and student demographic characteristics. There are several sources of data within the survey, including institution

data, financial aid records, national student loan files, student interviews, and testing agency files.

The glossary (appendix A) contains the definitions of the variables presented in the report. This

report is based on institutional records and telephone interviews for approximately 12,000 beginning postsecondary students from 832 institutions.

 

1For more information, consult the NPSAS:96 methodology report: U.S. Department of Education, National Center for Education Statistics, The 1995–96 National Postsecondary Student Aid Survey Methodology Report (NCES 98-073) (Washington, DC:

1998).
Introduction

2

As shown in the Compendium Tables section, of all students beginning for the first time in

postsecondary education in 1995–96, just over half (52 percent) were enrolled full time for the

full year. Fifty-four percent were women, and 46 percent were men. Of the 99 percent of beginning students who were U.S. citizens or permanent residents, 70 percent were white, nonHispanic; 12 percent were black, non-Hispanic; 12 percent were Hispanic; 4 percent were

Asian/Pacific Islander; and 1 percent were American Indian/Alaskan Native. About two-thirds

(68 percent) of first-time students were age 19 or younger, and 20 percent were age 24 or older.

One-fifth did not speak English as their primary language at home. Six percent of beginning students reported having some kind of disability.

Among all beginning postsecondary students in 1995–96, 60 percent received some form of

financial aid, averaging about $4,900. Of those enrolled full time for the full year, 71 percent received some form of financial aid. Seventy percent of first-time students worked while they were

enrolled in postsecondary education. Half aspired to obtain a graduate or first-professional degree. Of beginning students who were U.S. citizens, about three-fourths (77 percent) reported

being registered to vote in U.S. elections.
3

Profiles of Students Entering 2- and 4-Year Institutions

Of the 3 million students entering postsecondary education for the first time during the

1995–96 academic year, about 86 percent enrolled in three types of institutions: public 2-year (46

percent); public 4-year (25 percent); and private, not-for-profit 4-year institutions (15 percent)

(figure 1). This essay compares the characteristics of students entering these three institutional

sectors, focusing on specific factors known to be related to persistence and degree attainment in

postsecondary education.

Figure 1—Percentage distribution of 1995–96 beginning postsecondary students according to sector of 

Figure 1—first institution attended

*Other institutional sectors include private, for-profit less-than-2-year (8 percent); private, for-profit 2-year (3 percent);

public less-than-2-year (2 percent); private, not-for-profit 2-year (1 percent); and other (less than 1 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Public 2-year

Public 4-year

Private, not-for-profit

4-year

46%

25%

15%

PRIMARY INSTITUTIONAL

SECTORS 86%

14%

Other institutional 

sectors*
Profiles of Students Entering 2- and 4-Year Institutions

4

Previous Research Findings

Previous research has examined the relationship between being a first-generation postsecondary student and persistence and attainment in postsecondary education, and has identified

attributes or behaviors that place students at risk of not attaining a degree. For example, a recent

study that analyzed 5 years of longitudinal data for a sample of students enrolled in postsecondary education for the first time during the 1989–90 academic year (BPS:90/94) focused on students whose parents’ highest level of education was a high school diploma or less.2 Five years

after their initial enrollment, these “first-generation students” were less likely than those having

more educated parents to have attained a bachelor’s degree or to remain enrolled at 4-year institutions (both public and private, not-for-profit). As parental education decreased, so did the likelihood of attaining a bachelor’s degree, while the likelihood of attaining a certificate increased.

Being a first-generation postsecondary student is a background characteristic—such as

family income or being a member of an underrepresented racial–ethnic group—that can be used

to define or characterize nontraditional students.3 Another approach to examining nontraditional

students is to focus on factors and “behavior that may increase a student’s risk of attrition and, as

such, are amenable to change and intervention at various stages in a student’s educational life.”4

Three recent NCES statistical reports have identified seven such factors that are adversely related

to postsecondary educational persistence and attainment.

A profile of undergraduates enrolled in U.S. postsecondary institutions based on the 1992–

93 National Postsecondary Student Aid Survey (NPSAS:93)5 characterized undergraduates according to the following seven risk factors: not enrolling in postsecondary education within the

same year as graduating from high school (i.e., delayed enrollment); attending part time; being

financially independent of parents (as defined by federal statute); working full time while enrolled in postsecondary education; having dependents other than a spouse; being a single parent;

and not having received a high school diploma. The study found that three-fourths of undergraduates were characterized by at least one of these factors, that students having any risk factors

usually had more than one, and that the highest proportions of at-risk students were in 2-year and

less-than-2-year institutions.

 

2A. Nuñez and S. Cuccaro-Alamin, First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education (NCES 98-082) (Washington, DC: U.S. Department of Education, National Center for Education Statistics).

3Ibid.

4L. Horn, Nontraditional Undergraduates: Trends in Enrollment from 1986 to 1992 and Persistence and Attainment Among

1989–90 Beginning Postsecondary Students (NCES 97-578) (Washington, DC: U.S. Department of Education, National Center

for Education Statistics, 1996), p. 4.

5L. Horn and M. Premo, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1992–93 (NCES 96-237)

(Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996).
Profiles of Students Entering 2- and 4-Year Institutions

5

A study of the persistence of beginning postsecondary students and their attainment of degrees or subbaccalaureate certificates6 5 years after their initial enrollment in 1989–90 (based on

the 1994 Second Follow-up of the BPS cohort of NPSAS:90, or BPS:90/94)7 found that as the

number of aforementioned risk factors increased, persistence and degree/certificate attainment

rates declined. Students with no risk factors were almost twice as likely to have earned a degree

or certificate or to remain enrolled after 5 years as were students with three or more risk factors.

However, this study also found that the presence of risk factors had little effect on the persistence

and degree/certificate attainment of students attending less-than-2-year vocational institutions.

Another more detailed analysis of the BPS:90/94 cohort8 used risk factors as a proxy for

“nontraditional” status by aggregating students with at least one of the seven risk factors into

three “nontraditional” levels: minimally, moderately, and highly nontraditional. This study confirmed earlier findings that students having any risk factors persist in postsecondary education at

lower rates than those without risk factors (“traditional” students), and that nontraditional students were most numerous in public 2-year institutions. In addition, this study found that the proportion of moderately nontraditional students enrolling in private, not-for-profit 4-year

institutions increased between 1986 and 1992.

Profiles of Students Entering Three Institutional Sectors

Tables 1–3 display the proportions of beginning postsecondary students entering each of

the three largest institutional sectors in 1995–96 according to their background and demographic

characteristics, educational plans, admission test performance, financial aid status, and enrollment behavior. Initially, these data are examined separately for each institutional sector.

Public 2-Year Institutions9

Of first-time entrants into public 2-year institutions, almost 40 percent were age 18 or

younger, and about one-quarter were 24 or older (table 1). Approximately 72 percent were white,

non-Hispanic. About one-third of these first-time beginners were financially independent. Of the

two-thirds who were financially dependent, approximately one-fifth came from families having

incomes of $70,000 or more. The highest level of education planned by 42 percent of these

students was a bachelor’s degree. Of the two-fifths who took a standardized admission test,

 

6Subbaccalaureate certificates are awards not requiring an undergraduate degree, as contrasted with postbaccalaureate certificates, such as those required for public school teaching.

7L. Berkner, S. Cuccaro-Alamin, and A. McCormick, Descriptive Summary of 1989–90 Beginning Postsecondary Students: Five

Years Later (NCES 96-155) (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996).

8L. Horn, Nontraditional Undergraduates.

9Most public 2-year institutions are community colleges.
Profiles of Students Entering 2- and 4-Year Institutions

6

43 percent scored in the lowest quartile of all beginning postsecondary students who took a test,

and 10 percent scored in the highest quartile.

Approximately 40 percent of beginning students entering public 2-year institutions received

some form of financial aid; 8 percent obtained loans; and 35 percent received grants or scholarships (table 2). About half (52 percent) had parents whose highest level of education was a high

school diploma or less (table 3). Of these first-time beginners, nearly half (48 percent) delayed

entering a postsecondary institution for at least 1 year, and almost half (46 percent) enrolled part

time. About one-fifth did not work while enrolled; fewer than 10 percent worked an average of

1–15 hours per week (see compendium table 5.6), which is typical of on-campus jobs;10 and

about one-third (35 percent) worked full time (35 hours or more).

Public 4-Year Institutions11

Of freshmen entering public 4-year institutions, 60 percent were age 18 or younger, and 5

percent were 24 or older (table 1). About 70 percent were white, non-Hispanic. Of the approximately 90 percent of first-time entrants who were financially dependent on their parents, 27 percent came from families with incomes of $70,000 or more. The highest level of education

planned by almost three-quarters (74 percent) of these freshmen was a graduate or firstprofessional degree. Of the nearly 90 percent who took a standardized admission test, almost 30

percent scored in the highest quartile of the beginning postsecondary students who took a test.

Sixty-eight percent of first-time students at public 4-year institutions received financial aid,

with 40 percent obtaining loans and 53 percent receiving grants or scholarships (table 2). The

parents of about 35 percent of the students had not continued their education beyond high school,

while approximately one-fifth had parents who completed graduate or first-professional degrees

(table 3). Of these first-time beginners, 17 percent delayed entering a postsecondary institution

for at least 1 year, and 11 percent enrolled part time. Almost 40 percent did not work while enrolled; 22 percent worked an average of 1–15 hours per week12 (typical of on-campus jobs13);

and 11 percent worked full time (35 hours or more).

 

10L. Horn and J. Berktold, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1995–96, With an Essay on

Undergraduates Who Work (NCES 98-084) (Washington, DC: U.S. Department of Education, National Center for Education

Statistics, 1998).

11Most 4-year institutions are 4-year colleges or universities.

12U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student Aid Study

(NPSAS:96), Undergraduate Data Analysis System.

13L. Horn and J. Berktold, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1995–96, With an Essay on

Undergraduates Who Work (NCES 98-084) (Washington, DC: U.S. Department of Education, National Center for Education

Statistics, 1998).
Profiles of Students Entering 2- and 4-Year Institutions

7

Table 1—Percentage distribution of 1995–96 beginning postsecondary students according to selected

Table 1—characteristics and educational plans, by sector of first institution attended

Three primary institutional sectors*

Public Public Private, not-for2-year 4-year profit 4-year

 Total 100.0 100.0 100.0 

Gender

 Male 49.2 46.5 43.9 

 Female 50.8 53.5 56.1 

Age as of 12/31/95

 18 or under 38.3 59.7 62.4 

 19 22.7 25.6 24.9 

 20–23 13.2 9.3 6.7 

 24 or over 25.8 5.4 6.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 71.5 71.1 71.2 

 Black, non-Hispanic 11.6 10.3 10.9 

 Hispanic 11.6 9.5 8.4 

 Asian/Pacific Islander 3.7 5.9 5.6 

 American Indian/Alaskan Native 0.7 0.8 0.3 

 Other 0.6 0.7 1.2 

 Nonresident aliens 0.4 1.8 2.3 

Dependency status

 Dependent 65.4 91.4 91.5 

 Independent 34.6 8.6 8.5 

Dependency and 1994 income

 Dependent

 Lowest quartile (less than $25,000) 27.5 22.7 17.6 

 Middle quartiles ($25,000–69,999) 53.4 50.5 48.3 

 Highest quartile ($70,000 or more) 19.2 26.8 34.1 

 Independent

 Lowest quartile (less than $6,000) 20.5 25.1 25.1 

 Middle quartiles ($6,000–24,999) 51.4 50.9 51.7 

 Highest quartile ($25,000 or more) 28.1 24.0 23.2 

Highest level of education planned

 Certificate or less 9.8 1.0 1.4 

 Associate’s degree 11.7 1.7 1.1 

 Bachelor’s degree 41.7 23.7 19.7 

 Postbaccalaureate degree 36.8 73.6 77.8 

Admission test taking and scores

 Admission test-taking behavior

 Took ACT and/or SAT 40.3 89.2 87.7 

 Took neither ACT nor SAT 59.7 10.8 12.3 

Actual or derived SAT combined score

 Lowest quartile (400–700) 43.0 16.8 11.8 

 Middle quartiles (710–1020) 47.1 53.9 45.6 

 Highest quartile (1030–1600) 9.9 29.2 42.6 

*Enrolled 86 percent of beginning postsecondary students.

NOTE: Within columns, details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Profiles of Students Entering 2- and 4-Year Institutions

8

Private, Not-for-Profit 4-Year Institutions14

Of beginning freshmen at private, not-for-profit 4-year institutions, 62 percent were age 18

or younger, and 6 percent were 24 or older (table 1). Approximately 70 percent were white, nonHispanic. About 90 percent of these first-time freshmen were financially dependent, with about

one-third coming from families with incomes of $70,000 or more. The highest level of education

planned by 78 percent of these freshmen was a graduate or first-professional degree. Of the 88

 

14Most 4-year institutions are 4-year colleges or universities.

Table 2—For beginning postsecondary students attending one institution, average tuition and fees and

Table 3—student budgets according to attendance status, percentage according to selected types and

Table 3—combinations of financial aid, and average amounts received, by institutional sector

Three primary institutional sectors1

Public Public Private, not-for2-year 4-year profit 4-year

Average Average Average

Percent amount2 Percent amount2 Percent amount2

Tuition and fees

 Full-time, full-year 32.2 $1,338 76.8 $3,862 82.2 $13,075 

 Part-time or part-year 67.8 520 23.2 1,822 17.8 5,223 

Student budget3

 Full-time, full-year 32.2 6,736 76.8 10,513 82.2 19,859 

 Part-time or part-year 67.8 3,548 23.2 6,284 17.8 9,471 

Selected types of financial aid

 Received any aid 40.8 1,977 68.2 4,862 80.3 9,784 

 Grants or scholarships 35.2 1,451 53.2 2,936 72.7 6,384 

 Loans4 7.6 2,416 40.2 2,790 54.2 3,432 

Selected combinations of aid

 Aided without loans5 33.2 1,534 28.0 3,155 26.1 5,603 

 Loans and other aid5 5.3 4,598 31.6 6,952 50.3 12,447 

 Loans only4 2.3 2,344 8.6 2,718 3.9 3,398 

1

Enrolled 86 percent of beginning postsecondary students.

2

Average amounts of aid are for students receiving the pertinent type(s) of aid. 3

Student budgets include tuition and fees, books and supplies, housing and meals, and transportation and personal expenses.

Based on institutional estimates and adjusted for attendance status.

4

Excluding loans to parents (PLUS).

5

Loans to parents (PLUS) are categorized as “other aid.”

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Profiles of Students Entering 2- and 4-Year Institutions

9

percent who took a standardized admission test, 43 percent scored in the highest quartile of the

beginning postsecondary students who took a test.

Eighty percent of first-time students at private, not-for-profit 4-year institutions received

some form of financial aid, with 54 percent obtaining loans and 73 percent receiving grants or

scholarships (table 2). For 30 percent of these students, the highest level of education attained by

their parents was a high school diploma or less, but almost one-third had parents who had earned

graduate or first-professional degrees (table 3). Of these beginning freshmen, 16 percent delayed

entering a postsecondary institution for at least 1 year, and 92 percent enrolled full time. While

enrolled, 36 percent did not work; one-third worked an average of 1–15 hours per week15 (typical

of on-campus jobs16); and almost 10 percent worked full time (35 hours or more).

Comparison of Students Entering Three Institutional Sectors

Table 1 shows the demographic and background characteristics, educational plans, and admission test scores of students who entered each of the three largest institutional sectors in 1995–

96. First-time entrants to public 2-year institutions differed from those entering both public 4-

year and private, not-for-profit 4-year institutions in terms of their age, dependency status, highest level of education planned, admission test-taking behavior, and admission test scores. On the

other hand, the characteristics of those entering public 4-year and private, not-for profit 4-year

institutions were more similar, but these students differed from each other in terms of their family incomes and admission test scores.

Demographic and Background Characteristics

First-time entrants at 4-year institutions tended to be younger: they were more likely to be

age 18 or under (60 percent at public and 62 percent at private, not-for-profit institutions) than

those at public 2-year institutions (38 percent).17 Conversely, those entering public 2-year institutions were more likely to be age 24 or over (26 percent) than those entering 4-year institutions

(5 percent at public and 6 percent at private, not-for-profit institutions).

 

15U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student Aid Study

(NPSAS:96), Undergraduate Data Analysis System.

16L. Horn and J. Berktold, Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1995–96, With an Essay on

Undergraduates Who Work (NCES 98-084) (Washington, DC: U.S. Department of Education, National Center for Education

Statistics, 1998).

17The age of students was as of December 31, 1995, a date pertinent to federal financial aid criteria for independent student

status, falling at about the midpoint of NPSAS:96 data collection.
Profiles of Students Entering 2- and 4-Year Institutions

10

Table 3—Percentage distribution of 1995–96 beginning postsecondary students according to factors

Table 3—negatively associated with persistence and attainment, by sector of first institution attended

Three primary institutional sectors1

Public Public Private, not-for2-year 4-year profit 4-year

 Total 100.0 100.0 100.0 

First-generation status in postsecondary education

 First-generation student2 51.5 35.4 29.7 

 Not a first-generation student3 48.5 64.6 70.3 

 Parents have some postsecondary education 21.6 18.2 14.4 

 Parents have bachelor’s degree 18.4 25.5 24.4 

 Parents have postbaccalaureate degree 8.5 20.9 31.5 

Risk factors

 Delayed entry

 Delayed postsecondary enrollment 1 year or more 47.6 16.8 15.7 

 Attendance status

 Enrolled part time 46.3 11.4 8.2 

 Weekly hours worked while enrolled

 Worked 35 or more hours (full time) 35.4 11.3 9.5 

 Did not work3 19.4 39.4 35.8 

 Dependency status

 Independent financial aid status 34.6 8.6 8.5 

 Having dependents

 Had dependent(s) other than spouse 21.2 4.5 3.7 

 Single parenthood

 Single parent 10.5 2.5 1.7 

 High school degree or equivalency status

 Did not receive high school diploma 11.2 2.6 2.7 

Index of seven risk factors

 Traditional student (0 factors) 25.7 69.6 75.4 

 Minimally nontraditional student (1 factor) 22.3 18.1 13.5 

 Moderately nontraditional student (2–3 factors) 28.1 7.7 7.4 

 Highly nontraditional student (4 or more factors) 23.9 4.6 3.8 

1

Enrolled 86 percent of beginning postsecondary students.

2

Neither parent has any postsecondary education.

3

This category is not negatively associated with persistence and attainment, and is included for supplemental information only.

NOTE: Within columns, details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Profiles of Students Entering 2- and 4-Year Institutions

11

Students entering public 2-year institutions were less likely than those entering 4-year institutions to be financially dependent on their parents. While about 90 percent of those entering

4-year institutions were dependent for financial aid purposes (91 percent at public 4-year and 92

percent at private, not-for-profit 4-year institutions), two-thirds (65 percent) of entrants into public 2-year colleges were classified as dependent.

Dependent first-time entrants at public institutions (both 2-year and 4-year) were more

likely to have family incomes of less than $25,000 a year (28 percent at 2-year and 23 percent at

4-year institutions) than were those entering private, not-for-profit 4-year institutions (18 percent). The proportion of dependent students having family incomes of $70,000 or more was

highest at private, not-for-profit 4-year institutions (34 percent) and lowest at public 2-year institutions (19 percent).

Educational Plans and Prior Academic Achievement

Beginning postsecondary students entering public 2-year institutions were more likely than

those entering 4-year institutions (public or private, not-for-profit) to plan as their highest postsecondary degree an award less than a postbaccalaureate degree (i.e., a certificate, associate’s, or

bachelor’s degree). First-time beginners at 4-year institutions (public or private, not-for-profit)

were more likely to aspire to obtain a postbaccalaureate (graduate or first-professional) degree

than those enrolled at public 2-year institutions.

With respect to standardized college admission tests, while almost 90 percent of those entering 4-year institutions took either the SAT I Reasoning Test18 or the ACT Assessment (American College Testing program) or both tests (89 percent at public and 88 percent at private, notfor-profit 4-year institutions), 40 percent of those entering public 2-year institutions took either or

both admission tests. To summarize the performance of those who took either or both standardized admission tests, for this analysis a combined SAT I verbal and mathematics score was derived for those who took only the ACT Assessment, using a conversion table developed by the

Educational Testing Service at the request of the Association of Chief Admission Officers of

Public Universities.19 As figure 2 illustrates, first-time students entering public 2-year institutions

were more likely to have admission test scores (actual or derived SAT I combined scores) in the

lowest quartile of all beginning postsecondary students (43 percent) than were those entering 4-

year institutions (17 percent at public and 12 percent at private, not-for-profit). The proportion of

 

18Before spring 1994, the Reasoning Test of the SAT (Scholastic Assessment Tests) program was known as the Scholastic Aptitude Test.

19G. Marco, A. Abdel-fattah, and P. Baron, Methods Used to Establish Score Comparability on the Enhanced ACT Assessment

and the SAT (College Board Report No. 92-3) (New York: College Entrance Examination Board, 1992).
Profiles of Students Entering 2- and 4-Year Institutions

12

entrants obtaining admission test scores in the top quartile was highest at private, not-for-profit

4-year institutions (43 percent), followed by public 4-year institutions (29 percent), and public 2-

year institutions (10 percent).

Figure 2—Percentage distribution of 1995–96 beginning postsecondary students according to actual or derived 

Figure 2—SAT combined score,* by sector of first institution attended

*Actual combined SAT verbal and mathematics scores or ACT composite score converted to SAT combined score.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

43

17

12

47

54

10

29

43

46

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Public 2-year Public 4-year Private, not-forprofit 4-year

Sector of first institution attended

Highest quartile (1030–1600)

Middle quartiles (710–1020)

Lowest quartile (400–700)

100

90

80

70

60

50

40

30

20

10

0

Percent

SAT combined score
Profiles of Students Entering 2- and 4-Year Institutions

13

Institutional Price

Table 2 displays the proportions of first-time students entering each of the three largest institutional sectors (and who attended only one institution during the 1995–96 academic year) in

terms of the price and financing of their education and how they financed it. Average tuition and

student budgets in each sector differed markedly both for entrants attending full time for the full

year and those enrolled part time or part year. Correspondingly, the percentages of entering students receiving financial aid and the average amounts they received often differed among the

three institutional sectors.

In this analysis, to account for varying attendance patterns among the three institutional

sectors, comparisons of financial aid statistics were made recognizing the proportion of first-time

entrants who enrolled full time for the entire 1995–96 academic year (32 percent in public 2-year,

77 percent in public 4-year, and 82 percent in private, not-for-profit 4-year institutions). For firsttime beginners enrolled full time, full year, the average tuition and fees differed greatly according

to institutional sector (about $1,300 at public 2-year, $3,900 at public 4-year, and $13,100 at private, not-for-profit 4-year institutions). Likewise, for those attending part time or part year, average tuition and fees differed markedly, ranging from approximately $500 at public 2-year

institutions to $5,200 at private, not-for-profit 4-year institutions.

Financial aid amounts are based partly on student budgets, which include books and supplies, housing and meals, and transportation and personal expenses, as well as tuition and fees.

Average student budgets for first-time entrants attending full time for the full year were lowest at

public 2-year institutions (about $6,700), higher at public 4-year institutions ($10,500), and highest at private, not-for-profit 4-year institutions ($19,900). For part-time or part-year first-time enrollees, average student budgets ranged from approximately $3,500 at public 2-year institutions

to $9,500 at private, not-for-profit 4-year institutions.

Student Financial Aid

Corresponding to differences in institutional price, the proportions of entering students receiving any financial aid differed across sectors (41 percent at public 2-year, 68 percent at public

4-year, and 80 percent at private, not-for-profit 4-year institutions). In a parallel manner, the average amounts of total financial aid received by first-time entrants receiving aid were lowest at

public 2-year institutions (about $2,000), higher at public 4-year institutions ($4,900), and highest at private, not-for-profit 4-year institutions ($9,800).

Likewise, the proportions of entering students receiving any grants or scholarships differed

among the three institutional sectors (35 percent at public 2-year, 53 percent at public 4-year, and
Profiles of Students Entering 2- and 4-Year Institutions

14

73 percent at private, not-for-profit 4-year institutions). The average total amount of those grants

or scholarships ranged from approximately $1,500 at public 2-year institutions to $6,400 at private, not-for-profit 4-year institutions.

For those entrants not taking out loans, the average amount of aid received varied similarly

among institutional sectors—from about $1,500 at public 2-year, to $3,200 at public 4-year, to

$5,600 at private, not-for-profit 4-year institutions. At the same time, the proportions of entering

students receiving any loans (excluding PLUS loans to parents) differed among the three institutional sectors: 8 percent at public 2-year, 40 percent at public 4-year, and 54 percent at private,

not-for-profit 4-year institutions. Correspondingly, the average total amount borrowed by beginning students obtaining loans (excluding PLUS) was higher at private, not-for-profit 4-year institutions ($3,400) than at both public 4-year ($2,800) and 2-year ($2,400) institutions.

Associated with differences in price of attendance among types of institutions, the proportions of first-time entrants receiving both loans and other aid increased across institution types: 5

percent at public 2-year, 32 percent at public 4-year, and 50 percent at private, not-for-profit 4-

year institutions. Likewise, average aid amounts ranged from approximately $4,600 at public 2-

year institutions to $12,400 at private, not-for-profit 4-year institutions. Entering students at public 4-year institutions were more likely to receive loans only as financial aid (9 percent) than were

those at either public 2-year (2 percent) or private, not-for-profit 4-year institutions (4 percent).

For those receiving loans only, the average loan amount was lower at public 2-year institutions

($2,300) than at 4-year institutions ($2,700 at public and $3,400 at private, not-for-profit).

Prevalence of Risk Factors

Table 3 presents the proportions of beginning students entering each of the three primary

institutional sectors according to whether or not they were a first-generation student in postsecondary education and the seven factors negatively associated with students’ persistence and

attainment. Generally, these factors were more prevalent among first-time entrants into public 2-

year institutions than among entrants into 4-year institutions (either public or private, not-forprofit).

First-Generation Status

First-generation students in postsecondary education are those whose parents’ highest level

of education is a high school diploma or less. Beginning students entering public 2-year institutions were more likely to be first-generation students (52 percent) than were those entering 4-year

institutions (35 percent at public and 30 percent at private, not-for-profit). Conversely, entrants
Profiles of Students Entering 2- and 4-Year Institutions

15

into public 2-year institutions were less likely to have parents whose highest level of education

was a bachelor’s degree (18 percent) than those entering 4-year institutions (26 percent at public

and 24 percent at private, not-for-profit). The proportions of entrants having a parent with a

graduate or first-professional degree were lowest at public 2-year institutions (9 percent), higher

at public 4-year institutions (21 percent), and highest at private, not-for-profit 4-year institutions

(32 percent).

Risk Factors

Students entering public 2-year institutions were more likely than those entering 4-year institutions to have each of the following seven risk factors that are negatively associated with persistence and attainment.

Delayed entry. Those who delayed entering a postsecondary institution for 1 year or more

represented a larger share of first-time beginners at public 2-year institutions (48 percent) than at

4-year institutions (17 percent at public and 16 percent at private, not-for-profit).

Part-time attendance. The proportion of beginning postsecondary students enrolled part

time was higher in public 2-year institutions (46 percent) than in 4-year institutions (11 percent at

public and 8 percent at private, not-for-profit).

Full-time work. Those working full time represented a larger share of first-time beginners

at public 2-year institutions (35 percent) than at 4-year institutions (11 percent for public and 10

percent for private, not-for-profit). Conversely, those not working while enrolled made up a

higher proportion of first-timers at 4-year institutions (39 percent at public and 36 percent at private, not-for-profit) than at public 2-year institutions (19 percent).

Financial independence. While 35 percent of those entering public 2-year institutions were

classified as “independent” for financial aid purposes, 9 percent of entrants into public and private, not-for-profit 4-year institutions were classified as independent.

Dependents. First-time beginners who had at least one dependent other than a spouse were

more common in public 2-year institutions (21 percent) than in 4-year institutions (5 percent at

public and 4 percent at private, not-for-profit).

Single parenthood. Single parents represented a larger share of beginning postsecondary

students in public 2-year institutions (11 percent) than in 4-year institutions (3 percent at public

and 2 percent at private, not-for-profit).
Profiles of Students Entering 2- and 4-Year Institutions

16

Absence of high school diploma. Of those entering public 2-year institutions, 11 percent

had not obtained a high school diploma, compared with 3 percent of entrants into public and private, not-for-profit 4-year institutions.

Risk Factor Index

As illustrated in figure 3, a much lower proportion of entering first-time students had none

of the seven risk factors (i.e., they were “traditional” students, based on the definition provided

previously in this report)20 at public 2-year institutions (26 percent) than at 4-year institutions (70

percent at public and 75 percent at private, not-for-profit). The proportion of beginning students

having one of the seven risk factors (minimally nontraditional students) was higher at public 2-

year institutions (22 percent) than at 4-year institutions (18 percent at public and 14 percent at

private, not-for-profit).

First-time beginners who had two or three risk factors (moderately nontraditional students)

were also more prevalent at public 2-year institutions (28 percent) than at 4-year institutions (8

percent at public and 7 percent at private, not-for-profit). Similarly, beginning postsecondary students who had four or more of the seven risk factors (highly nontraditional students) made up a

larger share of the student body at public 2-year institutions (24 percent) than at 4-year institutions (5 percent at public and 4 percent at private, not-for-profit).

Persistence, Transfer, and Attainment During the First Year

Most dropout (stayout) and stopout behaviors among undergraduates occur during the first

year, i.e., before the beginning of the second year.21 Because most of the 1995–96 BPS cohort

were interviewed before the beginning of the second year, their educational enrollment status

through the end of the first year was reported here. However, in most research examining student

enrollment behavior, first-year persistence is defined as enrollment at the beginning of the second

year.22 In this report, for first-time beginning students entering in fall 1995 who were seeking an

associate’s or bachelor’s degree, continuous enrollment is defined as enrollment for 8 months or

longer, and interrupted enrollment is defined as enrollment for 7 months or less. Since this definition does not reflect students who complete the first year and who do not return for the second

year, the data summarized below on continuous and interrupted enrollment are not comparable to

most statistics on first-year persistence.23

 

20See L. Horn, Nontraditional Undergraduates.

21L. Horn, Stopouts or Stayouts? Undergraduates Who Leave College During Their First Year (Washington, DC: U.S. Department of Education, National Center for Education Statistics, forthcoming).

22See, for example, V. Tinto, Leaving College, 2nd ed. (Chicago: University of Chicago Press, 1993).

23The proportions of fall 1995 entrants interrupting enrollment before the end of the first year represent about half of fall 1989

beginning students not enrolled at the beginning of the second year (see L. Horn, Stopouts or Stayouts?).
Profiles of Students Entering 2- and 4-Year Institutions

17

Table 4 shows that freshmen at public 2-year institutions were more likely to interrupt their

enrollment before the end of the first year than their peers at 4-year institutions. This pattern held

for traditional freshmen (without risk factors). Moreover, the extent of interrupted enrollment

before the end of the first year was higher for nontraditional freshmen (having one or more risk

factors associated with attrition and nonattainment) than for traditional freshmen.

Figure 3—Percentage distribution of 1995–96 beginning postsecondary students according to traditional/

Figure 3—nontraditional status, by sector of first institution attended

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

26

70

22 75

18

14

28

8 7

24

5 4

0

0

0

0

0

1

1

1

1

1

1

Public 2-year Public 4-year Private, not-for-profit

4-year

Sector of first institution attended

Highly nontraditional

(4 or more risk

factors)

Moderately

nontraditional (2–3

risk factors)

Minimally

nontraditional (1 risk

factor)

Traditional (0 risk

factors)

100

90

80

70

60

50

40

30

20

10

0

Traditional/nontraditional

status

Percent
Profiles of Students Entering 2- and 4-Year Institutions

18

Persistence and Risk Factors

Of all first-time freshmen in associate’s or bachelor’s degree programs in fall 1995, the

proportion interrupting their enrollment before the end of the first year was higher at public 2-

year institutions (22 percent) than at 4-year institutions (9 percent at public and 8 percent at private, not-for-profit). For traditional beginning freshmen (without risk factors) in associate’s or

bachelor’s degree programs, the proportion interrupting their enrollment before the end of the

first year was higher at public 2-year institutions (11 percent) than at 4-year institutions (5 percent at both public and private, not-for-profit).

Among nontraditional freshmen (having one or more risk factors24) in associate’s or

bachelor’s degree programs, a higher proportion interrupted their enrollment before the end of

the first year at public 2-year institutions (28 percent) than at public 4-year institutions (19 percent).25 Within each institutional sector, freshmen in associate’s or bachelor’s degree programs

who were nontraditional (had one or more risk factors) were more likely than first-time students

 

24When nontraditional freshmen are disaggregated into three levels (i.e., minimally, moderately, and highly nontraditional), differences between institutional sectors are not statistically significant because of the small number of cases in the moderately and

highly nontraditional levels at 4-year institutions (especially in private, not-for-profit institutions).

25Although the proportions interrupting their enrollment at public 2-year and at private, not-for-profit 4-year institutions appear

to differ, there was insufficient evidence to conclude that this difference was significant.

Table 4—Percentage distribution of fall 1995 beginning postsecondary students seeking associate’s or 

Table 4—bachelor’s degrees according to their persistence during the first year, by traditional/

Table 4—nontraditional status and institutional sector

Three primary institutional sectors*

Public Public Private, not-for2-year 4-year profit 4-year

 Total 100.0 100.0 100.0 

All first-time students

 Continuous enrollment (8–12 months) 78.4 91.0 92.5 

 Interrupted enrollment (1–7 months) 21.6 9.0 7.5 

Status on index of seven risk factors

 Traditional students (0 factors)

 Continuous enrollment 88.6 94.7 95.2 

 Interrupted enrollment 11.4 5.3 4.8 

 Nontraditional students (1 or more factors)

 Continuous enrollment 72.1 80.8 82.2 

 Interrupted enrollment 27.9 19.2 17.8 

*Enrolled 86 percent of beginning postsecondary students.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Profiles of Students Entering 2- and 4-Year Institutions

19

who were traditional (had no risk factors) to interrupt their enrollment before the end of the first

year.

Transfer and Attainment

Various definitions exist for what constitutes the transfer of students from one postsecondary institution to another, contingent on such parameters as the granting of credit by the subsequent institution for coursework completed at the previous institution; the one-way direction of

the movement (i.e., the absence of returning to the initial institution); the relative levels of the

two institutions involved; and so forth.26 Given the limited period of time being described here

(i.e., one academic year), transfer is defined in this report simply as sequential enrollment in a

different institution before the end of the first year following initial enrollment in the NPSAS institution.

As indicated in table 5, similar proportions (about 2 percent) of first-time beginners transferred out of institutions in each of the three largest sectors into other postsecondary institutions

before the end of the first year. Of this small proportion of first-time entrants who transferred to a

second postsecondary institution before the end of the first year, half of those transferring from

public 2-year institutions subsequently enrolled in public 4-year institutions. About 62 percent of

those who transferred from public 4-year institutions subsequently enrolled in public 2-year institutions.

 

26See, for example, A. McCormick, Transfer Behavior Among Beginning Postsecondary Students: 1989–94 (NCES 97-266)

(Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997).

Table 5—Percentage of 1995–96 beginning postsecondary students transferring before the end of the first 

Table 5—year and percentage distribution of transfer destination, by institutional sector

Transferred Subsequent institutional sector of those transferring

before Private,

end of Public Public not-for-profit

first year 2-year 4-year 4-year Other Total

 Total* 2.2 45.5 38.2 10.6 5.7 100.0 

Initial institutional sector

 Public 2-year 2.1 35.0 50.1 6.4 8.4 100.0 

 Public 4-year 2.4 61.7 23.9 12.2 2.2 100.0 

 Private, not-for-profit 4-year 2.3 42.1 34.4 18.3 5.1 100.0 

*For three primary institutional sectors in which 86 percent of beginning postsecondary students were enrolled.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Profiles of Students Entering 2- and 4-Year Institutions

20

With respect to first-year attainment among beginning students who were seeking certificates at public 2-year institutions, almost half (47 percent) had completed their certificate programs during the first year.27

Summary and Conclusions

This study examined the characteristics and first-year behaviors of beginning postsecondary

students who entered institutions in the three largest sectors (public 2-year; public 4-year; and

private, not-for-profit 4-year) in 1995–96. Some differences were observed between students entering institutions in the two 4-year sectors. Generally, students entering public 4-year institutions

were more likely to have somewhat lower socioeconomic backgrounds and to demonstrate

somewhat lower prior academic achievement than those entering private, not-for-profit 4-year

institutions.

The most consistent differences were observed between students entering public 2-year institutions and entrants into institutions in either 4-year sector. Generally, public 2-year institution

entrants were more likely to be older, have lower socioeconomic backgrounds, have lower educational aspirations, and demonstrate lower prior academic achievement than their counterparts

at 4-year institutions. Moreover, students entering public 2-year institutions were considerably

more likely to be characterized by each of seven risk factors known to be associated with attrition

and not attaining a degree: delaying entry into postsecondary education, attending part time,

working full time, being financially independent, having dependents, being a single parent, and

not having a high school diploma. Consistent with their increased risk, therefore, students entering public 2-year institutions were more likely to interrupt enrollment before the end of the first

year. Even public 2-year institution entrants without risk factors (“traditional” undergraduates)

were less likely than their counterparts at 4-year institutions to be enrolled continuously during

the first year.

These findings reflect a clientele for most public 2-year institutions that is unique among

degree-granting postsecondary institutions. As Cohen and Brawer point out, “community colleges reached out to attract those who were not being served by traditional higher education:

those who could not afford the tuition; who could not take the time to attend a college on a fulltime basis...who had inadequate preparation in the lower schools; whose educational progress

had been interrupted by some temporary condition”; and so on.28 Moreover, the higher incidence

 

27U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student Aid Study

(NPSAS:96), Undergraduate Data Analysis System.

28A. Cohen and F. Brawer, The American Community College, 2nd ed. (San Francisco: Jossey-Bass, 1989), p. 22.
Profiles of Students Entering 2- and 4-Year Institutions

21

of interrupted enrollment among entering students before the end of the first year at public 2-year

colleges is consistent with the unique mission of that sector.

It draws poorly prepared students and encourages part-time and commuter

status. Its students perceive the institution as being readily accessible for

dropping in and out without penalty. They know they need not complete a

program soon after leaving secondary school; the institution will be there to

accept them later.29

In 1995–96, students who began their postsecondary education at institutions in the three

largest sectors had diverse backgrounds with regard to demographic characteristics, educational

plans, and prior academic achievement. The institutions they entered offered a wide range of

programs and environments, varied considerably in price, and facilitated diverse and often complex means of financing attendance. However, despite this variety, more than four-fifths of firsttime students seeking academic degrees were enrolled continuously through the end of their first

year. And of those beginning undergraduates, a small fraction transferred out of institutions in

each of the three primary sectors. American 2- and 4-year postsecondary institutions appear able

to accommodate a diverse group of beginning students during their first year of postsecondary

education.

 

29Ibid., pp. 46–47.

23

COMPENDIUM TABLES

25

Section 1—Enrollment Considerations

Institution Level

• In 1995–96, half of all beginning postsecondary students were enrolled in 2-year institutions. Forty percent were enrolled in 4-year institutions, and 10 percent in less-than2-year institutions (table 1.1).

• Younger first-time beginning students were more likely to be enrolled in 4-year institutions, and less likely to be enrolled in 2-year and less-than-2-year institutions. For

example, 55 percent of students 18 years or younger were enrolled in 4-year institutions, compared with 12 percent of students 24 years or older (table 1.1).

Institution Control

• In 1995–96, nearly three-quarters (73 percent) of first-time beginning students were enrolled in public institutions. Sixteen percent were enrolled in private, not-for-profit institutions and 11 percent in private, for-profit institutions (table 1.1).

• Independent students with higher incomes were more likely than those with lower incomes to be enrolled in public institutions, and less likely to be enrolled in private, forprofit institutions. For example, 17 percent of independent students with 1994 incomes

of $25,000 or more were enrolled in private, for-profit institutions, compared with 37

percent of those earning less than $6,000 (table 1.1).

Institution Type

• In 1995–96, nearly half (46 percent) of first-time beginning students were enrolled in

public 2-year institutions. Among those attending public 4-year institutions, 15 percent

attended doctorate-granting and 10 percent attended nondoctorate-granting institutions.

In the private 4-year sector, 5 percent were enrolled in not-for-profit doctorate-granting

institutions and 10 percent in equivalent nondoctorate-granting institutions (table 1.2).

• In 1995–96, Asian/Pacific Islander first-time beginning students were more likely than

their black, Hispanic, and American Indian/Alaskan Native counterparts to be enrolled

in 4-year doctorate-granting institutions, both public and private, not-for-profit. For

example, 27 percent of Asian students were enrolled in public 4-year doctorategranting institutions, compared with 13 percent of black students and 11 percent of

Hispanic and American Indian students (table 1.2).
Section 1—Enrollment Considerations

26

• Students whose parents were more educated were more likely to be enrolled in 4-year

institutions, among them public doctorate-granting institutions; private, not-for-profit

doctorate-granting institutions; and private, not-for-profit nondoctorate-granting institutions. Students with less educated parents were more likely to be enrolled in public

2-year institutions and private, for-profit institutions (table 1.2).

Attendance Pattern

• Just over half (52 percent) of first-time beginning students in 1995–96 were enrolled

full time for the whole year, while 18 percent were enrolled full time for part of the

year. Similar proportions (15 percent and 16 percent) were enrolled part time for the

full year and for part of the year (table 1.3).

• Younger students (who tended to be enrolled in 4-year institutions) were more likely to

attend school full time for the full year. Sixty-eight percent of students under 18 years

attended full time, compared with 21 percent of those 24 years or older. Older students

(who tended to be enrolled in 2-year or less-than-2-year institutions) were more likely

to attend school part time for part of the year. Thirty-six percent of students 24 or older

fit this pattern, compared with 8 percent of students 18 years or younger (table 1.3).

Table 1.1—Percentage distribution of beginning postsecondary students according to level and control of 

Table 1.1—institution: 1995–96

 Less- Private,

 than- not-for- Private,

 2-year 2-year 4-year Public profit for-profit

 Total 9.6 50.1 40.3 72.9 15.8 11.3 

Level of institution*

 Less-than-2-year 100.0 † † 19.4 1.8 78.9 

 2-year † 100.0 † 91.2 2.3 6.5 

 4-year † † 100.0 62.8 35.8 1.3 

Attendance status

 Full-time, full-year 6.4 32.3 61.3 68.0 24.2 7.8 

 Full-time, part-year 26.3 49.8 24.0 59.4 9.4 31.2 

 Part-time, full-year 3.4 78.5 18.1 89.5 6.1 4.4 

 Part-time, part-year 5.1 82.6 12.3 89.0 4.2 6.8 

Undergraduate program

 Certificate 51.8 43.3 4.9 47.8 4.8 47.4 

 Associate’s degree † 94.0 6.0 91.1 3.6 5.3 

 Bachelor’s degree † † 100.0 62.8 36.3 0.9 

 Nondegree program 1.9 85.9 12.3 93.0 4.7 2.3 

Gender

 Male 6.5 53.1 40.4 76.8 15.4 7.9 

 Female 12.1 47.6 40.3 69.6 16.2 14.3 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 7.7 51.1 41.2 75.2 16.1 8.8 

 Black, non-Hispanic 17.4 47.8 34.7 66.3 13.9 19.9 

 Hispanic 14.3 52.7 33.0 68.1 12.3 19.5 

 Asian/Pacific Islander 4.6 42.5 52.9 73.5 20.2 6.4 

 American Indian/Alaskan Native 15.6 52.6 31.8 70.2 12.9 17.0 

Age as of 12/31/95

 18 years or younger 3.5 41.9 54.6 73.9 21.1 4.9 

 19 years 6.0 49.2 44.9 75.2 16.9 7.9 

 20–23 years 15.3 57.0 27.8 70.2 10.0 19.8 

 24 years or older 23.5 64.9 11.7 69.7 6.3 24.0 

Dependency and income level in 1994

 Dependent 3.8 44.9 51.3 75.0 19.5 5.5 

 Lowest quartile (less than $25,000) 6.9 49.2 43.9 74.6 15.5 10.0 

 Second quartile ($25,000–44,999) 4.4 50.6 45.0 77.1 16.8 6.2 

 Third quartile ($45,000–69,999) 2.4 42.5 55.2 76.5 20.0 3.6 

 Highest quartile ($70,000 or more) 1.5 37.2 61.3 71.8 26.2 2.1 

 Independent 24.0 63.2 12.8 67.7 6.4 25.9 

 Lowest quartile (less than $6,000) 30.0 54.7 15.2 55.0 8.2 36.8 

 Second quartile ($6,000–14,399) 27.8 58.9 13.4 65.0 5.5 29.5 

 Third quartile ($14,400–24,999) 18.8 70.5 10.8 75.3 5.8 18.9 

 Highest quartile ($25,000 or more) 18.6 69.7 11.6 76.9 5.9 17.2 

Level of institution Control of institution

_______

28
Table 1.1—Percentage distribution of beginning postsecondary students according to level and control of 

Table 1.1—institution: 1995–96—Continued

 Less- Private,

 than- not-for- Private,

 2-year 2-year 4-year Public profit for-profit

Parents’ highest educational level

 High school diploma or less 14.0 56.1 29.9 72.6 11.0 16.4 

 Some postsecondary education 7.0 56.1 36.9 79.1 12.7 8.2 

 Bachelor’s degree 4.4 44.4 51.2 75.5 18.8 5.7 

 Postbaccalaureate degree 1.8 27.8 70.4 64.8 32.7 2.5 

*Refers to first (NPSAS) institution, if student attended more than one institution.

†Not applicable.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Level of institution Control of institution

_______

29
Table 1.2—Percentage distribution of beginning postsecondary students according to type of institution: 

Table 1.2—1995–96

 4-year 4-year

 Less- non- 4-year Less- non- 4-year

 than- doctorate- doctorate- than- doctorate- doctorate- Private,

 2-year 2-year granting granting 4-year granting granting for-profit

 Total 1.9 45.7 10.2 15.1 1.3 9.8 4.6 11.3 

Level of institution*

 Less-than-2-year 19.4 † † † 1.8 † † 78.9 

 2-year † 91.2 † † 2.3 † † 6.5 

 4-year † † 25.3 37.5 † 24.4 11.4 1.3 

Institution type*

 Public 2.5 62.7 14.0 20.8 † † † †

 Private, not-for-profit † † † † 8.5 62.3 29.2 †

 Private, for-profit † † † † † † † 100.0 

Attendance status

 Full-time, full-year 1.5 28.7 14.4 23.4 1.2 15.2 7.8 7.8 

 Full-time, part-year 3.4 40.1 6.8 9.1 2.1 5.6 1.8 31.2 

 Part-time, full-year 0.8 76.1 5.8 6.8 0.9 4.2 1.0 4.4 

 Part-time, part-year 1.2 79.5 4.9 3.4 0.8 2.4 1.0 6.8 

Undergraduate program

 Certificate 10.1 35.2 1.1 1.5 2.5 1.4 0.9 47.4 

 Associate’s degree † 87.2 3.3 0.7 2.0 1.3 0.3 5.3 

 Bachelor’s degree † † 23.3 39.5 † 24.6 11.7 0.9 

 Nondegree program 0.1 83.8 4.7 4.5 1.6 1.5 1.6 2.3 

Gender

 Male 1.9 49.1 10.0 15.8 1.5 8.9 5.0 7.9 

 Female 1.8 42.8 10.4 14.6 1.2 10.6 4.3 14.3 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 2.0 47.1 10.9 15.1 1.2 10.1 4.8 8.8 

 Black, non-Hispanic 2.1 43.0 8.2 13.0 1.0 10.1 2.7 19.9 

 Hispanic 1.2 46.1 9.5 11.4 1.8 7.4 3.1 19.5 

 Asian/Pacific Islander 1.3 38.3 7.1 26.8 1.7 8.7 9.8 6.4 

 American Indian/

 Alaskan Native 2.0 42.3 14.6 11.3 7.7 2.5 2.7 17.0 

Age as of 12/31/95

 18 years or younger 0.7 39.3 12.8 21.2 0.9 13.2 7.1 4.9 

 19 years 1.0 45.6 11.1 17.5 1.1 11.4 4.4 7.9 

 20–23 years 2.6 48.6 8.6 10.4 2.3 5.7 2.1 19.8 

 24 years or older 4.9 58.0 4.6 2.1 2.0 3.3 1.0 24.0 

Public Private, not-for-profit

_______

30
Table 1.2—Percentage distribution of beginning postsecondary students according to type of institution: 

Table 1.2—1995–96—Continued

 4-year 4-year

 Less- non- 4-year Less- non- 4-year

 than- doctorate- doctorate- than- doctorate- doctorate- Private,

 2-year 2-year granting granting 4-year granting granting for-profit

Dependency and income level in 1994

 Dependent 0.9 41.7 12.3 20.1 1.1 12.4 6.1 5.5 

 Lowest quartile (less than $25,000) 1.2 44.2 12.2 17.0 1.6 10.5 3.3 10.0 

 Second quartile ($25,000–44,999) 1.1 47.2 13.1 15.7 0.9 11.2 4.6 6.2 

 Third quartile ($45,000–69,999) 0.8 39.8 13.3 22.6 0.8 13.7 5.5 3.6 

 Highest quartile ($70,000 or more) 0.3 35.7 10.5 25.3 0.9 14.3 11.0 2.1 

 Independent 4.4 55.6 5.0 2.6 2.1 3.4 1.0 25.9 

 Lowest quartile (less than $6,000) 2.6 44.4 4.9 3.2 2.2 5.1 1.0 36.8 

 Second quartile ($6,000–14,399) 5.5 51.1 6.0 2.4 1.6 2.8 1.1 29.5 

 Third quartile ($14,400–24,999) 3.6 64.9 4.6 2.2 2.2 3.3 0.3 18.9 

 Highest quartile ($25,000 or more) 6.0 63.7 4.6 2.6 2.3 2.2 1.4 17.2 

 

Parents’ highest educational level

 High school diploma or less 2.6 50.2 10.0 9.8 1.6 7.5 1.9 16.4 

 Some postsecondary education 1.7 52.2 10.5 14.7 1.4 8.6 2.6 8.2 

 Bachelor’s degree 1.0 41.5 11.4 21.6 1.0 11.1 6.7 5.7 

 Postbaccalaureate degree 0.1 26.7 10.2 27.7 0.5 19.0 13.2 2.5 

*Refers to first (NPSAS) institution, if student attended more than one institution.

†Not applicable.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Public Private, not-for-profit

_______

31
Table 1.3—Percentage distribution of beginning postsecondary students according to attendance status: 

Table 1.3—1995–96

 Full-time, Full-time, Part-time, Part-time,

 full-year part-year full-year part-year

 Total 51.8 17.7 14.5 15.9 

Level of institution*

 Less-than-2-year 35.8 50.1 5.3 8.8 

 2-year 33.4 17.6 22.8 26.2 

 4-year 78.2 10.5 6.5 4.8 

Institution type*

 Public 48.3 14.4 17.8 19.4 

 Less-than-2-year 46.5 35.3 6.8 11.3 

 2-year 32.6 15.6 24.2 27.7 

 4-year nondoctorate-granting 72.5 11.7 8.2 7.7 

 4-year doctorate-granting 79.5 10.5 6.5 3.5 

 Private, not-for-profit 79.6 10.6 5.6 4.2 

 Less-than-4-year 49.8 29.5 11.0 9.7 

 4-year nondoctorate-granting 80.0 10.0 6.1 3.9 

 4-year doctorate-granting 86.6 6.8 3.1 3.5 

 Private, for-profit 35.7 49.0 5.6 9.6 

Undergraduate program

 Certificate 31.4 37.3 13.6 17.8 

 Associate’s degree 39.5 16.7 21.6 22.3 

 Bachelor’s degree 79.7 10.2 6.2 3.9 

 Nondegree program 7.0 7.1 23.7 62.2 

Gender

 Male 52.0 18.0 15.3 14.7 

 Female 51.7 17.5 13.9 16.9 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 53.8 16.7 13.2 16.4 

 Black, non-Hispanic 45.5 24.0 16.7 13.8 

 Hispanic 44.1 18.4 19.4 18.2 

 Asian/Pacific Islander 60.1 11.9 18.5 9.5 

 American Indian/Alaskan Native 37.9 16.5 17.9 27.7 

Age as of 12/31/95

 18 years or younger 67.5 11.6 12.9 8.0 

 19 years 59.0 15.9 14.0 11.1 

 20–23 years 32.5 29.9 16.1 21.5 

 24 years or older 20.5 26.2 17.8 35.5 

_______

32
Table 1.3—Percentage distribution of beginning postsecondary students according to attendance status: 

Table 1.3—1995–96—Continued

 Full-time, Full-time, Part-time, Part-time,

 full-year part-year full-year part-year

Dependency and income level in 1994

 Dependent 63.2 13.4 13.4 10.1 

 Lowest quartile (less than $25,000) 56.5 18.2 16.2 9.1 

 Second quartile ($25,000–44,999) 61.2 12.6 14.7 11.5 

 Third quartile ($45,000–69,999) 64.5 13.9 11.1 10.5 

 Highest quartile ($70,000 or more) 70.8 8.5 11.5 9.2 

 Independent 22.8 28.9 17.4 30.9 

 Lowest quartile (less than $6,000) 30.5 38.0 15.0 16.5 

 Second quartile ($6,000–14,399) 25.5 36.5 11.2 26.8 

 Third quartile ($14,400–24,999) 21.1 22.2 23.9 32.9 

 Highest quartile ($25,000 or more) 13.8 18.1 20.0 48.1 

Parents’ highest educational level

 High school diploma or less 43.5 20.2 17.4 18.9 

 Some postsecondary education 51.8 17.3 15.6 15.3 

 Bachelor’s degree 61.8 14.1 13.9 10.2 

 Postbaccalaureate degree 73.0 11.2 6.3 9.6 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

33

35

Section 2—Degree Programs, Remedial Courses, and Grades

Degree Program

• Consistent with the distribution of first-time beginning students enrolled in 2-year and

4-year institutions in 1995–96, 42 percent of first-time beginning students were enrolled in associate’s degree programs, and 37 percent were enrolled in bachelor’s degree programs. Eighteen percent were in programs leading to a vocational certificate

(table 2.1).

• As age increased, the likelihood of being enrolled in a bachelor’s degree program decreased. For example, half of first-time beginning students 18 years or younger were

enrolled in a bachelor’s degree program, compared with 8 percent of students 24 years

or older (table 2.1). On the other hand, older students were more likely to be enrolled

in programs leading to a certificate or award: 44 percent of those aged 24 and older

were enrolled in certificate degree programs, compared with 11 percent of those 19

years old (table 2.1).

• As parental education increased, so did the likelihood of being enrolled in a bachelor’s

degree program. For example, about one-quarter of first-time beginning students

whose parents had no more than a high school diploma were enrolled in bachelor’s degree programs, compared with two-thirds of those whose parents had graduate or firstprofessional degrees. On the other hand, as parental education decreased, the likelihood of being enrolled in a certificate or award program increased. Twenty-five percent of students whose parents had not continued their education beyond high school

were enrolled in these programs, compared with 5 percent of students whose parents

had postbaccalaureate education (table 2.1).

Remedial Courses

• Twenty percent of first-time beginning students in 1995–96 indicated that they had

taken at least one remedial course during their first year. Of those enrolled in remedial

courses, 64 percent of first-time beginning students were enrolled in mathematics, 39

percent in reading, 38 percent in writing, 27 percent in study skills, and 25 percent in

English language (table 2.2).30

 

30The proportion of NPSAS:96 undergraduates who reported taking remedial courses differs markedly from the proportion of

students taking remedial courses as reported by institutions. In a survey of remedial education in higher education, institutions

reported that 29 percent of first-time freshmen had enrolled in at least one remedial reading, writing, or mathematics course in

fall 1995. See Remedial Education at Higher Education Institutions in Fall 1995 (NCES 97-584) (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996).
Section 2—Degree Programs, Remedial Courses, and Grades

36

• Students in 2-year institutions (26 percent) were more likely than students in either 4-

year (16 percent) or less-than-2-year institutions (4 percent) to report that they were

taking or had taken remedial courses (table 2.2).

• Students at public institutions (23 percent) were more likely than those at private, notfor-profit institutions (13 percent) to be enrolled in or to have taken remedial courses

(table 2.2).

Grades

• Of 1995–96 first-time beginning students, 12 percent received mostly A’s, 17 percent

A’s and B’s, and 20 percent mostly B’s (table 2.3).

• First-time beginners at less-than-2-year institutions (30 percent) were more likely than

their counterparts at either 2-year or 4-year institutions (12 percent and 9 percent, respectively) to receive mostly A’s. Students at 2-year institutions (29 percent) were

more likely to receive C’s and D’s or lower than were students at either 4-year (15 percent) or less-than-2-year (6 percent) institutions. Those enrolled in 4-year institutions

were also more likely to receive C’s and D’s than those enrolled in less-than-2-year institutions (table 2.3).

Table 2.1—Percentage distribution of beginning postsecondary students according to undergraduate 

Table 2.1—program: 1995–96

 Associate’s Bachelor’s Nondegree

 Certificate degree degree program

 Total 18.4 42.0 36.5 3.1 

Level of institution1

 Less-than-2-year 99.4 † † 0.6 

 2-year 15.9 78.8 † 5.3 

 4-year 2.2 6.3 90.5 0.9 

Institution type1

 Public 12.1 52.6 31.5 3.9 

 Less-than-2-year 99.9 † † 0.1 

 2-year 14.1 80.2 † 5.7 

 4-year nondoctorate-granting 1.9 13.4 83.2 1.4 

 4-year doctorate-granting 1.8 1.9 95.4 0.9 

 Private, not-for-profit 5.6 9.5 84.0 0.9 

 Less-than-4-year 33.7 62.7 † 3.6 

 4-year nondoctorate-granting 2.6 5.6 91.3 0.5 

 4-year doctorate-granting 3.7 2.5 92.8 1.1 

 Private, for-profit 77.0 19.6 2.8 0.6 

Attendance status

 Full-time, full-year 11.0 32.1 56.5 0.4 

 Full-time, part-year 38.3 39.5 21.1 1.2 

 Part-time, full-year 17.0 62.4 15.7 4.9 

 Part-time, part-year 20.3 59.0 9.0 11.7 

Gender

 Male 15.0 45.3 36.5 3.2 

 Female 21.2 39.3 36.5 3.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 15.9 43.1 37.4 3.6 

 Black, non-Hispanic 30.8 35.9 32.4 0.8 

 Hispanic 23.7 46.2 27.4 2.7 

 Asian/Pacific Islander 12.6 34.7 48.9 3.9 

 American Indian/Alaskan Native 18.4 51.7 29.9 —

Age as of 12/31/95

 18 years or younger 8.4 39.8 50.1 1.7 

 19 years 11.4 44.5 41.8 2.3 

 20–23 years 24.8 47.7 24.0 3.5 

 24 years or older 44.2 40.6 8.4 6.8 

_______

38
Table 2.1—Percentage distribution of beginning postsecondary students according to undergraduate 

Table 2.1—program: 1995–96—Continued

 Associate’s Bachelor’s Nondegree

 Certificate degree degree program

Dependency and income level in 1994

 Dependent 8.8 41.8 47.2 2.2 

 Lowest quartile (less than $25,000) 13.8 45.3 39.0 1.9 

 Second quartile ($25,000–44,999) 9.7 48.0 40.7 1.6 

 Third quartile ($45,000–69,999) 6.3 38.7 51.5 3.6 

 Highest quartile ($70,000 or more) 5.0 35.3 58.0 1.7 

 Independent 42.5 42.5 9.6 5.4 

 Lowest quartile (less than $6,000) 47.9 38.2 12.4 1.5 

 Second quartile ($6,000–14,399) 40.2 46.2 9.7 3.9 

 Third quartile ($14,400–24,999) 43.3 46.5 8.5 1.7 

 Highest quartile ($25,000 or more) 38.4 39.4 7.7 14.5 

Parents’ highest educational level2

 High school diploma or less 25.3 46.0 25.9 2.8 

 Some postsecondary education 14.9 49.0 33.6 2.5 

 Bachelor’s degree 8.9 40.7 47.8 2.6 

 Postbaccalaureate degree 4.6 26.6 66.5 2.3 

—Too few cases for a reliable estimate.

†Not applicable.

1

Refers to first (NPSAS) institution, if student attended more than one institution.

2

Total percentage is not within the range of percentages for the subgroups due to missing data for this variable.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

39
Table 2.2—Percentage of beginning postsecondary students who reported taking remedial courses and 

Table 2.2—among those enrolled in remedial courses, the percentage enrolled in each type of remedial 

Table 2.2—course:1

 1995–96

 Any

 remedial Study 

courses2 Mathematics Reading Writing skills English

 Total 19.7 64.2 38.6 37.7 26.8 25.3 

Level of institution3

 Less-than-2-year 4.4 52.0 22.8 49.7 57.4 41.5 

 2-year 25.5 67.9 41.5 36.6 24.8 24.2 

 4-year 16.0 57.6 33.7 39.1 28.8 26.4 

Institution type3

 Public 23.3 65.8 39.2 37.0 24.8 24.4 

 Less-than-2-year 6.8 — — — — —

 2-year 26.9 67.8 41.7 36.5 24.6 23.9 

 4-year nondoctorate-granting 22.9 63.5 34.4 39.3 20.5 26.7 

 4-year doctorate-granting 14.8 58.4 33.0 37.1 30.2 25.7 

 Private, not-for-profit 12.7 50.0 35.1 41.2 37.9 27.1 

 Less-than-4-year 13.3 56.4 48.0 44.3 31.5 31.0 

 4-year nondoctorate-granting 15.8 50.3 32.6 39.4 40.2 27.3 

 4-year doctorate-granting 5.9 44.3 40.9 49.3 28.8 23.6 

 Private, for-profit 5.5 64.7 30.4 46.8 47.3 44.5 

Attendance status

 Full-time, full-year 18.2 62.4 39.0 40.1 25.7 22.5 

 Full-time, part-year 19.4 63.1 38.0 36.9 33.2 39.0 

 Part-time, full-year 26.5 74.8 35.4 34.1 28.0 22.9 

 Part-time, part-year 18.7 57.2 41.7 35.2 21.5 22.4 

Undergraduate program

 Certificate 6.6 59.6 30.0 39.2 38.4 34.5 

 Associate’s degree 28.9 67.6 41.5 37.4 25.0 23.9 

 Bachelor’s degree 16.0 56.6 34.3 39.5 29.2 26.5 

 Nondegree program 13.8 — — — — —

Gender

 Male 20.5 60.9 41.9 41.2 25.4 23.1 

 Female 18.9 67.1 35.5 34.6 28.1 27.3 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 18.3 65.1 34.6 36.6 25.5 21.9 

 Black, non-Hispanic 24.8 71.1 40.5 33.3 28.3 36.3 

 Hispanic 23.6 58.8 45.2 43.0 22.3 22.4 

 Asian/Pacific Islander 16.2 44.4 58.7 59.1 40.0 21.1 

 American Indian/Alaskan Native 22.4 — — — — —

_______

40
Table 2.2—Percentage of beginning postsecondary students who reported taking remedial courses and 

Table 2.2—among those enrolled in remedial courses, the percentage enrolled in each type of remedial 

Table 2.2—course:1

 1995–96—Continued

 Any

 remedial Study 

courses2 Mathematics Reading Writing skills English

Age as of 12/31/95

 18 years or younger 17.9 67.6 35.9 37.3 24.7 23.0 

 19 years 23.6 62.3 36.6 38.6 27.2 20.8 

 20–23 years 21.2 56.7 49.4 27.6 25.8 34.3 

 24 years or older 17.8 65.2 39.4 45.4 31.9 31.1 

Dependency and income level in 1994

 Dependent 20.1 62.9 38.2 37.0 27.2 23.0 

 Lowest quartile (less than $25,000) 24.9 62.3 42.6 36.2 33.7 33.9 

 Second quartile ($25,000–44,999) 20.8 58.2 45.2 40.5 32.2 21.9 

 Third quartile ($45,000–69,999) 18.3 68.3 33.7 44.4 21.3 17.0 

 Highest quartile ($70,000 or more) 16.6 63.4 28.2 25.6 18.3 15.1 

 Independent 18.5 67.7 39.5 39.7 25.6 31.9 

 Lowest quartile (less than $6,000) 19.3 70.1 42.6 27.4 18.0 35.7 

 Second quartile ($6,000–14,399) 18.8 82.0 31.5 44.2 33.5 40.7 

 Third quartile ($14,400–24,999) 19.2 61.1 46.0 62.7 30.6 26.9 

 Highest quartile ($25,000 or more) 16.7 56.8 37.2 24.9 21.0 23.4 

Parents’ highest educational level

 High school diploma or less 20.9 65.0 42.8 39.7 29.7 27.9 

 Some postsecondary education 20.1 62.4 41.3 37.7 23.2 28.0 

 Bachelor’s degree 18.5 66.6 34.1 35.1 25.2 21.9 

 Postbaccalaureate degree 14.8 61.9 35.7 35.7 30.9 15.3 

—Too few cases for a reliable estimate.

1

Student-reported remedial education status reported by NPSAS undergraduates differs from the proportion of students

taking remedial courses reported by institutions. In a survey of remedial education in higher education, institutions reported

that 29 percent of first-time freshmen had enrolled in at least one remedial reading, writing, or mathematics course in fall 1995.

U.S. Department of Education, National Center for Education Statistics, Remedial Education at Higher Education Institutions

in Fall 1995 (NCES 97-584) (Washington, DC: 1996). 2

Reflects percentage of individuals who took one or more remedial courses.

3

Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

41
Table 2.3—Percentage distribution of beginning postsecondary students according to first-year grades: 

Table 2.3—1995–96

C’s and

 Mostly A’s and Mostly B’s and Mostly D’s 

A’s B’s B’s C’s C’s or lower

 Total 12.1 17.2 20.2 17.4 11.6 21.6 

Level of institution*

 Less-than-2-year 29.7 28.5 20.4 10.4 5.1 6.0 

 2-year 11.7 14.4 17.9 15.6 11.0 29.4 

 4-year 9.2 18.4 23.0 21.0 13.6 14.8 

Institution type*

 Public 10.8 14.8 19.3 17.8 12.3 25.1 

 Less-than-2-year 39.9 29.4 13.8 5.9 5.1 5.9 

 2-year 11.2 14.0 17.9 15.7 11.0 30.2 

 4-year nondoctorate-granting 7.3 12.7 21.0 22.8 16.2 20.2 

 4-year doctorate-granting 9.2 17.2 23.0 21.5 14.2 14.9 

 Private, not-for-profit 10.8 23.6 24.1 18.8 11.2 11.5 

 Less-than-4-year 18.0 15.5 22.4 13.0 10.1 21.2 

 4-year nondoctorate-granting 9.6 22.7 22.4 20.1 12.5 12.7 

 4-year doctorate-granting 11.3 27.6 28.1 17.6 8.8 6.5 

 Private, for-profit 24.0 24.9 20.3 12.8 7.0 11.1 

Attendance status

 Full-time, full-year 9.9 20.1 24.6 22.1 13.1 10.3 

 Full-time, part-year 13.6 15.9 13.6 14.4 8.4 34.2 

 Part-time, full-year 10.7 16.4 19.4 15.3 13.1 25.1 

 Part-time, part-year 19.1 9.4 13.3 6.7 8.8 42.6 

Undergraduate program

 Certificate 25.6 23.6 19.7 11.9 7.2 12.0 

 Associate’s degree 8.7 14.3 18.0 16.7 11.8 30.5 

 Bachelor’s degree 9.1 18.6 23.3 21.4 13.4 14.2 

 Nondegree program 24.4 5.2 15.2 9.5 10.6 35.1 

Gender

 Male 9.9 13.6 18.9 19.2 13.2 25.3 

 Female 13.9 20.3 21.3 15.9 10.2 18.4 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 13.3 18.4 20.7 17.0 11.3 19.4 

 Black, non-Hispanic 8.5 12.2 18.6 17.3 12.5 30.9 

 Hispanic 8.8 12.8 19.0 19.0 12.8 27.6 

 Asian/Pacific Islander 12.0 20.0 20.1 19.4 11.5 17.1 

 American Indian/Alaskan Native 4.4 6.9 29.2 15.3 12.1 32.1 

_______

42
Table 2.3—Percentage distribution of beginning postsecondary students according to first-year grades: 

Table 2.3—1995–96—Continued

C’s and

 Mostly A’s and Mostly B’s and Mostly D’s 

A’s B’s B’s C’s C’s or lower

Age as of 12/31/95

 18 years or younger 7.9 16.7 21.7 20.2 13.5 20.1 

 19 years 7.9 16.5 20.8 18.4 12.2 24.2 

 20–23 years 11.5 13.5 19.2 17.8 10.7 27.2 

 24 years or older 27.2 21.3 16.3 9.5 7.2 18.5 

Dependency and income level in 1994

 Dependent 8.0 16.1 21.1 20.0 12.9 22.0 

 Lowest quartile (less than $25,000) 7.3 14.3 18.4 20.2 13.3 26.5 

 Second quartile ($25,000–44,999) 7.2 17.4 21.3 19.7 13.3 21.2 

 Third quartile ($45,000–69,999) 8.7 17.4 20.8 19.7 13.3 20.1 

 Highest quartile ($70,000 or more) 8.7 15.4 23.9 20.3 11.9 19.9 

 Independent 23.1 20.1 17.8 10.5 8.0 20.5 

 Lowest quartile (less than $6,000) 15.1 18.8 22.4 15.3 6.2 22.3 

 Second quartile ($6,000–14,399) 19.2 23.2 16.5 11.5 9.0 20.7 

 Third quartile ($14,400–24,999) 27.2 22.4 15.4 10.7 9.4 15.1 

 Highest quartile ($25,000 or more) 30.7 16.3 16.8 4.9 7.7 23.6 

Parents’ highest educational level

 High school diploma or less 14.2 17.1 20.1 15.8 11.4 21.5 

 Some postsecondary education 9.7 18.1 16.3 17.4 13.4 25.1 

 Bachelor’s degree 8.9 16.5 21.1 21.4 12.9 19.4 

 Postbaccalaureate degree 10.8 19.9 24.0 20.6 9.0 15.6 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

43

45

Section 3—Student Characteristics

Gender

• In 1995–96, 54 percent of first-time beginning students were women and 46 percent

were men. Students enrolled in less-than-2-year institutions were more likely to be

women (69 percent) than those in 2- or 4-year institutions (52 and 54 percent) (table

3.1).

• Students 18 years or younger or 24 years or older were more likely than those between

19 and 23 years to be women (56 percent and 61 percent) (table 3.1).

Race–Ethnicity

• First-time beginning students in less-than-2-year institutions were more likely to be

black, non-Hispanic (22 percent) than those in 2-year (12 percent) or 4-year (11 percent) institutions. In addition, students in vocational certificate programs were more

likely to be black, non-Hispanic (21 percent) than those enrolled in associate’s or

bachelor’s degree programs (11 percent each) (table 3.1).

• Dependent first-time beginning students from families with 1994 incomes under

$25,000 were more likely than their counterparts from families with incomes of

$70,000 or higher to be black, non-Hispanic; Hispanic; or Asian/Pacific Islander. For

example, 22 percent of dependent first-time beginning students from families with incomes under $25,000 were Hispanic, compared with 6 percent of those from families

with incomes of at least $70,000 (table 3.1).

• Students whose parents had some college education were more likely to be white, nonHispanic than those whose parents had not enrolled in at least some college. Students

whose parents had no postsecondary education were more likely to be Hispanic than

those whose parents had at least some postsecondary experience (table 3.1).

Age

• In 1995–96, 45 percent of all full-time beginning students were 18 years or younger.

Twenty-three percent were 19 years old; 12 percent were 20–23 years old; and 20 percent were 24 years or older (table 3.2).

• Financially dependent students from families with 1994 incomes under $25,000 were

less likely than their counterparts from families with incomes of at least $70,000 to be

18 years or younger, and more likely to be between 20 and 23 years of age (table 3.2).
Section 3—Student Characteristics

46

Income and Dependency Status

• First-time beginning students enrolled in institutions offering shorter award programs

were more likely to be financially independent. For example, greater proportions of

those enrolled in less-than-2-year institutions were financially independent students (71

percent) than those enrolled in 2- and 4-year institutions (36 percent and 9 percent, respectively) (table 3.2).

• First-time beginning students attending school full time for the full year were more

likely to be financially dependent students than those who had any other attendance

status, with the exception of part-time, part-year students. For example, 88 percent of

full-time, full-year students were financially dependent, compared with 54 percent of

full-time, part-year students (table 3.2).

• Financially dependent students enrolled in 4-year institutions were more likely than

those enrolled in 2-year and less-than-2-year institutions to come from families with

1994 incomes of $70,000 or higher. Thirty percent of those in 4-year institutions had

family incomes of at least $70,000, compared with 20 percent of those in 2-year institutions and 10 percent of those in less-than-2-year institutions (table 3.3).

• Among first-time beginning students, dependent white, non-Hispanic students were

less likely than other dependent students to come from families with 1994 incomes

below $25,000. Eighteen percent of white, non-Hispanic dependent students had family incomes of less than $25,000, compared with 48 percent each of black, nonHispanic and Hispanic, 44 percent of Asian/Pacific Islander, and 50 percent of American Indian/Alaskan Native students (table 3.3).

Local Residence and Parents’ Education

• First-time beginning students were most likely to live with their parents or relatives,

and were least likely to live on campus. Forty percent of first-time beginning students

lived at home with their parents or relatives while they were enrolled. Thirty-two percent lived off campus, and 29 percent lived on campus (table 3.4). This is consistent

with the finding that half of all first-time beginning students were enrolled in 2-year institutions, which offer fewer (if any) on-campus living options than 4-year institutions

(see discussion of table 1.1 on page 28).

• First-time beginning students were most likely to have parents who completed no more

than a high school diploma (i.e., first-generation), and least likely to have parents with

graduate or first-professional degrees. Among 1995–96 first-time beginning students,

nearly half (47 percent) had parents who did not continue their education beyond high

school. Nineteen percent had parents who attended some postsecondary education, but

did not attain a bachelor’s degree; another 20 percent had parents who completed a

bachelor’s degree; and 14 percent had parents who attained a postbaccalaureate degree

(table 3.5).
Section 3—Student Characteristics

47

• First-time beginning students attending private, for-profit institutions were much more

likely than those attending public or private, not-for-profit institutions to be firstgeneration postsecondary students. Seventy-one percent of students enrolled in private,

for-profit institutions were first-generation, compared with 46 percent of students enrolled in public institutions and 32 percent of students enrolled in private, not-forprofit institutions (table 3.5).

• Students enrolled in private, not-for-profit 4-year doctorate-granting institutions were

more likely than their counterparts in any other type of institution to have parents with

graduate degrees. For example, among students enrolled in 4-year doctorate-granting

institutions, 41 percent of those in private, not-for-profit institutions came from families in which the parents had graduate or first-professional degrees, compared with 25

percent of those in public institutions (table 3.5).

Citizenship and Financial Aid Eligibility

• Almost all (94 percent) of 1995–96 first-time beginning students were U.S. citizens.

Five percent were not U.S. citizens, but eligible for financial aid, and 1 percent were

noncitizens who were not eligible for financial aid (table 3.6).

Primary Language Spoken in Home

• Eighty-eight percent of 1995–96 first-time beginning students spoke English as their

primary language at home. Six percent spoke Spanish, and 6 percent identified another

language as the primary language spoken in their household (table 3.7).

• First-time beginning students attending 4-year institutions were less likely to indicate

that Spanish was a primary language spoken in their home (4 percent) than students

attending 2-year (7 percent) or less-than-2-year (11 percent) institutions (table 3.7).

Disability Status

• Among 1995–96 first-time beginning students, 6 percent reported having some kind of

disability. Compared with students entering less-than-2-year (8 percent) and 2-year (7

percent) institutions, smaller percentages of students (4 percent) entering 4-year institutions reported having a disability (table 3.8).

• Among 1995–96 first-time beginners with disabilities, 38 percent reported having a

learning disability; 17 percent reported having an orthopedic limitation; and 21 percent

reported having another health-related disability. Fifteen percent reported having a

sight impairment; 12 percent reported having a hearing impairment; and 4 percent reported having a speech limitation (table 3.8).
Table 3.1—Percentage distribution of beginning postsecondary students according to gender and race–

Table 3.1—ethnicity: 1995–96

American

 White, Black, Asian/ Indian/ 

non-His- non-His- Pacific Alaskan 

Male Female panic panic Hispanic Islander Native Other1

 Total 45.8 54.2 70.0 12.4 11.6 4.4 0.8 0.7 

Level of institution2

 Less-than-2-year 31.3 68.7 56.1 22.4 17.2 2.1 1.3 0.9 

 2-year 48.5 51.5 70.9 11.8 12.2 3.7 0.8 0.6 

 4-year 45.8 54.2 72.2 10.8 9.6 5.9 0.6 0.9 

Institution type2

 Public 48.2 51.8 72.1 11.3 10.8 4.5 0.8 0.6 

 Less-than-2-year 46.9 53.1 75.0 14.0 7.1 3.1 0.8 (3

)

 2-year 49.2 50.8 71.7 11.6 11.7 3.7 0.7 0.6 

 4-year nondoctorate-granting 44.8 55.2 74.7 9.9 10.8 3.1 1.1 0.4 

 4-year doctorate-granting 47.7 52.3 70.8 10.8 8.8 8.0 0.6 0.9 

 Private, not-for-profit 44.6 55.4 72.2 11.1 9.2 5.8 0.7 1.2 

 Less-than-4-year 51.4 48.6 64.6 9.7 15.6 5.5 4.6 0.1 

 4-year nondoctorate-granting 41.5 58.5 72.6 12.9 8.9 4.0 0.2 1.5 

 4-year doctorate-granting 49.2 50.8 73.6 7.4 8.0 9.6 0.5 0.8 

 Private, for-profit 31.8 68.2 53.7 21.6 19.9 2.5 1.2 1.1 

Attendance status

 Full-time, full-year 45.9 54.1 72.8 10.9 9.9 5.1 0.6 0.8 

 Full-time, part-year 46.5 53.5 66.3 16.9 12.1 2.9 0.7 1.0 

 Part-time, full-year 48.3 51.7 63.1 14.2 15.3 5.5 1.0 0.9 

 Part-time, part-year 42.3 57.7 72.0 10.8 13.2 2.6 1.4 0.1 

Undergraduate program

 Certificate 37.5 62.6 60.1 20.7 14.9 3.0 0.8 0.5 

 Associate’s degree 49.3 50.7 71.4 10.6 12.7 3.7 1.0 0.8 

 Bachelor’s degree 45.8 54.2 72.4 11.2 8.8 6.0 0.7 0.9 

 Nondegree program 47.7 52.3 81.0 3.3 10.1 5.5 (3

) (3)

Gender

 Male 100.0 † 71.2 10.8 11.9 4.6 0.6 0.9 

 Female † 100.0 68.9 13.8 11.4 4.3 0.9 0.7 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 46.4 53.6 100.0 † † † † †

 Black, non-Hispanic 39.5 60.5 † 100.0 † † † †

 Hispanic 46.8 53.2 † † 100.0 † † †

 Asian/Pacific Islander 47.4 52.6 † † † 100.0 † †

 American Indian/Alaskan Native 36.8 63.2 † † † † 100.0 †

 

Gender Race–ethnicity of U.S. citizens or permanent residents

_______

48
Table 3.1—Percentage distribution of beginning postsecondary students according to gender and race–

Table 3.1—ethnicity: 1995–96—Continued

American

 White, Black, Asian/ Indian/ 

non-His- non-His- Pacific Alaskan 

Male Female panic panic Hispanic Islander Native Other1

Age as of 12/31/95

 18 years or younger 43.6 56.4 71.7 10.9 11.8 4.4 0.4 0.8 

 19 years 51.6 48.4 73.4 9.9 10.2 4.6 0.8 1.0 

 20–23 years 54.1 45.9 56.3 21.1 15.4 5.4 1.4 0.4 

 24 years or older 39.1 60.9 70.4 13.4 10.7 3.8 1.3 0.5 

Dependency and income level in 1994

 Dependent 49.3 50.7 71.2 10.5 11.8 5.0 0.7 0.8 

 Lowest quartile (less than $25,000) 46.6 53.4 48.3 19.3 21.6 8.4 1.3 1.1 

 Second quartile ($25,000–44,999) 45.3 54.8 71.8 10.7 13.1 3.6 0.4 0.6 

 Third quartile ($45,000–69,999) 52.0 48.0 83.1 6.9 5.6 3.1 0.5 0.9 

 Highest quartile ($70,000 or more) 53.6 46.4 83.1 4.9 6.3 4.6 0.5 0.7 

 Independent 36.9 63.1 66.8 17.1 11.3 3.2 1.1 0.5 

 Lowest quartile (less than $6,000) 29.9 70.1 53.3 27.8 14.0 2.6 1.1 1.2 

 Second quartile ($6,000–14,399) 40.5 59.5 65.5 14.6 13.8 4.5 1.3 0.3 

 Third quartile ($14,400–24,999) 42.8 57.2 72.9 13.7 8.1 4.8 0.4 0.1 

 Highest quartile ($25,000 or more) 35.2 64.8 77.0 11.3 8.6 1.0 1.7 0.4 

Parents’ highest educational level

 High school diploma or less 40.4 59.6 63.4 15.0 16.0 4.1 1.0 0.6 

 Some postsecondary education 43.0 57.0 74.3 13.1 8.9 2.6 0.6 0.6 

 Bachelor’s degree 52.1 47.9 78.6 10.5 5.3 4.8 0.3 0.6 

 Postbaccalaureate degree 53.8 46.2 81.6 6.5 4.3 6.0 0.8 0.8 

†Not applicable.

1

“Other” was a response category option for data collected from institutions and students.

2

Refers to first (NPSAS) institution, if student attended more than one institution.

3

Indicates that proportion of students in this category was between 0.0 and 0.5.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Gender Race–ethnicity of U.S. citizens or permanent residents

_______

49
Table 3.2—Percentage distribution of beginning postsecondary students according to age and dependency

Table 3.2—status: 1995–96

 18 years

 or 19 20–23 24 years

 younger years years or older Dependent Independent

 

 Total 44.5 22.8 12.4 20.3 71.6 28.4 

Level of institution*

 Less-than-2-year 16.1 14.2 19.8 49.9 28.6 71.4 

 2-year 37.3 22.3 14.1 26.3 64.2 35.9 

 4-year 60.3 25.3 8.5 5.9 91.0 9.0 

Institution type*

 Public 45.2 23.5 11.9 19.4 73.6 26.4 

 Less-than-2-year 16.3 12.1 17.5 54.1 32.7 67.3 

 2-year 38.3 22.7 13.2 25.8 65.4 34.6 

 4-year nondoctorate-granting 55.7 24.7 10.4 9.2 86.0 14.0 

 4-year doctorate-granting 62.4 26.3 8.5 2.9 95.1 4.9 

 Private, not-for-profit 59.6 24.4 7.9 8.1 88.5 11.5 

 Less-than-4-year 29.0 19.2 20.8 31.0 56.6 43.4 

 4-year nondoctorate-granting 59.7 26.4 7.1 6.8 90.2 9.8 

 4-year doctorate-granting 68.2 21.7 5.7 4.4 94.2 5.8 

 Private, for-profit 19.4 15.9 21.7 43.1 34.9 65.1 

Attendance status

 Full-time, full-year 58.3 26.1 7.7 7.9 87.6 12.4 

 Full-time, part-year 29.1 20.5 20.8 29.6 54.2 45.8 

 Part-time, full-year 39.8 22.0 13.6 24.6 66.3 33.7 

 Part-time, part-year 22.6 16.0 16.6 44.8 45.5 54.5 

Undergraduate program

 Certificate 20.3 14.1 16.8 48.9 34.2 65.8 

 Associate’s degree 42.2 24.1 14.1 19.6 71.3 28.8 

 Bachelor’s degree 61.1 26.0 8.2 4.7 92.5 7.5 

 Nondegree program 24.3 17.2 14.0 44.5 50.4 49.6 

Gender

 Male 42.3 25.6 14.7 17.4 77.1 22.9 

 Female 46.4 20.3 10.5 22.8 66.9 33.1 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 45.9 23.9 9.6 20.6 72.6 27.4 

 Black, non-Hispanic 39.3 18.2 20.4 22.1 60.5 39.5 

 Hispanic 45.3 20.1 15.8 18.9 72.2 27.8 

 Asian/Pacific Islander 44.6 23.3 14.6 17.5 79.4 20.6 

 American Indian/Alaskan Native 22.8 24.1 21.0 32.0 59.4 40.6 

Age as of 12/31/95 Dependency status

_______

50
Table 3.2—Percentage distribution of beginning postsecondary students according to age and dependency

Table 3.2—status: 1995–96—Continued

 18 years

 or 19 20–23 24 years

 younger years years or older Dependent Independent

 

Age as of 12/31/95

 18 years or younger 100.0 † † † 95.9 4.1 

 19 years † 100.0 † † 91.8 8.2 

 20–23 years † † 100.0 † 64.5 35.5 

 24 years or older † † † 100.0 †† 100.0 

Dependency and income level in 1994

 Dependent 59.6 29.2 11.2 †† 100.0 †

 Lowest quartile (less than $25,000) 50.8 30.8 18.4 †† 100.0 †

 Second quartile ($25,000–44,999) 62.4 27.7 10.0 †† 100.0 †

 Third quartile ($45,000–69,999) 61.7 29.0 9.4 †† 100.0 †

 Highest quartile ($70,000 or more) 64.2 29.3 6.5 †† 100.0 †

 Independent 6.5 6.6 15.5 71.5 † 100.0 

 Lowest quartile (less than $6,000) 19.1 15.9 20.7 44.3 † 100.0 

 Second quartile ($6,000–14,399) 3.3 6.0 22.3 68.4 † 100.0 

 Third quartile ($14,400–24,999) 1.9 2.2 12.9 83.0 † 100.0 

 Highest quartile ($25,000 or more) 0.4 1.2 5.4 93.0 † 100.0 

Parents’ highest educational level

 High school diploma or less 35.6 18.7 14.5 31.2 59.1 40.9 

 Some postsecondary education 49.3 26.4 11.5 12.9 77.1 22.9 

 Bachelor’s degree 55.4 28.1 11.7 4.8 88.7 11.3 

 Postbaccalaureate degree 59.1 27.7 8.0 5.2 90.9 9.2 

*Refers to first (NPSAS) institution, if student attended more than one institution.

†Not applicable.

††Students age 24 or older are all independent.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Age as of 12/31/95 Dependency status

_______

51
Table 3.3—Percentage distribution of beginning postsecondary students according to income and 

Table 3.3—dependency status: 1995–96

Lowest Second Third Highest Lowest Second Third Highest

quartile quartile quartile quartile quartile quartile quartile quartile

 (less than ($25,000– ($45,000– ($70,000 (less than ($6,000– ($14,400– ($25,000

 $25,000) 44,999) 69,999) or more) $6,000) 14,399) 24,999) or more)

 

 Total 26.1 24.5 24.8 24.6 26.6 25.4 23.3 24.7 

Level of institution*

 Less-than-2-year 47.2 27.9 15.2 9.6 33.2 29.4 18.3 19.2 

 2-year 28.6 27.6 23.4 20.4 23.0 23.7 26.0 27.3 

 4-year 22.4 21.5 26.6 29.5 31.6 26.5 19.6 22.4 

Institution type*

 Public 26.0 25.2 25.2 23.6 21.6 24.4 26.0 28.1 

 Less-than-2-year 37.5 31.2 23.7 7.7 15.7 31.8 19.1 33.5 

 2-year 27.7 27.7 23.6 21.1 21.2 23.3 27.2 28.3 

 4-year nondoctorate-granting 26.0 26.1 26.8 21.1 25.6 30.2 21.5 22.8 

 4-year doctorate-granting 22.1 19.1 27.8 31.0 32.3 23.5 19.4 24.8 

 Private, not-for-profit 20.7 21.0 25.3 33.0 34.1 21.9 21.2 22.8 

 Less-than-4-year 40.1 21.5 17.6 20.9 28.0 19.5 25.0 27.4 

 4-year nondoctorate-granting 22.2 22.2 27.3 28.3 39.9 21.0 22.9 16.2 

 4-year doctorate-granting 14.3 18.6 22.4 44.8 26.8 30.2 6.5 36.6 

 Private, for-profit 47.2 27.4 16.1 9.3 37.7 28.9 17.0 16.4 

Attendance status

 Full-time, full-year 23.4 23.6 25.3 27.8 35.5 27.6 21.8 15.1 

 Full-time, part-year 35.5 22.9 25.8 15.8 34.9 31.3 18.1 15.6 

 Part-time, full-year 31.6 26.6 20.6 21.2 22.9 15.9 32.5 28.7 

 Part-time, part-year 23.6 27.8 25.9 22.7 14.2 21.6 25.3 39.0 

Undergraduate program

 Certificate 41.1 27.1 17.7 14.1 29.9 24.0 23.7 22.3 

 Associate’s degree 28.3 28.1 22.9 20.8 23.9 27.6 25.5 23.0 

 Bachelor’s degree 21.6 21.1 27.0 30.3 34.1 25.5 20.7 19.7 

 Non-degree program 22.3 17.6 41.1 18.9 7.6 18.4 7.3 66.8 

Gender

 Male 24.7 22.4 26.1 26.8 21.5 27.9 27.1 23.6 

 Female 27.6 26.4 23.4 22.6 29.5 24.0 21.1 25.4 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 17.6 24.8 29.0 28.7 21.2 24.9 25.4 28.5 

 Black, non-Hispanic 47.6 24.8 16.2 11.3 43.1 21.8 18.7 16.4 

 Hispanic 47.8 27.3 11.8 13.1 33.1 31.3 16.8 18.8 

 Asian/Pacific Islander 44.0 17.9 15.4 22.6 21.5 36.2 34.7 7.5 

 American Indian/Alaskan Native 50.0 12.9 19.6 17.5 26.7 28.6 8.1 36.6 

Dependent Independent

_______

52
Table 3.3—Percentage distribution of beginning postsecondary students according to income and 

Table 3.3—dependency status: 1995–96—Continued

Lowest Second Third Highest Lowest Second Third Highest

quartile quartile quartile quartile quartile quartile quartile quartile

 (less than ($25,000– ($45,000– ($70,000 (less than ($6,000– ($14,400– ($25,000

 $25,000) 44,999) 69,999) or more) $6,000) 14,399) 24,999) or more)

 

Age as of 12/31/95

 18 years or younger 22.3 25.6 25.6 26.5 78.6 12.8 6.9 1.7 

 19 years 27.6 23.2 24.5 24.7 64.2 23.3 7.9 4.6 

 20–23 years 43.0 21.8 20.7 14.4 35.4 36.6 19.4 8.6 

 24 years or older † † † † 16.5 24.3 27.1 32.2 

Parents’ highest educational level

 High school diploma or less 41.5 27.0 21.7 9.8 24.8 24.4 23.4 27.4 

 Some postsecondary education 21.5 28.4 29.5 20.7 36.2 25.0 19.6 19.2 

 Bachelor’s degree 18.4 23.5 28.1 30.0 25.4 29.7 23.3 21.6 

 Postbaccalaureate degree 7.9 16.8 24.7 50.6 23.5 20.6 32.4 23.5 

*Refers to first (NPSAS) institution, if student attended more than one institution.

†Not applicable. Students age 24 or older are all independent.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Dependent Independent

_______

53
Table 3.4—Percentage distribution of beginning postsecondary students according to their local residence 

Table 3.4—while enrolled: 1995–96

 Off campus, With

 not with parents parents or

 On campus or relatives relatives

 Total 28.5 31.9 39.6 

Level of institution*

 Less-than-2-year 1.6 65.6 32.8 

 2-year 5.7 38.7 55.6 

 4-year 63.1 15.5 21.4 

Institution type*

 Public 23.4 31.0 45.5 

 Less-than-2-year 2.0 62.2 35.8 

 2-year 5.2 37.2 57.6 

 4-year nondoctorate-granting 47.8 18.8 33.4 

 4-year doctorate-granting 64.6 16.8 18.7 

 Private, not-for-profit 69.6 12.9 17.5 

 Less-than-4-year 17.0 45.2 37.8 

 4-year nondoctorate-granting 71.7 10.5 17.8 

 4-year doctorate-granting 80.2 8.8 11.0 

 Private, for-profit 3.7 64.3 32.1 

Attendance status

 Full-time, full-year 46.9 17.9 35.3 

 Full-time, part-year 14.8 43.7 41.4 

 Part-time, full-year 9.0 38.1 52.9 

 Part-time, part-year 2.9 57.8 39.4 

Undergraduate program

 Certificate 6.4 59.1 34.5 

 Associate’s degree 7.4 33.5 59.1 

 Bachelor’s degree 66.0 14.0 20.0 

 Nondegree program 3.6 60.8 35.6 

Gender

 Male 29.3 27.5 43.3 

 Female 27.8 35.7 36.5 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 31.2 31.8 36.9 

 Black, non-Hispanic 26.1 35.9 38.0 

 Hispanic 11.1 27.7 61.3 

 Asian/Pacific Islander 31.4 29.8 38.7 

 American Indian/Alaskan Native 29.2 45.2 25.6 

_______

54
Table 3.4—Percentage distribution of beginning postsecondary students according to their local residence 

Table 3.4—while enrolled: 1995–96—Continued

 Off campus, With

 not with parents parents or

 On campus or relatives relatives

Age as of 12/31/95

 18 years or younger 41.7 11.8 46.5 

 19 years 33.9 17.7 48.4 

 20–23 years 13.1 44.9 42.1 

 24 years or older 2.9 84.0 13.1 

Dependency and income level in 1994

 Dependent 38.4 14.0 47.6 

 Lowest quartile (less than $25,000) 27.2 17.5 55.3 

 Second quartile ($25,000–44,999) 30.9 14.0 55.1 

 Third quartile ($45,000–69,999) 44.1 12.8 43.2 

 Highest quartile ($70,000 or more) 52.1 11.5 36.3 

 Independent 3.4 77.0 19.5 

 Lowest quartile (less than $6,000) 4.5 60.7 34.8 

 Second quartile ($6,000–14,399) 4.6 71.8 23.6 

 Third quartile ($14,400–24,999) 1.3 85.7 13.0 

 Highest quartile ($25,000 or more) 3.2 91.7 5.1 

Parents’ highest educational level

 High school diploma or less 17.2 41.1 41.6 

 Some postsecondary education 26.3 25.7 48.0 

 Bachelor’s degree 38.6 21.8 39.6 

 Postbaccalaureate degree 58.1 15.7 26.2 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

55
Table 3.5—Percentage distribution of beginning postsecondary students according to their parents’ 

Table 3.5—educational attainment levels: 1995–96

 High

 school Some Graduate or

 diploma postsecondary Bachelor’s first-professional

 or less education degree degree

 Total 46.6 18.8 20.2 14.4 

Level of institution*

 Less-than-2-year 72.5 14.8 9.9 2.9 

 2-year 52.6 21.3 18.1 8.1 

 4-year 33.7 16.8 25.0 24.5 

Institution type*

 Public 46.2 20.3 20.8 12.7 

 Less-than-2-year 68.9 18.1 12.0 1.1 

 2-year 51.5 21.6 18.4 8.5 

 4-year nondoctorate-granting 44.8 19.0 22.1 14.1 

 4-year doctorate-granting 29.2 17.7 27.8 25.4 

 Private, not-for-profit 32.0 14.9 23.7 29.4 

 Less-than-4-year 57.8 20.7 15.7 5.8 

 4-year nondoctorate-granting 34.6 16.1 22.1 27.2 

 4-year doctorate-granting 19.2 10.6 29.3 41.0 

 Private, for-profit 71.3 14.5 10.9 3.4 

Attendance status

 Full-time, full-year 38.1 18.5 23.5 19.9 

 Full-time, part-year 54.8 19.1 16.6 9.5 

 Part-time, full-year 54.8 20.0 19.1 6.2 

 Part-time, part-year 58.0 19.1 13.7 9.2 

Undergraduate program

 Certificate 69.1 16.5 10.6 3.9 

 Associate’s degree 50.2 21.6 19.2 9.0 

 Bachelor’s degree 32.1 16.9 25.7 25.4 

 Nondegree program 50.0 17.6 19.6 12.7 

Gender

 Male 41.6 17.9 23.3 17.1 

 Female 50.7 19.6 17.7 12.1 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 41.7 19.7 22.1 16.5 

 Black, non-Hispanic 56.1 19.8 16.7 7.4 

 Hispanic 69.1 15.5 9.7 5.8 

 Asian/Pacific Islander 45.5 11.6 22.7 20.3 

 American Indian/Alaskan Native 60.8 15.9 7.4 15.9 

_______

56
Table 3.5—Percentage distribution of beginning postsecondary students according to their parents’ 

Table 3.5—educational attainment levels: 1995–96—Continued

 High

 school Some Graduate or

 diploma postsecondary Bachelor’s first-professional

 or less education degree degree

Age as of 12/31/95

 18 years or younger 36.4 20.4 24.5 18.7 

 19 years 37.2 21.3 24.4 17.1 

 20–23 years 54.4 17.4 19.0 9.3 

 24 years or older 77.9 13.0 5.2 4.0 

Dependency and income level in 1994

 Dependent 37.7 19.9 24.5 17.9 

 Lowest quartile (less than $25,000) 60.6 16.5 17.5 5.5 

 Second quartile ($25,000–44,999) 41.3 22.9 23.5 12.3 

 Third quartile ($45,000–69,999) 32.3 23.1 27.2 17.4 

 Highest quartile ($70,000 or more) 15.2 17.0 30.4 37.4 

 Independent 70.7 16.0 8.5 4.9 

 Lowest quartile (less than $6,000) 65.9 21.7 8.1 4.3 

 Second quartile ($6,000–14,399) 69.7 16.2 10.1 4.1 

 Third quartile ($14,400–24,999) 71.3 13.5 8.5 6.8 

 Highest quartile ($25,000 or more) 76.2 12.1 7.2 4.5 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

57
Table 3.6—Percentage distribution of beginning postsecondary students according to citizenship and 

Table 3.6—financial aid eligibility status: 1995–96

 U.S. citizen, Noncitizen, Noncitizen,

 eligible eligible not eligible

 Total 93.9 5.1 1.0 

Level of institution*

 Less-than-2-year 93.5 6.4 0.1 

 2-year 93.7 5.9 0.4 

 4-year 94.2 3.8 2.0 

Institution type*

 Public 93.9 5.2 0.9 

 Less-than-2-year 96.1 3.9 0.0 

 2-year 93.8 5.8 0.4 

 4-year nondoctorate-granting 95.4 3.7 0.9 

 4-year doctorate-granting 93.2 4.5 2.3 

 Private, not-for-profit 94.3 3.4 2.2 

 Less-than-4-year 90.9 8.1 1.1 

 4-year nondoctorate-granting 95.6 2.2 2.2 

 4-year doctorate-granting 92.7 4.7 2.6 

 Private, for-profit 92.8 6.9 0.3 

Attendance status

 Full-time, full-year 94.6 4.3 1.1 

 Full-time, part-year 93.1 5.3 1.6 

 Part-time, full-year 93.2 6.6 0.2 

 Part-time, part-year 94.1 5.0 0.8 

Undergraduate program

 Certificate 93.6 6.1 0.4 

 Associate’s degree 93.6 6.0 0.4 

 Bachelor’s degree 94.3 3.7 2.1 

 Nondegree program 95.2 4.6 0.2 

Gender

 Male 93.8 4.8 1.5 

 Female 94.0 5.4 0.6 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 98.4 1.6 †

 Black, non-Hispanic 96.1 3.9 †

 Hispanic 86.1 13.9 †

 Asian/Pacific Islander 61.3 38.7 †

 American Indian/Alaskan Native 93.6 5.5 0.9 

_______

58
Table 3.6—Percentage distribution of beginning postsecondary students according to citizenship and 

Table 3.6—financial aid eligibility status: 1995–96—Continued

 U.S. citizen, Noncitizen, Noncitizen,

 eligible eligible not eligible

Age as of 12/31/95

 18 years or younger 96.1 3.5 0.5 

 19 years 94.4 4.5 1.1 

 20–23 years 87.2 8.5 4.3 

 24 years or older 92.6 7.3 0.1 

Dependency and income level in 1994

 Dependent 94.0 4.6 1.4 

 Lowest quartile (less than $25,000) 87.2 10.9 1.9 

 Second quartile ($25,000–44,999) 96.0 3.2 0.9 

 Third quartile ($45,000–69,999) 97.0 2.0 1.0 

 Highest quartile ($70,000 or more) 96.4 1.9 1.6 

 Independent 93.5 6.4 0.1 

 Lowest quartile (less than $6,000) 93.6 6.2 0.2 

 Second quartile ($6,000–14,399) 92.4 7.6 0.0 

 Third quartile ($14,400–24,999) 94.7 5.1 0.2 

 Highest quartile ($25,000 or more) 93.4 6.5 0.1 

Parents’ highest educational level

 High school diploma or less 92.9 6.4 0.7 

 Some postsecondary education 95.8 3.1 1.2 

 Bachelor’s degree 92.8 5.1 2.1 

 Postbaccalaureate degree 95.3 3.3 1.3 

*Refers to first (NPSAS) institution, if student attended more than one institution.

†Not applicable.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

59
Table 3.7—Percentage distribution of beginning postsecondary students according to primary language 

Table 3.7—spoken in home: 1995–96

 English Spanish Other

 Total 88.2 5.8 6.0 

Level of institution*

 Less-than-2-year 82.5 10.8 6.7 

 2-year 88.2 6.5 5.4 

 4-year 89.6 3.9 6.5 

Institution type*

 Public 88.8 5.5 5.7 

 Less-than-2-year 89.4 2.8 7.9 

 2-year 88.5 6.2 5.4 

 4-year nondoctorate-granting 90.3 5.3 4.5 

 4-year doctorate-granting 89.0 3.9 7.2 

 Private, not-for-profit 89.7 3.0 7.3 

 Less-than-4-year 85.6 5.9 8.5 

 4-year nondoctorate-granting 92.2 2.1 5.7 

 4-year doctorate-granting 85.5 4.1 10.5 

 Private, for-profit 82.0 12.1 5.9 

Attendance status

 Full-time, full-year 89.9 4.6 5.6 

 Full-time, part-year 87.3 6.4 6.3 

 Part-time, full-year 83.8 7.7 8.5 

 Part-time, part-year 88.5 7.5 4.0 

Undergraduate program

 Certificate 85.0 9.4 5.5 

 Associate’s degree 88.1 6.1 5.8 

 Bachelor’s degree 89.8 3.6 6.6 

 Nondegree program 89.1 8.2 2.8 

Gender

 Male 87.9 6.3 5.9 

 Female 88.5 5.4 6.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 97.0 0.4 2.7 

 Black, non-Hispanic 96.1 0.9 3.0 

 Hispanic 45.6 53.9 0.5 

 Asian/Pacific Islander 42.6 0.1 57.3 

 American Indian/Alaskan Native 77.9 12.7 9.5 

_______

60
Table 3.7—Percentage distribution of beginning postsecondary students according to primary language 

Table 3.7—spoken in home: 1995–96—Continued

 English Spanish Other

Age as of 12/31/95

 18 years or younger 90.8 4.6 4.6 

 19 years 88.1 5.6 6.3 

 20–23 years 79.9 9.2 11.0 

 24 years or older 87.9 6.6 5.5 

Dependency and income level in 1994

 Dependent 88.0 5.6 6.5 

 Lowest quartile (less than $25,000) 73.0 13.4 13.6 

 Second quartile ($25,000–44,999) 89.1 5.9 5.0 

 Third quartile ($45,000–69,999) 95.1 1.6 3.3 

 Highest quartile ($70,000 or more) 94.7 1.4 4.0 

 Independent 88.8 6.5 4.7 

 Lowest quartile (less than $6,000) 88.9 7.1 4.0 

 Second quartile ($6,000–14,399) 86.6 7.9 5.5 

 Third quartile ($14,400–24,999) 89.6 5.4 4.9 

 Highest quartile ($25,000 or more) 90.0 5.5 4.4 

Parents’ highest educational level

 High school diploma or less 83.9 9.4 6.8 

 Some postsecondary education 93.8 3.5 2.7 

 Bachelor’s degree 90.3 2.8 7.0 

 Postbaccalaureate degree 93.4 1.1 5.6 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

61
Table 3.8—Percentage of beginning postsecondary students who reported a disability, and among those 

Table 3.8—with disabilities, the type of disability: 1995–96

 Any Learning

 disabilities Visual Hearing Speech Orthopedic disability Other

 Total 5.9 15.2 12.4 3.7 17.2 38.1 21.4 

Level of institution*

 Less-than-2-year 8.3 20.9 17.2 1.4 31.5 28.8 15.2 

 2-year 7.0 12.2 10.9 3.5 16.5 42.1 22.3 

 4-year 4.0 18.6 13.4 5.2 11.9 34.1 22.6 

Institution type*

 Public 5.9 14.5 12.0 3.9 14.7 40.0 22.1 

 Less-than-2-year 9.4 — — — — — —

 2-year 7.1 12.6 11.2 3.5 15.4 42.8 21.6 

 4-year nondoctorate-granting 4.1 19.3 13.3 9.5 13.1 37.7 17.3 

 4-year doctorate-granting 3.2 20.5 15.5 2.9 12.3 25.4 28.7 

 Private, not-for-profit 5.0 17.4 13.1 4.9 11.1 37.3 21.4 

 Less-than-4-year 7.1 — — — — — —

 4-year nondoctorate-granting 5.0 15.6 13.0 4.8 13.6 40.1 17.6 

 4-year doctorate-granting 4.4 19.9 10.9 3.4 4.6 34.4 28.4 

 Private, for-profit 7.2 16.5 13.8 1.3 37.0 28.5 18.1 

Attendance status

 Full-time, full-year 5.5 17.9 12.6 3.6 16.7 34.5 21.2 

 Full-time, part-year 7.0 11.9 14.5 0.8 29.5 29.1 24.0 

 Part-time, full-year 6.0 10.8 14.4 9.6 2.4 53.1 18.2 

 Part-time, part-year 5.8 16.2 7.7 2.7 18.3 43.4 22.3 

Undergraduate program

 Certificate 8.3 17.0 18.1 3.7 22.8 29.2 21.0 

 Associate’s degree 6.9 10.5 9.7 3.6 17.9 44.1 20.8 

 Bachelor’s degree 3.8 20.0 13.1 4.2 11.7 34.6 22.3 

 Nondegree program 4.5 — — — — — —

Gender

 Male 6.9 15.8 13.8 4.3 17.4 35.0 18.5 

 Female 5.1 14.5 10.9 3.0 17.0 41.5 24.6 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 6.7 14.0 14.0 2.0 16.7 39.2 21.8 

 Black, non-Hispanic 3.4 12.3 7.4 3.2 26.6 29.7 31.2 

 Hispanic 5.2 21.5 7.8 14.5 13.5 36.2 9.8 

 Asian/Pacific Islander 1.2 — — — — — —

 American Indian/Alaskan Native 12.4 — — — — — —

_______

62
Table 3.8—Percentage of beginning postsecondary students who reported a disability, and among those 

Table 3.8—with disabilities, the type of disability: 1995–96—Continued

 Any Learning

 disabilities Visual Hearing Speech Orthopedic disability Other

Age as of 12/31/95

 18 years or younger 4.4 15.9 12.3 4.3 6.4 42.2 22.1 

 19 years 7.4 18.2 9.5 4.9 3.9 52.3 16.0 

 20–23 years 5.4 14.7 10.8 5.1 11.3 46.3 17.2 

 24 years or older 7.9 11.2 16.4 1.0 47.6 14.0 28.2 

Dependency and income level in 1994

 Dependent 5.4 16.4 11.3 5.2 6.0 46.2 19.1 

 Lowest quartile (less than $25,000) 6.8 15.7 8.2 7.3 6.4 46.0 21.8 

 Second quartile ($25,000–44,999) 4.1 23.3 13.2 3.8 4.1 44.2 21.2 

 Third quartile ($45,000–69,999) 5.1 15.7 6.7 2.4 8.0 45.5 23.2 

 Highest quartile ($70,000 or more) 5.5 12.7 18.4 6.0 5.2 48.8 9.9 

 Independent 7.2 12.8 14.6 0.9 38.5 22.6 25.9 

 Lowest quartile (less than $6,000) 8.3 22.8 6.6 0.6 33.6 23.4 31.9 

 Second quartile ($6,000–14,399) 7.7 4.6 16.5 0.0 33.6 26.8 29.0 

 Third quartile ($14,400–24,999) 7.7 9.3 21.9 3.0 45.6 18.4 17.4 

 Highest quartile ($25,000 or more) 5.2 — — — — — —

Parents’ highest educational level

 High school diploma or less 6.1 15.4 14.3 3.7 24.4 28.2 23.2 

 Some postsecondary education 6.4 18.5 5.5 0.8 17.8 45.3 23.1 

 Bachelor’s degree 6.0 17.7 15.7 6.8 7.7 41.7 16.9 

 Postbaccalaureate degree 5.9 13.3 14.5 0.0 5.8 53.8 16.0 

—Too few cases for a reliable estimate.

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding or respondents having more than one disability.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

63

65

Section 4—High School Completion and Preparation

• Nine out of 10 1995–96 first-time beginning students attended public schools. Six percent attended private, Catholic and 5 percent attended private, non-Catholic schools

(table 4.1).

• Among first-time beginning students, those enrolled in 2-year or less-than-2-year institutions were more likely to be graduates of public schools (93 and 94 percent) than

those enrolled in 4-year institutions (85 percent) (table 4.1).

• Students whose parents had not continued their education beyond high school (firstgeneration students) were more likely to have attended public schools (93 percent) than

those whose parents had attained either bachelor’s or postbaccalaureate degrees (87

percent and 82 percent) (table 4.1).

• Of all 1995–96 beginning postsecondary students, 90 percent had earned a high school

diploma, and 7 percent a GED or equivalency degree (table 4.2).

• The proportions of students within each institution sector who had earned high school

diplomas differed significantly, ranging from 71 percent at less-than-2-year institutions, to 88 percent at 2-year institutions, to 97 percent at 4-year institutions (table 4.2).

• Just over half (56 percent) of 1995–96 beginning postsecondary students took the ACT

Assessment (American College Testing program), the SAT I (Scholastic Assessment

Test), or both (table 4.3).

• The proportions of students obtaining actual or derived SAT I combined verbal and

mathematics scores in the top 25 percent of all beginning postsecondary students who

took a test differed according to institution type. For example, 62 percent of students

attending private, not-for-profit doctorate-granting institutions scored in the highest

quartile, compared with 37 percent at comparable public institutions (table 4.3).

• The percentages of white, non-Hispanic; black, non-Hispanic; Hispanic; and

Asian/Pacific Islander students having actual or derived SAT I combined scores in the

top 25 percent of all beginning postsecondary students differed significantly from each

other. Asians were most likely to score in the highest quartile (46 percent), followed by

white, non-Hispanics (27 percent), Hispanics (13 percent), and black, non-Hispanics (6

percent) (table 4.3).
Table 4.1—Percentage distribution of beginning postsecondary students according to type of high school 

Table 4.1—attended: 1995–96

 Private, Private,

 Public Catholic non-Catholic

 Total 89.8 5.7 4.5 

Level of institution*

 Less-than-2-year 94.3 3.8 1.9 

 2-year 93.0 3.9 3.1 

 4-year 85.4 8.2 6.4 

Institution type*

 Public 91.7 4.8 3.5 

 Less-than-2-year 92.4 5.1 2.5 

 2-year 93.1 3.8 3.1 

 4-year nondoctorate-granting 90.4 6.4 3.3 

 4-year doctorate-granting 88.7 6.5 4.8 

 Private, not-for-profit 78.7 11.3 10.0 

 Less-than-4-year 85.6 10.1 4.4 

 4-year nondoctorate-granting 81.4 9.4 9.2 

 4-year doctorate-granting 71.3 15.5 13.3 

 Private, for-profit 94.7 3.2 2.1 

Attendance status

 Full-time, full-year 87.7 6.6 5.8 

 Full-time, part-year 92.0 4.4 3.7 

 Part-time, full-year 92.0 5.4 2.7 

 Part-time, part-year 93.6 4.1 2.3 

Undergraduate program

 Certificate 94.7 3.5 1.8 

 Associate’s degree 92.3 4.1 3.5 

 Bachelor’s degree 85.2 8.3 6.5 

 Nondegree program 88.4 6.7 4.9 

Gender

 Male 89.2 6.1 4.7 

 Female 90.3 5.4 4.3 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 90.1 5.0 4.9 

 Black, non-Hispanic 94.7 2.7 2.6 

 Hispanic 88.2 9.8 2.0 

 Asian/Pacific Islander 79.9 12.4 7.6 

 American Indian/Alaskan Native 97.5 1.7 0.9 

_______

66
Table 4.1—Percentage distribution of beginning postsecondary students according to type of high school 

Table 4.1—attended: 1995–96—Continued

 Private, Private,

 Public Catholic non-Catholic

Age as of 12/31/95

 18 years or younger 88.4 6.9 4.7 

 19 years 88.7 5.5 5.7 

 20–23 years 92.1 4.7 3.2 

 24 years or older 94.0 3.3 2.7 

Dependency and income level in 1994

 Dependent 88.3 6.6 5.1 

 Lowest quartile (less than $25,000) 91.5 5.5 3.0 

 Second quartile ($25,000–44,999) 87.7 7.0 5.3 

 Third quartile ($45,000–69,999) 90.0 5.2 4.7 

 Highest quartile ($70,000 or more) 83.8 8.8 7.4 

 Independent 94.6 3.0 2.4 

 Lowest quartile (less than $6,000) 96.2 1.8 2.0 

 Second quartile ($6,000–14,399) 95.3 2.7 2.0 

 Third quartile ($14,400–24,999) 95.3 2.9 1.8 

 Highest quartile ($25,000 or more) 91.8 4.4 3.8 

Parents’ highest educational level

 High school diploma or less 93.3 4.5 2.2 

 Some postsecondary education 92.1 4.7 3.2 

 Bachelor’s degree 87.4 6.8 5.8 

 Postbaccalaureate degree 82.3 7.9 9.8 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

67
Table 4.2—Percentage distribution of beginning postsecondary students according to their high school 

Table 4.2—degree or equivalency status: 1995–96

Did not

 General Certificate complete

 High school education or of high

 diploma equivalent completion school

 Total 90.2 6.5 0.5 2.8 

Level of institution*

 Less-than-2-year 70.8 17.7 0.8 10.8 

 2-year 88.2 7.8 0.5 3.4 

 4-year 97.2 2.3 0.3 0.2 

Institution type*

 Public 91.3 5.8 0.5 2.5 

 Less-than-2-year 67.2 23.1 0.1 9.7 

 2-year 88.8 7.1 0.6 3.5 

 4-year nondoctorate-granting 96.6 2.8 0.4 0.2 

 4-year doctorate-granting 98.0 1.7 0.3 0.1 

 Private, not-for-profit 96.5 2.7 0.3 0.5 

 Less-than-4-year 87.9 9.8 0.6 1.7 

 4-year nondoctorate-granting 96.8 2.7 0.3 0.3 

 4-year doctorate-granting 98.4 0.8 0.3 0.6 

 Private, for-profit 74.3 16.6 0.6 8.5 

Attendance status

 Full-time, full-year 94.7 4.1 0.2 1.0 

 Full-time, part-year 83.4 10.6 0.2 5.9 

 Part-time, full-year 91.1 5.4 0.4 3.2 

 Part-time, part-year 82.3 11.3 1.8 4.7 

Undergraduate program

 Certificate 74.9 13.6 1.0 10.5 

 Associate’s degree 91.5 7.0 0.1 1.4 

 Bachelor’s degree 97.5 1.9 0.4 0.2 

 Nondegree program 76.2 12.3 3.5 8.1 

Gender

 Male 90.3 6.8 0.2 2.6 

 Female 90.0 6.3 0.7 3.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 91.3 6.3 0.3 2.1 

 Black, non-Hispanic 86.3 6.5 0.2 7.1 

 Hispanic 86.0 9.2 1.5 3.3 

 Asian/Pacific Islander 95.9 2.6 0.3 1.3 

 American Indian/Alaskan Native 88.8 7.2 0.0 4.0 

_______

68
Table 4.2—Percentage distribution of beginning postsecondary students according to their high school 

Table 4.2—degree or equivalency status: 1995–96—Continued

Did not

 General Certificate complete

 High school education or of high

 diploma equivalent completion school

Age as of 12/31/95

 18 years or younger 96.2 2.1 0.1 1.6 

 19 years 95.2 3.3 0.0 1.5 

 20–23 years 85.3 11.0 0.7 3.1 

 24 years or older 74.5 17.1 1.6 6.9 

Dependency and income level in 1994

 Dependent 95.7 2.8 0.2 1.3 

 Lowest quartile (less than $25,000) 92.2 5.1 0.4 2.4 

 Second quartile ($25,000–44,999) 96.3 2.1 0.1 1.6 

 Third quartile ($45,000–69,999) 96.5 2.3 0.2 1.1 

 Highest quartile ($70,000 or more) 97.9 1.8 0.1 0.3 

 Independent 76.4 15.8 1.2 6.6 

 Lowest quartile (less than $6,000) 69.4 19.3 1.6 9.7 

 Second quartile ($6,000–14,399) 75.4 18.1 1.3 5.3 

 Third quartile ($14,400–24,999) 83.4 11.4 1.9 3.4 

 Highest quartile ($25,000 or more) 78.1 14.1 0.1 7.8 

Parents’ highest educational level

 High school diploma or less 87.3 8.8 0.3 3.6 

 Some postsecondary education 90.9 6.5 0.8 1.8 

 Bachelor’s degree 95.2 3.0 0.2 1.7 

 Postbaccalaureate degree 95.8 3.0 0.5 0.7 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

69
Table 4.3—Percentage distribution of beginning postsecondary students according to admission test-taking 

Table 4.3—behavior and test scores: 1995–96

 Standardized Lowest Middle Highest

 admission quartile quartiles quartile

 test taking (SAT (SAT (SAT

 Took ACT combined: combined: combined:

 and/or SAT 400–700) 710–1020) 1030–1600)

 Total 55.9 25.7 49.4 24.9 

Level of institution2

 Less-than-2-year 10.5 61.7 37.1 1.2 

 2-year 39.0 43.1 47.3 9.6 

 4-year 87.8 15.1 50.9 33.9 

Institution type2

 Public 56.6 28.6 50.9 20.4 

 Less-than-2-year 14.7 38.4 61.0 0.6 

 2-year 40.3 43.0 47.1 9.9 

 4-year nondoctorate-granting 82.6 24.1 59.1 16.8 

 4-year doctorate-granting 93.6 12.5 50.8 36.7 

 Private, not-for-profit 83.7 12.9 46.1 41.0 

 Less-than-4-year 41.4 36.6 57.9 5.5 

 4-year nondoctorate-granting 85.4 15.2 52.3 32.6 

 4-year doctorate-granting 92.6 5.3 32.4 62.3 

 Private, for-profit 12.7 60.1 36.8 3.0 

Attendance status

 Full-time, full-year 76.8 21.3 49.2 29.6 

 Full-time, part-year 38.8 35.7 52.0 12.4 

 Part-time, full-year 40.8 38.1 49.5 12.4 

 Part-time, part-year 23.9 34.1 47.7 18.2 

Undergraduate program

 Certificate 14.8 43.2 41.7 15.1 

 Associate’s degree 45.5 42.7 47.5 9.8 

 Bachelor’s degree 90.6 14.2 51.0 34.7 

 Nondegree program 32.5 33.6 53.5 13.0 

Gender

 Male 56.8 23.7 50.2 26.1 

 Female 55.2 27.4 48.8 23.8 

Actual or derived SAT combined score

percentile rank among beginning 

postsecondary students1

_______

70
Table 4.3—Percentage distribution of beginning postsecondary students according to admission test-taking 

Table 4.3—behavior and test scores: 1995–96—Continued

 Standardized Lowest Middle Highest

 admission quartile quartiles quartile

 test taking (SAT (SAT (SAT

 Took ACT combined: combined: combined:

 and/or SAT 400–700) 710–1020) 1030–1600)

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 61.1 19.8 53.1 27.1 

 Black, non-Hispanic 48.7 56.8 37.3 5.8 

 Hispanic 34.5 47.2 39.7 13.1 

 Asian/Pacific Islander 57.1 16.9 37.0 46.2 

 American Indian/Alaskan Native 48.4 31.8 50.0 18.3 

Age as of 12/31/95

 18 years or younger 77.2 22.0 49.8 28.2 

 19 years 72.0 29.3 49.5 21.2 

 20–23 years 33.5 40.8 44.2 15.0 

 24 years or older 5.1 31.6 55.7 12.6 

Dependency and income level in 1994

 Dependent 73.0 25.0 49.3 25.7 

 Lowest quartile (less than $25,000) 58.6 39.7 44.2 16.1 

 Second quartile ($25,000–44,999) 71.5 28.3 50.2 21.5 

 Third quartile ($45,000–69,999) 80.3 21.2 53.5 25.3 

 Highest quartile ($70,000 or more) 82.4 14.8 48.0 37.1 

 Independent 13.0 36.0 51.7 12.4 

 Lowest quartile (less than $6,000) 21.3 52.2 41.6 6.2 

 Second quartile ($6,000–14,399) 13.9 23.4 59.9 16.6 

 Third quartile ($14,400–24,999) 8.7 21.8 47.8 30.4 

 Highest quartile ($25,000 or more) 7.3 25.3 71.6 3.1 

Parents’ highest educational level

 High school diploma or less 41.9 34.7 50.8 14.5 

 Some postsecondary education 61.0 32.6 51.3 16.1 

 Bachelor’s degree 74.2 17.7 53.5 28.8 

 Postbaccalaureate degree 85.3 13.0 41.5 45.5 

1

For an explanation of the actual or derived SAT score, refer to the glossary in appendix A at the back of this report.

2

Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

percentile rank among beginning 

postsecondary students1

Actual or derived SAT combined score

_______

71

73

Section 5—Financial Aid and Employment

Financial Aid

• Sixty percent of 1995–96 first-time beginners received some form of financial aid, averaging about $4,900 (table 5.1). Of those who were enrolled full time for the full year,

about 7 in 10 (71 percent) received some form of financial aid (table 5.2).

• Fifty-eight percent of dependent first-time beginning students received some form of

financial aid, averaging about $5,500. Sixty-five percent of independent students also

did so, averaging about $3,400 (table 5.1).

• Consistent with financial aid policies, first-time beginning dependent students from

families with 1994 incomes under $25,000 were more likely to receive financial aid

than their counterparts from families with higher incomes. Dependent students from

families earning below $45,000 were more likely than those from families earning

$70,000 or higher to be receiving any aid. For example, three-quarters of dependent

students from families with incomes under $25,000 received aid, compared with 41

percent of those with family incomes of $70,000 or more. Similarly, independent firsttime beginning students earning under $14,400 were also more likely to receive financial aid than their counterparts earning at least that amount. For example, 83 percent of

independent students earning under $6,000 received aid, compared with 45 percent of

those earning $25,000 or more (table 5.1).

Price of Attendance

• For all 1995–96 first-time beginning students, the tuition and fees at postsecondary institutions averaged about $3,600. Tuition and fees varied by type of institution. For

those in public 2-year institutions, the average tuition and fees were about $800, compared with an average of $3,900 at public 4-year doctorate-granting and $14,700 at

comparable private, not-for-profit institutions (table 5.3).

• Among all full-time, full-year 1995–96 first-time beginners, tuition and fees ranged

from about $1,300 at public 2-year institutions, to about $4,300 at public 4-year doctorate-granting institutions, to about $16,000 at comparable private institutions (table

5.4).

• The total student budget for 1995–96 full-time, full-year enrolled first-time beginning

students includes tuition and fees, books and supplies, housing and meals, and transportation and personal expenses. As with tuition and fees, the student budget varied

according to institution type. It ranged from an average of about $6,700 for public 2-
Section 5—Financial Aid and Employment

74

year institutions, to about $11,300 for public 4-year doctorate-granting institutions, to

about $23,800 for comparable private, not-for-profit institutions (table 5.4).

• The net price of attendance is defined as the student budget minus the aid the student

receives, or the out-of-pocket expenses for the student for that school year. The average student budget for students at private, not-for-profit institutions was $19,500; the

average price after including the aid received was about $11,110. The price for students at public institutions averaged about $6,300; for those in private, for-profit institutions, it was about $7,200 (table 5.4).

Work

• About 70 percent of 1995–96 first-time beginning students worked while they were enrolled in postsecondary education (table 5.5). Among beginning students who worked

while enrolled, 71 percent identified themselves as students who worked primarily to

pay for their education; the remaining working undergraduates identified themselves

primarily as employees who were also enrolled in postsecondary education (table 5.6).

• The proportions of 1995–96 first-time beginning students who did not work while attending postsecondary education differed between institutional sectors, ranging from

21 percent of students in 2-year institutions, to 38 percent in 4-year institutions, to 48

percent in less-than-2-year institutions (table 5.5).

• Among 1995–96 first-time beginning students who worked while enrolled in postsecondary education to meet their educational expenses, half reported working between

16 and 34 hours per week; 28 percent reported working between 1 and 15 hours per

week; and 22 percent said they worked 35 or more hours per week (table 5.6).

• In 1995–96, about 1 out of 20 first-time beginning students reported participating in an

apprenticeship, internship, or cooperative education program. Three percent indicated

that they had participated in an internship program, 1 percent in an apprenticeship program, and 2 percent in a cooperative education program (table 5.7). Students could

participate in more than one type of program.

• First-time beginners in less-than-2-year institutions were more likely to have participated in an apprenticeship, internship, or cooperative education program (12 percent)

than their counterparts in either 4-year or 2-year institutions (5 percent and 4 percent)

(table 5.7).

Table 5.1—Percentage of beginning postsecondary students receiving financial aid for postsecondary 

Table 5.1—education, and among those receiving aid, the average amount of aid received: 1995–96

 Received Average Average Average

 any Received Received total aid grant loan

 aid grants loans amount amount amount

 

 Total 59.7 49.4 29.2 $4,850 $2,982 $3,162 

Level of institution*

 Less-than-2-year 75.8 57.2 46.0 4,300 1,803 3,846 

 2-year 44.6 37.9 12.1 2,548 1,586 3,019 

 4-year 72.7 60.4 45.4 6,815 4,411 3,090 

Institution type*

 Public 50.7 41.7 18.9 3,322 2,107 2,701 

 Less-than-2-year 54.5 43.7 4.3 1,760 1,317 —

 2-year 40.8 35.2 7.6 1,977 1,451 2,416 

 4-year nondoctorate-granting 68.7 54.5 39.6 4,166 2,348 2,741 

 4-year doctorate-granting 67.8 52.3 40.6 5,342 3,354 2,822 

 Private, not-for-profit 79.9 72.0 53.0 9,410 6,113 3,447 

 Less-than-4-year 75.4 64.3 40.0 5,066 2,776 3,673 

 4-year nondoctorate-granting 83.5 76.5 55.2 8,933 5,774 3,311 

 4-year doctorate-granting 73.4 64.5 52.1 11,843 7,923 3,704 

 Private, for-profit 82.7 62.5 59.2 4,995 1,973 3,882 

Attendance status

 Full-time, full-year 71.0 59.7 40.2 6,238 3,911 3,274 

 Full-time, part-year 61.5 47.3 29.5 3,298 1,669 3,082 

 Part-time, full-year 47.4 39.8 15.9 2,712 1,718 2,686 

 Part-time, part-year 32.4 27.1 6.8 1,473 802 2,500 

Undergraduate program

 Certificate 65.0 50.1 31.9 3,882 1,846 3,710 

 Associate’s degree 47.5 40.9 15.1 2,908 1,764 2,944 

 Bachelor’s degree 73.1 60.5 46.2 6,858 4,472 3,057 

 Nondegree program 33.6 29.5 4.6 1,661 1,277 —

Gender

 Male 54.3 43.7 28.0 5,052 2,960 3,193 

 Female 64.2 54.2 30.3 4,705 2,996 3,137 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 56.4 45.1 28.6 4,930 3,004 3,148 

 Black, non-Hispanic 73.7 62.8 36.7 4,477 2,639 3,165 

 Hispanic 64.1 59.1 27.0 4,402 2,738 3,245 

 Asian/Pacific Islander 64.5 58.2 31.8 6,065 4,175 3,156 

 American Indian/Alaskan Native 59.6 54.7 37.8 4,596 2,566 2,863 

_______

76
Table 5.1—Percentage of beginning postsecondary students receiving financial aid for postsecondary 

Table 5.1—education, and among those receiving aid, the average amount of aid received: 1995–96

Table 5.1——Continued

 Received Average Average Average

 any Received Received total aid grant loan

 aid grants loans amount amount amount

 

Age as of 12/31/95

 18 years or younger 58.9 49.4 31.1 $5,836 $3,808 $3,038 

 19 years 59.3 49.0 31.9 5,017 3,113 2,936 

 20–23 years 60.3 50.1 28.5 3,895 2,131 3,134 

 24 years or older 61.3 49.4 22.6 3,165 1,551 3,911 

Dependency and income level in 1994

 Dependent 57.6 47.4 30.8 5,520 3,566 2,934 

 Lowest quartile (less than $25,000) 75.4 72.9 33.3 5,117 3,520 2,759 

 Second quartile ($25,000–44,999) 57.3 47.7 34.0 5,893 3,643 3,119 

 Third quartile ($45,000–69,999) 55.6 38.4 35.1 5,662 3,605 2,919 

 Highest quartile ($70,000 or more) 41.0 29.2 20.5 5,596 3,508 2,953 

 Independent 64.8 54.3 25.3 3,351 1,698 3,859 

 Lowest quartile (less than $6,000) 83.1 76.4 37.7 3,758 2,015 3,750 

 Second quartile ($6,000–14,399) 69.9 55.9 30.3 3,708 1,719 3,885 

 Third quartile ($14,400–24,999) 59.5 49.9 20.0 3,080 1,460 3,916 

 Highest quartile ($25,000 or more) 45.0 33.0 12.1 2,313 1,214 4,067 

Parents’ highest educational level

 High school diploma or less 69.2 58.2 32.1 4,221 2,570 3,133 

 Some postsecondary education 53.7 45.5 26.9 4,786 2,657 3,214 

 Bachelor’s degree 55.7 44.6 31.8 5,660 3,585 3,202 

 Postbaccalaureate degree 52.6 41.0 27.5 6,837 4,807 3,034 

—Too few cases for a reliable estimate.

*Excludes students attending more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

77
Table 5.2—Percentage of full-time, full-year beginning postsecondary students receiving financial aid for 

Table 5.2—postsecondary education, and among those receiving aid, the average amount of aid received: 

Table 5.2—1995–96

 Received Average Average Average

 any Received Received total aid grant loan

 aid grants loans amount amount amount

 Total 71.0 59.7 40.2 $6,238 $3,911 $3,274 

Level of institution*

 Less-than-2-year 84.4 59.5 52.8 5,073 2,071 4,228 

 2-year 57.2 50.6 19.8 3,502 2,160 3,292 

 4-year 76.0 64.0 48.8 7,546 4,893 3,204 

Institution type*

 Public 63.7 52.7 29.9 4,365 2,715 2,851 

 Less-than-2-year 64.1 44.1 4.4 1,952 1,546 —

 2-year 53.2 47.8 13.7 2,817 1,978 2,605 

 4-year nondoctorate-granting 73.6 57.7 45.2 4,668 2,640 2,865 

 4-year doctorate-granting 70.2 56.1 41.8 5,732 3,582 2,934 

 Private, not-for-profit 83.2 75.8 57.5 10,506 6,831 3,549 

 Less-than-4-year 86.2 76.3 53.1 6,647 3,706 4,037 

 4-year nondoctorate-granting 87.2 80.5 59.2 9,861 6,384 3,407 

 4-year doctorate-granting 74.8 66.4 54.9 12,633 8,419 3,779 

 Private, for-profit 91.5 67.2 71.4 6,205 2,441 4,380 

Undergraduate program

 Certificate 76.5 59.2 44.7 5,240 2,532 3,949 

 Associate’s degree 59.7 52.3 22.7 3,852 2,320 3,281 

 Bachelor’s degree 76.3 64.0 49.2 7,501 4,900 3,156 

 Nondegree program 76.3 65.9 36.0 — — —

Gender

 Male 67.7 55.4 38.5 6,202 3,733 3,318 

 Female 73.8 63.4 41.6 6,265 4,043 3,239 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 68.0 55.6 39.0 6,213 3,859 3,260 

 Black, non-Hispanic 87.9 75.8 53.1 5,977 3,513 3,369 

 Hispanic 80.6 75.4 38.3 5,814 3,726 3,289 

 Asian/Pacific Islander 64.5 56.7 43.9 8,520 5,998 3,109 

 American Indian/Alaskan Native 92.3 78.7 53.7 5,695 3,655 —

Age as of 12/31/95

 18 years or younger 67.9 57.7 38.1 6,707 4,375 3,184 

 19 years 70.9 59.2 41.5 5,927 3,720 3,027 

 20–23 years 79.6 67.5 47.4 5,391 3,107 3,330 

 24 years or older 85.8 68.4 43.9 5,121 2,345 4,552 

_______

78
Table 5.2—Percentage of full-time, full-year beginning postsecondary students receiving financial aid for 

Table 5.2—postsecondary education, and among those receiving aid, the average amount of aid received: 

Table 5.2—1995–96—Continued

 Received Average Average Average

 any Received Received total aid grant loan

 aid grants loans amount amount amount

Dependency and income level in 1994

 Dependent 68.9 57.9 39.3 $6,391 $4,153 $3,060 

 Lowest quartile (less than $25,000) 87.6 86.0 45.1 6,402 4,434 2,881 

 Second quartile ($25,000–44,999) 72.6 62.5 44.4 6,734 4,202 3,296 

 Third quartile ($45,000–69,999) 69.6 51.7 44.8 6,266 3,917 3,024 

 Highest quartile ($70,000 or more) 49.3 35.9 25.1 6,106 3,825 3,038 

 Independent 86.1 72.9 46.5 5,371 2,554 4,546 

 Lowest quartile (less than $6,000) 90.0 86.3 54.1 5,715 2,908 4,420 

 Second quartile ($6,000–14,399) 93.0 72.1 55.4 5,885 2,615 4,761 

 Third quartile ($14,400–24,999) 79.6 67.1 33.5 5,256 2,181 4,405 

 Highest quartile ($25,000 or more) 73.6 51.1 31.3 3,378 1,701 4,583 

Parents’ highest educational level

 High school diploma or less 82.6 70.1 46.9 5,805 3,639 3,272 

 Some postsecondary education 64.1 55.3 38.5 6,067 3,429 3,277 

 Bachelor’s degree 67.2 55.5 41.3 6,555 4,152 3,272 

 Postbaccalaureate degree 61.9 50.8 31.5 7,416 5,119 3,149 

—Too few cases for a reliable estimate.

*Excludes students attending more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

79
Table 5.3—Among beginning postsecondary students, average tuition and fees, total student budget, and 

Table 5.3—net price amounts at postsecondary institutions they entered: 1995–961

 Net price

 Total (student Average

 Tuition student budget Percent positive

 and fees budget2 less all aid)3 positive4 amount

 Total $3,590 $8,473 $5,730 79.1 $2,996 

Level of institution

 Less-than-2-year 4,697 8,960 5,616 91.2 4,065 

 2-year 1,129 5,046 3,996 75.8 994 

 4-year 6,374 12,577 7,919 80.4 5,052 

Institution type

 Public 1,701 6,324 4,758 74.4 1,525 

 Less-than-2-year 900 5,196 4,213 70.9 642 

 2-year 783 4,571 3,837 74.3 691 

 4-year nondoctorate-granting 2,701 8,150 5,477 74.0 2,396 

 4-year doctorate-granting 3,851 10,445 7,147 75.5 3,484 

 Private, not-for-profit 11,104 17,330 10,097 89.9 7,611 

 Less-than-4-year 4,140 9,088 5,305 87.7 2,777 

 4-year nondoctorate-granting 10,256 16,083 8,898 89.2 6,730 

 4-year doctorate-granting 14,690 22,089 13,826 92.1 10,598 

 Private, for-profit 5,375 10,052 5,981 94.6 4,404 

Attendance status

 Full-time, full-year 5,502 11,793 7,564 77.2 4,550 

 Full-time, part-year 2,518 6,233 4,346 81.8 2,326 

 Part-time, full-year 1,475 6,433 5,303 74.4 1,369 

 Part-time, part-year 585 2,277 1,883 86.0 518 

Undergraduate program

 Certificate 3,350 7,415 4,944 83.2 3,070 

 Associate’s degree 1,343 5,557 4,313 75.3 1,165 

 Bachelor’s degree 6,496 12,784 8,054 81.0 5,094 

 Nondegree program 659 2,436 2,035 84.1 582 

Gender

 Male 3,463 8,349 5,773 81.9 2,932 

 Female 3,698 8,580 5,693 76.7 3,054 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 3,710 8,579 5,927 83.0 3,043 

 Black, non-Hispanic 2,939 7,730 4,506 66.2 2,479 

 Hispanic 2,577 7,240 4,639 70.3 2,048 

 Asian/Pacific Islander 4,947 10,746 7,209 71.9 4,294 

 American Indian/Alaskan Native 2,520 6,866 4,279 75.6 2,022 

Tuition and fees less grants

_______

80
Table 5.3—Among beginning postsecondary students, average tuition and fees, total student budget, and 

Table 5.3—net price amounts at postsecondary institutions they entered: 1995–961

—Continued

 Net price

 Total (student Average

 Tuition student budget Percent positive

 and fees budget2 less all aid)3 positive4 amount

Age as of 12/31/95

 18 years or younger $4,453 $10,011 $6,736 80.2 $3,578 

 19 years 3,873 8,945 6,129 80.9 3,203 

 20–23 years 2,623 6,787 4,558 76.6 2,330 

 24 years or older 1,908 5,490 3,696 75.8 1,761 

Dependency and income level in 1994

 Dependent 4,185 9,479 6,443 81.4 3,393 

 Lowest quartile (less than $25,000) 3,212 8,102 4,415 56.5 2,379 

 Second quartile ($25,000–44,999) 3,627 8,737 5,439 84.4 2,456 

 Third quartile ($45,000–69,999) 4,267 9,571 6,533 91.8 3,236 

 Highest quartile ($70,000 or more) 5,669 11,559 9,381 93.8 5,018 

 Independent 2,053 5,873 3,859 73.1 1,852 

 Lowest quartile (less than $6,000) 2,817 7,485 4,543 58.3 2,840 

 Second quartile ($6,000–14,399) 2,326 6,338 3,928 76.2 2,056 

 Third quartile ($14,400–24,999) 1,636 5,304 3,638 74.4 1,459 

 Highest quartile ($25,000 or more) 1,402 4,320 3,337 84.0 1,302 

Parents’ highest educational level

 High school diploma or less 2,746 7,276 4,517 71.9 2,222 

 Some postsecondary education 2,793 7,533 5,122 78.2 2,303 

 Bachelor’s degree 4,224 9,647 6,596 85.3 3,323 

 Postbaccalaureate degree 6,755 12,732 9,280 90.6 5,430 

1

Excludes students attending more than one institution.

2

Includes tuition and fees, books and supplies, housing and meals, transportation and personal expenses. Based on institutional

estimates and adjusted for attendance status.

3

Excludes 3 percent of students whose aid covered the entire student budget (zero net price).

4

Grant aid may be greater than the tuition and fees; the remainder is used to cover the nontuition expenses in the student budget.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Tuition and fees less grants

_______

81
Table 5.4—Among full-time, full-year beginning postsecondary students, average tuition and fees, total 

Table 5.4—student budget, and net price amounts at postsecondary institutions they entered: 1995–961

 Net price

 Total (student Average

 Tuition student budget Percent positive

 and fees budget2 less all aid)3 positive4 amount

 Total $5,502 $11,793 $7,564 77.2 $4,550 

Level of institution

 Less-than-2-year 5,624 11,500 6,877 91.7 4,764 

 2-year 1,911 7,460 5,577 69.8 1,725 

 4-year 7,347 14,060 8,677 79.8 5,806 

Institution type

 Public 2,764 8,887 6,316 70.5 2,571 

 Less-than-2-year 1,574 8,211 6,717 68.4 1,342 

 2-year 1,338 6,736 5,356 66.9 1,218 

 4-year nondoctorate-granting 3,148 9,196 6,015 72.1 2,853 

 4-year doctorate-granting 4,303 11,328 7,681 73.9 3,932 

 Private, not-for-profit 12,744 19,508 11,110 90.7 8,573 

 Less-than-4-year 6,024 12,402 6,886 89.8 3,715 

 4-year nondoctorate-granting 11,586 17,823 9,522 89.6 7,429 

 4-year doctorate-granting 15,979 23,828 14,811 92.8 11,409 

 Private, for-profit 6,668 12,936 7,246 94.8 5,330 

Undergraduate program

 Certificate 5,233 11,407 7,263 83.3 4,621 

 Associate’s degree 2,226 7,771 5,620 69.9 2,008 

 Bachelor’s degree 7,379 14,109 8,723 80.3 5,769 

 Nondegree program —————

Gender

 Male 5,244 11,527 7,590 79.0 4,434 

 Female 5,722 12,020 7,543 75.7 4,654 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 5,643 11,926 7,875 82.3 4,530 

 Black, non-Hispanic 4,344 10,542 5,375 59.1 3,849 

 Hispanic 4,054 10,155 5,718 59.6 3,346 

 Asian/Pacific Islander 7,131 14,092 9,087 75.8 5,847 

 American Indian/Alaskan Native 3,950 10,360 5,655 53.9 —

Age as of 12/31/95

 18 years or younger 5,867 12,199 7,875 78.6 4,738 

 19 years 5,381 11,407 7,406 79.2 4,391 

 20–23 years 4,716 10,911 6,695 69.3 4,405 

 24 years or older 3,761 10,779 6,463 67.0 3,596 

Tuition and fees less grants

_______

82
Table 5.4—Among full-time, full-year beginning postsecondary students, average tuition and fees, total 

Table 5.4—student budget, and net price amounts at postsecondary institutions they entered: 1995–961

Table 5.4——Continued

 Net price

 Total (student Average

 Tuition student budget Percent positive

 and fees budget2 less all aid)3 positive4 amount

Dependency and income level in 1994

 Dependent $5,704 $11,909 $7,727 78.6 $4,662 

 Lowest quartile (less than $25,000) 4,406 10,255 4,917 47.3 3,422 

 Second quartile ($25,000–44,999) 5,074 11,001 6,268 80.0 3,411 

 Third quartile ($45,000–69,999) 5,812 12,020 7,800 89.8 4,347 

 Highest quartile ($70,000 or more) 7,225 13,963 11,131 93.3 6,373 

 Independent 3,949 10,899 6,305 67.0 3,544 

 Lowest quartile (less than $6,000) 4,380 11,244 6,044 57.4 4,053 

 Second quartile ($6,000–14,399) 4,272 11,283 5,845 69.2 3,751 

 Third quartile ($14,400–24,999) 3,409 10,225 6,079 68.9 3,117 

 Highest quartile ($25,000 or more) 3,174 10,377 7,835 81.2 2,941 

Parents’ highest educational level

 High school diploma or less 4,356 10,380 5,751 67.0 3,475 

 Some postsecondary education 4,211 10,197 6,489 76.9 3,377 

 Bachelor’s degree 5,792 12,244 8,016 83.8 4,495 

 Postbaccalaureate degree 8,450 15,325 10,942 88.7 6,798 

—Too few cases for a reliable estimate.

1

Excludes students attending more than one institution.

2

Includes tuition and fees, books and supplies, housing and meals, transportation and personal expenses. Based on institutional

estimates and adjusted for attendance status.

3

Excludes 3 percent of students whose aid covered the entire student budget (zero net price).

4

Grant aid may be greater than the tuition and fees; the remainder is used to cover the nontuition expenses in the student budget.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Tuition and fees less grants

_______

83
Table 5.5—Percentage distribution of beginning postsecondary students according to employment status 

Table 5.5—while enrolled: 1995–96

 Did not

 work Worked

 Total 30.2 69.8 

Level of institution*

 Less-than-2-year 48.0 52.0 

 2-year 20.7 79.3 

 4-year 37.9 62.1 

Institution type*

 Public 26.9 73.1 

 Less-than-2-year 43.0 57.0 

 2-year 19.4 80.6 

 4-year nondoctorate-granting 33.9 66.1 

 4-year doctorate-granting 43.1 57.0 

 Private, not-for-profit 35.7 64.3 

 Less-than-4-year 34.7 65.3 

 4-year nondoctorate-granting 34.3 65.7 

 4-year doctorate-granting 39.0 61.0 

 Private, for-profit 43.9 56.1 

Attendance status

 Full-time, full-year 34.6 65.4 

 Full-time, part-year 41.8 58.2 

 Part-time, full-year 16.3 83.7 

 Part-time, part-year 14.9 85.1 

Undergraduate program

 Certificate 38.1 61.9 

 Associate’s degree 20.8 79.2 

 Bachelor’s degree 38.6 61.4 

 Nondegree program 12.7 87.3 

Gender

 Male 28.3 71.7 

 Female 31.8 68.2 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 27.1 72.9 

 Black, non-Hispanic 35.1 64.9 

 Hispanic 32.2 67.8 

 Asian/Pacific Islander 45.0 55.1 

 American Indian/Alaskan Native 33.4 66.6 

_______

84
Table 5.5—Percentage distribution of beginning postsecondary students according to employment status 

Table 5.5—while enrolled: 1995–96—Continued

 Did not

 work Worked

Age as of 12/31/95

 18 years or younger 30.1 69.9 

 19 years 28.7 71.3 

 20–23 years 29.1 70.9 

 24 years or older 33.0 67.0 

Dependency and income level in 1994

 Dependent 29.0 71.0 

 Lowest quartile (less than $25,000) 33.5 66.5 

 Second quartile ($25,000–44,999) 21.3 78.7 

 Third quartile ($45,000–69,999) 25.8 74.2 

 Highest quartile ($70,000 or more) 35.1 64.9 

 Independent 33.3 66.7 

 Lowest quartile (less than $6,000) 42.7 57.3 

 Second quartile ($6,000–14,399) 41.2 58.8 

 Third quartile ($14,400–24,999) 24.3 75.7 

 Highest quartile ($25,000 or more) 23.6 76.4 

Parents’ highest educational level

 High school diploma or less 30.0 70.0 

 Some postsecondary education 24.2 75.8 

 Bachelor’s degree 30.4 69.6 

 Postbaccalaureate degree 34.0 66.1 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

85
Table 5.6—Percentage distribution of beginning postsecondary students according to how they defined their 

Table 5.6—primary role and the number of hours worked while enrolled: 1995–96

 Student

 working Employee

 to meet enrolled 1–15 16–34 35 hours

 expenses in school hours hours or more

 Total 71.1 28.9 28.2 49.5 22.3 

Level of institution*

 Less-than-2-year 53.6 46.4 11.8 55.8 32.4 

 2-year 62.5 37.5 14.5 56.2 29.4 

 4-year 87.9 12.1 45.4 41.4 13.2 

Institution type*

 Public 69.5 30.5 23.3 52.7 24.0 

 Less-than-2-year 59.1 40.9 9.2 61.3 29.5 

 2-year 62.3 37.7 14.7 56.0 29.3 

 4-year nondoctorate-granting 83.4 16.6 32.8 50.1 17.2 

 4-year doctorate-granting 90.0 10.0 42.2 44.5 13.3 

 Private, not-for-profit 87.5 12.5 56.1 33.2 10.8 

 Less-than-4-year 64.5 35.5 19.1 52.0 28.8 

 4-year nondoctorate-granting 88.5 11.5 55.5 34.8 9.7 

 4-year doctorate-granting 92.3 7.7 65.0 25.6 9.3 

 Private, for-profit 57.9 42.1 10.7 56.6 32.8 

Attendance status

 Full-time, full-year 87.6 12.4 38.2 48.4 13.4 

 Full-time, part-year 66.1 33.9 11.9 58.6 29.5 

 Part-time, full-year 64.7 35.3 14.5 50.7 34.9 

 Part-time, part-year 38.6 61.4 13.3 42.6 44.1 

Undergraduate program

 Certificate 49.6 50.4 13.9 53.7 32.4 

 Associate’s degree 68.5 31.6 16.2 56.3 27.5 

 Bachelor’s degree 89.5 10.6 46.6 40.6 12.9 

 Nondegree program 34.8 65.2 6.3 52.1 41.6 

Gender

 Male 70.7 29.3 24.0 49.8 26.3 

 Female 71.5 28.5 31.9 49.3 18.8 

while enrolled to meet expenses

Among all students

Average hours worked per week

while enrolled among 

working, primary role students primarily working 

_______

86
Table 5.6—Percentage distribution of beginning postsecondary students according to how they defined their 

Table 5.6—primary role and the number of hours worked while enrolled: 1995–96—Continued

 Student

 working Employee

 to meet enrolled 1–15 16–34 35 hours

 expenses in school hours hours or more

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 71.2 28.8 28.4 49.7 21.9 

 Black, non-Hispanic 67.3 32.7 26.9 50.2 22.9 

 Hispanic 69.4 30.6 22.5 52.3 25.2 

 Asian/Pacific Islander 82.2 17.8 36.4 39.6 24.1 

 American Indian/Alaskan Native 71.6 28.4 52.6 25.6 21.8 

Age as of 12/31/95

 18 years or younger 85.0 15.0 32.9 50.2 17.0 

 19 years 80.5 19.5 27.7 52.5 19.8 

 20–23 years 58.7 41.3 16.0 48.2 35.9 

 24 years or older 33.4 66.6 16.1 37.3 46.6 

Dependency and income level in 1994

 Dependent 82.2 17.8 30.6 50.8 18.6 

 Lowest quartile (less than $25,000) 79.0 21.0 27.6 52.5 19.9 

 Second quartile ($25,000–44,999) 81.7 18.3 28.0 51.5 20.5 

 Third quartile ($45,000–69,999) 83.5 16.5 32.2 50.9 16.9 

 Highest quartile ($70,000 or more) 84.5 15.5 34.8 48.4 16.8 

 Independent 40.6 59.4 14.9 42.0 43.1 

 Lowest quartile (less than $6,000) 63.7 36.3 16.5 49.9 33.7 

 Second quartile ($6,000–14,399) 52.6 47.4 9.2 46.2 44.6 

 Third quartile ($14,400–24,999) 31.0 69.0 17.2 33.1 49.7 

 Highest quartile ($25,000 or more) 22.3 77.7 18.7 28.1 53.3 

Parents’ highest educational level

 High school diploma or less 61.7 38.3 24.2 51.3 24.5 

 Some postsecondary education 75.1 24.9 25.0 53.4 21.6 

 Bachelor’s degree 82.4 17.6 29.7 46.6 23.7 

 Postbaccalaureate degree 84.7 15.3 41.7 44.5 13.8 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

Average hours worked per week

Among all students while enrolled among 

working, primary role students primarily working 

while enrolled to meet expenses

_______

87
Table 5.7—Percentage of beginning postsecondary students who participated in an apprenticeship, 

Table 5.7—internship, or cooperative education program: 1995–96

 Participated

 in any Cooperative

 of the three Apprenticeship Internship education

 Total 5.2 1.0 3.1 1.5 

Level of institution*

 Less-than-2-year 12.3 4.4 8.2 0.5 

 2-year 4.2 0.9 1.5 2.0 

 4-year 5.3 0.5 4.3 0.8 

Institution type*

 Public 4.3 0.9 2.0 1.7 

 Less-than-2-year 20.2 14.5 7.0 0.6 

 2-year 3.7 0.7 1.2 2.1 

 4-year nondoctorate-granting 1.6 0.5 0.7 0.2 

 4-year doctorate-granting 6.1 0.3 4.9 1.6 

 Private, not-for-profit 7.5 1.2 6.1 0.5 

 Less-than-4-year 12.5 7.9 4.6 0.9 

 4-year nondoctorate-granting 6.4 0.6 5.5 0.4 

 4-year doctorate-granting 8.8 0.9 7.9 0.7 

 Private, for-profit 9.3 1.4 7.3 1.0 

Attendance status

 Full-time, full-year 5.7 0.5 4.3 1.2 

 Full-time, part-year 5.8 1.4 4.0 1.1 

 Part-time, full-year 4.8 1.9 0.9 2.2 

 Part-time, part-year 3.7 1.2 0.9 1.8 

Undergraduate program

 Certificate 10.6 4.2 6.0 1.3 

 Associate’s degree 3.2 0.4 1.2 1.8 

 Bachelor’s degree 5.2 0.4 4.3 0.8 

 Nondegree program 6.2 0.0 1.6 4.8 

Gender

 Male 5.9 1.6 3.0 1.9 

 Female 4.7 0.5 3.3 1.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 5.2 1.2 2.7 1.7 

 Black, non-Hispanic 6.7 0.5 5.4 0.8 

 Hispanic 4.8 0.5 3.3 1.2 

 Asian/Pacific Islander 3.1 0.3 2.5 0.2 

 American Indian/Alaskan Native 1.0 0.0 1.0 0.0 

_______

88
Table 5.7—Percentage of beginning postsecondary students who participated in an apprenticeship, 

Table 5.7—internship, or cooperative education program: 1995–96—Continued

 Participated

 in any Cooperative

 of the three Apprenticeship Internship education

Age as of 12/31/95

 18 years or younger 5.4 0.6 3.3 1.8 

 19 years 4.8 0.7 3.1 1.1 

 20–23 years 5.9 1.5 3.8 0.8 

 24 years or older 5.0 2.1 2.2 1.4 

Dependency and income level in 1994

 Dependent 5.3 0.7 3.3 1.6 

 Lowest quartile (less than $25,000) 4.6 0.8 2.6 1.3 

 Second quartile ($25,000–44,999) 6.5 0.7 4.0 2.0 

 Third quartile ($45,000–69,999) 4.9 0.3 2.8 2.0 

 Highest quartile ($70,000 or more) 5.1 0.9 3.8 0.9 

 Independent 5.1 2.0 2.6 1.1 

 Lowest quartile (less than $6,000) 6.2 1.7 3.5 1.3 

 Second quartile ($6,000–14,399) 7.4 3.4 3.2 1.5 

 Third quartile ($14,400–24,999) 2.4 0.0 1.7 0.8 

 Highest quartile ($25,000 or more) 4.9 2.9 2.4 0.8 

Parents’ highest educational level

 High school diploma or less 4.3 1.3 2.3 1.0 

 Some postsecondary education 5.4 1.1 2.5 2.1 

 Bachelor’s degree 5.2 0.6 3.2 1.6 

 Postbaccalaureate degree 8.0 0.4 6.6 1.7 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Some students participated in more than one of the three during the year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

89

91

Section 6—Educational Aspirations, Matters of Importance,

 and Institutional and Community Involvement

Educational Aspirations

• About half of 1995–96 first-time beginning students aspired to obtain an advanced degree. There were no significant differences in aspirations for an advanced degree

among undergraduates in various racial–ethnic groups. However, aspirations differed

by institutional sector: three-quarters of students in 4-year institutions indicated this as

a goal, while 36 percent in 2-year institutions and 12 percent in less-than-2-year institutions did so (table 6.1).

• About four out of five first-time beginners aspired to earn a bachelor’s degree or

higher. This was true regardless of race–ethnicity; for example, 80 percent of black,

non-Hispanic students planned to attain at least a bachelor’s degree—30 percent aspired to a baccalaureate, and 50 percent a postbaccalaureate (table 6.1).

• Age, on the other hand, was associated with educational goals: younger students (19

years or younger) were more likely to aspire to an advanced degree than older students

(20 years or older). Conversely, students 20 years and older were more likely to aspire

to earning an associate’s degree as their ultimate degree goal (table 6.1).

Matters of Importance

• When asked whether or not various goals were very important to them, nearly all (97

percent) 1995–96 first-time beginning students indicated that succeeding in a particular

career was very important to them. More students indicated the importance of this goal

than any other. The remaining goals also differed significantly in terms of the percentage of students who said that they were very important (table 6.2).

• There were some gender differences with respect to what mattered to first-time beginning students. Males were more likely to indicate that influencing the political structure, succeeding in their own business, becoming an authority in a field, and being a

leader in the community were very important to them (table 6.2).

• First-time beginners differed somewhat in what mattered most to them in terms of professional achievement according to their racial–ethnic backgrounds. For example,

black, non-Hispanic students were more likely than white, non-Hispanics, Hispanics,

or Asian/Pacific Islanders to indicate that being very well off financially and being a

leader in their community were very important to them. They were also more likely

than white, non-Hispanic or Hispanic students to indicate that influencing the political

structure was very important to them (table 6.2).
Section 6—Education Aspirations, Matters of Importance, and Institutional and Community Involvement

92

• Female first-time beginning students were more likely to say that living close to parents and relatives was very important to them (table 6.3). This finding may be related

to female students’ increased likelihood of being older and independent and having

families.

• Getting away from the area where they were raised was more likely to be very important to black, non-Hispanic first-time beginners (49 percent) than to their counterparts

who were white, non-Hispanic (36 percent), Hispanic (36 percent), or Asian/Pacific

Islander (34 percent) (table 6.3).

Institutional Involvement

• A majority of 1995–96 first-time beginners who were enrolled full time for the full

year indicated that they had met with an advisor about plans or talked with faculty outside of class (82 percent and 80 percent, respectively). Almost two-thirds (63 percent)

said that they had attended study groups outside of class and about half (52 percent)

said that they had had social contact with faculty or attended lectures, conventions, or

field trips outside of class (table 6.4).

• Student participation in study groups varied by institution type. Eighty-two percent of

first-time beginning students attending private, not-for-profit 4-year institutions full

time for the full year indicated that they had participated in study groups, compared

with 77 percent of those attending public 4-year institutions and 46 percent of those in

public 2-year institutions (table 6.4).

• Likewise, the percentages of full-time students who indicated that they had spoken

with faculty outside of class varied according to institution type. These figures ranged

from 92 percent at private, not-for-profit 4-year institutions, to 85 percent at public 4-

year institutions, to 69 percent at public 2-year institutions (table 6.4).

• Sixty-seven percent of full-time students at private, not-for-profit 4-year institutions

reported that they had participated in school clubs, compared with 49 percent of those

at public 4-year institutions and 18 percent of those at public 2-year institutions (table

6.5).

Community Involvement

• About one-third of 1995–96 first-time beginners reported that they had participated in

community service or volunteer activities. The proportions of students participating in

community service ranged from 19 percent at less-than-2-year institutions to 47 percent at 4-year institutions (table 6.6).

• Twenty-seven percent of beginning postsecondary students said that they had participated in one activity, and 8 percent in two or more activities (table 6.6).

• First-time beginning students who were involved in community service activities spent

an average of 10 hours per week in such activities (table 6.6).
Section 6—Education Aspirations, Matters of Importance, and Institutional and Community Involvement

93

• About three-fourths (77 percent) of 1995–96 first-time beginning students who were

U.S. citizens were registered to vote in U.S. elections. Eighty-three percent had voted

or planned to vote in the 1996 presidential election, and 64 percent had voted in a national, state, or local election (table 6.7).
Table 6.1—Percentage distribution of beginning postsecondary students according to highest level of 

Table 6.1—education planned: 1995–96

Advanced

degree/

 post-

 No degree/ Vocational Associate’s Bachelor’s baccalaureate

 certificate certificate degree degree certificate

 Total 2.7 7.0 7.8 32.3 50.2 

Level of institution*

 Less-than-2-year 4.2 45.6 10.4 27.7 12.2 

 2-year 4.0 6.2 12.6 41.2 36.0 

 4-year 0.9 0.2 1.5 22.5 74.9 

Institution type*

 Public 3.0 4.6 8.1 35.0 49.4 

 Less-than-2-year 7.4 42.8 8.6 27.9 13.3 

 2-year 4.1 5.7 11.7 41.7 36.8 

 4-year nondoctorate-granting 1.7 0.4 2.5 32.7 62.8 

 4-year doctorate-granting 0.1 0.2 1.2 18.1 80.4 

 Private, not-for-profit 1.5 0.8 2.6 20.9 74.3 

 Less-than-4-year 4.9 7.6 19.5 33.0 35.0 

 4-year nondoctorate-granting 1.8 0.2 1.4 23.2 73.5 

 4-year doctorate-granting 0.1 0.1 0.4 12.4 87.1 

 Private, for-profit 2.7 35.0 14.5 30.6 17.2 

Attendance status

 Full-time, full-year 0.9 3.9 4.7 27.7 62.8 

 Full-time, part-year 4.2 14.0 11.4 33.7 36.7 

 Part-time, full-year 1.5 6.5 8.4 46.8 36.8 

 Part-time, part-year 8.6 10.3 14.2 33.4 33.6 

Undergraduate program

 Certificate 4.8 36.8 14.5 29.2 14.7 

 Associate’s degree 2.6 2.1 11.6 43.8 40.0 

 Bachelor’s degree 0.8 0.1 0.9 21.3 77.0 

 Nondegree program 19.1 1.8 6.6 24.7 47.8 

Gender

 Male 3.3 5.4 5.9 36.5 49.0 

 Female 2.2 8.3 9.5 28.8 51.1 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 3.0 6.7 7.7 33.1 49.6 

 Black, non-Hispanic 3.3 10.2 8.0 29.5 49.1 

 Hispanic 1.8 8.1 7.9 36.0 46.3 

 Asian/Pacific Islander 0.0 2.4 10.0 25.9 61.6 

 American Indian/Alaskan Native 0.8 6.9 14.4 33.2 44.7 

_______

94
Table 6.1—Percentage distribution of beginning postsecondary students according to highest level of 

Table 6.1—education planned: 1995–96—Continued

Advanced

degree/

 post-

 No degree/ Vocational Associate’s Bachelor’s baccalaureate

 certificate certificate degree degree certificate

Age as of 12/31/95

 18 years or younger 0.7 2.3 4.1 31.9 61.0 

 19 years 1.4 3.8 6.7 32.0 56.1 

 20–23 years 2.7 7.6 9.7 38.0 42.1 

 24 years or older 9.3 22.2 17.4 30.0 21.1 

Dependency and income level in 1994

 Dependent 1.2 2.7 4.9 32.5 58.6 

 Lowest quartile (less than $25,000) 0.9 4.7 6.9 33.5 54.0 

 Second quartile ($25,000–44,999) 0.7 2.8 6.0 32.6 57.9 

 Third quartile ($45,000–69,999) 2.9 2.2 3.7 33.5 57.7 

 Highest quartile ($70,000 or more) 0.3 1.2 3.0 30.4 65.0 

 Independent 6.8 18.7 15.9 31.9 26.7 

 Lowest quartile (less than $6,000) 5.8 17.7 17.2 29.8 29.5 

 Second quartile ($6,000–14,399) 4.5 21.8 12.1 31.4 30.3 

 Third quartile ($14,400–24,999) 5.0 20.9 13.9 33.9 26.4 

 Highest quartile ($25,000 or more) 11.7 14.9 20.2 32.3 20.9 

Parents’ highest educational level

 High school diploma or less 4.4 10.7 12.0 35.6 37.3 

 Some postsecondary education 1.4 6.6 5.9 37.6 48.6 

 Bachelor’s degree 0.9 2.8 4.8 35.0 56.6 

 Postbaccalaureate degree 1.5 0.7 1.6 14.0 82.2 

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

95
Table 6.2—Percentage of beginning postsecondary students rating various professional/financial 

Table 6.2—achievement matters as important: 1995–96

Become Be Become

 Influence successful successful Be an Be a

 the in one’s in a very authority leader

 political own particular well-off in a in the

 structure business career financially field community

 

 Total 35.6 67.2 96.9 81.3 76.9 59.2 

Level of institution*

 Less-than-2-year 38.3 73.7 95.9 88.1 77.4 54.0 

 2-year 34.9 66.3 96.5 83.4 75.4 53.9 

 4-year 35.8 66.8 97.6 77.2 78.5 66.7 

Institution type*

 Public 35.3 66.5 97.0 82.2 76.5 58.1 

 Less-than-2-year 42.2 60.9 94.2 89.1 76.4 52.3 

 2-year 34.8 65.8 96.6 83.1 75.3 54.1 

 4-year nondoctorate-granting 35.6 68.8 97.6 82.2 78.5 61.8 

 4-year doctorate-granting 35.9 67.6 98.1 78.7 79.0 68.2 

 Private, not-for-profit 36.0 65.2 97.2 72.5 78.5 68.2 

 Less-than-4-year 37.5 75.2 95.8 81.6 82.6 57.6 

 4-year nondoctorate-granting 35.3 64.6 97.3 71.6 78.4 68.8 

 4-year doctorate-granting 37.0 63.6 97.3 71.8 77.4 70.1 

 Private, for-profit 36.7 75.3 96.1 88.1 76.8 53.1 

Attendance status

 Full-time, full-year 36.0 67.0 97.8 80.1 78.0 64.2 

 Full-time, part-year 34.1 70.8 95.8 83.5 78.1 54.1 

 Part-time, full-year 36.8 68.0 97.7 81.9 77.9 54.3 

 Part-time, part-year 34.5 63.0 94.3 82.2 70.8 52.2 

Undergraduate program

 Certificate 38.5 70.1 95.8 86.1 78.4 52.7 

 Associate’s degree 34.6 66.9 97.1 83.4 75.6 55.0 

 Bachelor’s degree 35.9 66.5 97.8 76.9 78.3 67.7 

 Nondegree program 28.5 64.0 89.3 77.4 67.3 49.6 

Gender

 Male 38.6 72.7 97.0 82.8 79.8 63.4 

 Female 33.1 62.7 96.8 80.0 74.4 55.6 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 31.2 63.5 96.7 78.8 76.1 56.2 

 Black, non-Hispanic 51.6 79.4 97.3 92.2 81.8 73.9 

 Hispanic 38.6 72.8 98.0 84.3 73.5 62.3 

 Asian/Pacific Islander 45.8 73.6 97.9 79.9 75.5 58.0 

 American Indian/Alaskan Native 59.2 75.4 99.8 82.3 89.1 58.6 

_______

96
Table 6.2—Percentage of beginning postsecondary students rating various professional/financial 

Table 6.2—achievement matters as important: 1995–96—Continued

Become Become Become

 Influence successful successful Be an Be a

 the in one’s in a very authority leader

 political own particular well-off in a in the

 structure business career financially field community

 

Age as of 12/31/95

 18 years or younger 35.2 67.1 97.6 81.0 77.7 63.1 

 19 years 36.6 70.4 97.5 83.1 79.4 61.1 

 20–23 years 42.5 68.9 96.5 82.7 76.3 58.1 

 24 years or older 30.6 62.3 94.8 78.8 72.1 48.2 

Dependency and income level in 1994

 Dependent 36.0 68.4 97.6 81.4 77.9 62.0 

 Lowest quartile (less than $25,000) 43.8 73.2 98.0 85.0 78.2 62.3 

 Second quartile ($25,000–44,999) 33.3 66.1 97.7 81.0 76.8 60.0 

 Third quartile ($45,000–69,999) 33.3 64.2 97.4 80.7 77.0 62.4 

 Highest quartile ($70,000 or more) 33.7 70.0 97.4 78.9 79.6 63.2 

 Independent 34.5 64.2 95.1 81.1 74.2 51.8 

 Lowest quartile (less than $6,000) 39.1 73.7 95.9 85.7 76.7 57.2 

 Second quartile ($6,000–14,399) 32.1 63.7 95.5 84.1 78.2 51.0 

 Third quartile ($14,400–24,999) 35.1 54.5 96.8 78.9 74.7 48.5 

 Highest quartile ($25,000 or more) 31.4 63.8 92.4 75.3 67.2 50.0 

Parents’ highest educational level

 High school diploma or less 34.7 69.2 96.6 84.5 76.9 54.9 

 Some postsecondary education 36.1 62.7 96.3 81.5 76.5 58.8 

 Bachelor’s degree 35.5 69.6 97.4 80.3 78.5 63.5 

 Postbaccalaureate degree 37.6 62.1 97.7 71.5 75.4 66.1 

*Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

97
Table 6.3—Percentage of beginning postsecondary students rating various personal achievement-related

Table 6.3—matters as important: 1995–96

 Have Live

 Get away Give own leisure close to

 from area children time to parents

 where better Raise a enjoy and

 raised opportunities family interests relatives

 Total 37.6 92.6 88.3 96.7 53.4 

Level of institution*

 Less-than-2-year 40.4 95.7 89.0 96.9 59.0 

 2-year 38.4 92.5 87.4 95.9 56.9 

 4-year 36.0 92.0 89.4 97.6 47.9 

Institution type*

 Public 37.8 92.6 88.2 96.5 54.5 

 Less-than-2-year 29.1 95.5 88.6 97.9 64.3 

 2-year 38.5 92.4 87.2 95.9 56.4 

 4-year nondoctorate-granting 39.4 94.3 89.3 97.2 50.8 

 4-year doctorate-granting 35.8 92.0 90.3 97.7 50.1 

 Private, not-for-profit 33.6 90.6 88.9 97.6 44.7 

 Less-than-4-year 32.7 93.7 91.3 95.4 61.9 

 4-year nondoctorate-granting 35.6 90.3 88.0 97.9 42.6 

 4-year doctorate-granting 29.6 90.2 90.1 97.6 44.2 

 Private, for-profit 41.7 95.1 88.5 96.4 59.0 

Attendance status

 Full-time, full-year 36.1 92.4 89.9 97.4 52.2 

 Full-time, part-year 40.4 94.4 89.2 96.7 53.8 

 Part-time, full-year 38.4 92.8 88.0 96.5 56.2 

 Part-time, part-year 38.8 91.0 82.6 94.3 54.4 

Undergraduate program

 Certificate 37.3 94.5 88.2 95.8 59.4 

 Associate’s degree 39.7 92.3 87.5 96.6 55.7 

 Bachelor’s degree 35.9 91.8 89.8 97.6 47.7 

 Nondegree program 29.6 94.3 82.6 91.9 58.3 

Gender

 Male 39.2 93.9 88.5 96.4 48.5 

 Female 36.2 91.5 88.2 96.9 57.5 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 36.1 91.3 88.3 97.8 51.6 

 Black, non-Hispanic 49.4 94.9 86.8 95.4 45.3 

 Hispanic 35.8 97.3 89.9 92.8 68.9 

 Asian/Pacific Islander 34.2 96.3 89.1 90.8 68.1 

 American Indian/Alaskan Native 49.8 90.3 86.1 93.0 56.2 

_______

98
Table 6.3—Percentage of beginning postsecondary students rating various personal achievement-related

Table 6.3—matters as important: 1995–96—Continued

 Have Live

 Get away Give own leisure close to

 from area children time to parents

 where better Raise a enjoy and

 raised opportunities family interests relatives

Age as of 12/31/95

 18 years or younger 38.6 91.9 89.2 97.4 50.7 

 19 years 38.7 91.9 87.8 96.5 56.2 

 20–23 years 39.6 95.4 91.0 96.3 57.7 

 24 years or older 32.5 93.3 85.2 95.4 53.6 

Dependency and income level in 1994

 Dependent 38.2 92.2 88.2 96.8 53.2 

 Lowest quartile (less than $25,000) 40.8 94.1 87.6 95.1 57.4 

 Second quartile ($25,000–44,999) 37.3 94.3 88.1 97.6 54.0 

 Third quartile ($45,000–69,999) 37.4 90.9 87.7 96.7 51.5 

 Highest quartile ($70,000 or more) 37.3 89.4 89.4 98.0 50.0 

 Independent 35.9 93.7 88.8 96.3 54.1 

 Lowest quartile (less than $6,000) 42.3 95.4 92.2 97.2 58.0 

 Second quartile ($6,000–14,399) 34.2 95.1 90.9 98.1 54.6 

 Third quartile ($14,400–24,999) 38.5 90.2 84.0 94.7 46.3 

 Highest quartile ($25,000 or more) 28.4 93.9 87.5 95.1 56.8 

Parents’ highest educational level

 High school diploma or less 38.2 93.7 87.9 95.9 57.5 

 Some postsecondary education 38.6 93.0 87.2 97.2 55.5 

 Bachelor’s degree 36.2 91.2 90.2 97.1 49.6 

 Postbaccalaureate degree 35.5 89.3 88.5 98.9 44.5 

*Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

99
Table 6.4—Percentage of beginning postsecondary students reporting activity related to academic 

Table 6.4—integration: 1995–96

 Have Talk Meet

 Participate social with with Attend

 in contact faculty advisor lectures,

 study with outside about conventions,

 groups faculty of class plans or field trips

 Total 50.7 42.9 66.6 69.6 42.7 

Level of institution2

 Less-than-2-year 27.1 29.9 52.9 51.7 44.4 

 2-year 36.5 35.5 55.3 59.3 29.8 

 4-year 73.7 54.8 83.5 86.5 58.3 

Institution type2

 Public 48.1 39.9 64.0 68.1 37.8 

 Less-than-2-year 22.7 31.2 52.5 52.5 55.5 

 2-year 35.7 34.4 54.6 59.0 28.9 

 4-year nondoctorate-granting 65.2 51.2 79.0 82.5 48.7 

 4-year doctorate-granting 76.1 49.7 83.1 87.4 54.9 

 Private, not-for-profit 76.0 62.3 86.0 87.5 67.0 

 Less-than-4-year 56.5 55.1 70.6 67.4 42.1 

 4-year nondoctorate-granting 76.6 64.6 86.7 88.3 68.7 

 4-year doctorate-granting 80.5 59.3 89.0 91.6 70.5 

 Private, for-profit 32.2 34.8 56.0 54.4 40.9 

Attendance status

 Full-time, full-year 64.9 52.2 79.7 82.1 55.9 

 Full-time, part-year 40.2 38.0 57.4 62.1 33.5 

 Part-time, full-year 43.6 37.0 57.9 62.7 31.5 

 Part-time, part-year 22.6 23.0 41.1 44.0 20.3 

Undergraduate program

 Certificate 28.8 31.6 51.6 50.7 39.3 

 Associate’s degree 39.3 37.7 58.2 64.4 30.5 

 Bachelor’s degree 75.5 55.8 84.6 87.7 59.8 

 Nondegree program 33.3 20.0 48.4 31.1 22.8 

Gender

 Male 49.4 47.1 66.7 69.3 43.8 

 Female 51.8 39.4 66.4 70.0 41.8 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 51.2 42.8 69.3 70.5 43.9 

 Black, non-Hispanic 48.3 44.6 63.6 68.8 42.6 

 Hispanic 45.2 35.7 53.8 62.1 32.5 

 Asian/Pacific Islander 63.1 47.5 61.1 70.1 43.3 

 American Indian/Alaskan Native 54.2 45.3 66.9 77.3 54.1 

Total1

_______

100
Table 6.4—Percentage of beginning postsecondary students reporting activity related to academic 

Table 6.4—integration: 1995–96—Continued

 Have Talk Meet

 Participate social with with Attend

 in contact faculty advisor lectures,

 study with outside about conventions,

 groups faculty of class plans or field trips

Age as of 12/31/95

 18 years or younger 60.5 49.0 74.1 77.5 49.6 

 19 years 54.4 47.5 70.8 72.7 45.7 

 20–23 years 39.6 40.5 61.4 64.7 34.7 

 24 years or older 30.8 24.3 47.0 50.8 28.4 

Dependency and income level in 1994

 Dependent 58.0 48.6 72.5 76.0 47.1 

 Lowest quartile (less than $25,000) 53.1 46.5 67.1 74.1 40.2 

 Second quartile ($25,000–44,999) 56.5 47.7 68.0 74.2 45.2 

 Third quartile ($45,000–69,999) 59.5 47.4 75.9 77.5 49.7 

 Highest quartile ($70,000 or more) 62.9 53.0 79.0 78.0 53.2 

 Independent 31.8 27.8 51.0 53.2 31.5 

 Lowest quartile (less than $6,000) 39.7 38.4 58.8 57.8 40.3 

 Second quartile ($6,000–14,399) 34.7 25.7 51.1 57.1 28.6 

 Third quartile ($14,400–24,999) 24.8 25.8 50.3 52.8 31.9 

 Highest quartile ($25,000 or more) 27.1 20.4 43.2 45.2 24.5 

 Total 71.7 50.3 81.4 85.4 52.4 

Attendance status

 Full-time, full-year 76.8 52.6 85.0 89.1 57.0 

 Full-time, part-year 58.6 48.6 68.7 76.9 40.0 

 Part-time, full-year 64.7 41.5 79.7 84.6 41.0 

 Part-time, part-year 37.0 33.8 59.7 52.3 30.5 

Undergraduate program

 Certificate 55.8 45.3 75.3 75.9 51.2 

 Associate’s degree 52.5 46.1 71.2 81.2 35.6 

 Bachelor’s degree 73.5 51.0 82.2 86.2 53.8 

 Nondegree program 49.9 27.6 75.9 59.2 27.4 

Gender

 Male 68.7 52.4 80.0 83.6 52.0 

 Female 74.4 48.5 82.7 87.0 52.8 

Public 4-year

_______

101
Table 6.4—Percentage of beginning postsecondary students reporting activity related to academic 

Table 6.4—integration: 1995–96—Continued

 Have Talk Meet

 Participate social with with Attend

 in contact faculty advisor lectures,

 study with outside about conventions,

 groups faculty of class plans or field trips

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 71.1 48.5 82.8 85.8 51.5 

 Black, non-Hispanic 80.6 57.6 84.4 87.3 59.7 

 Hispanic 73.7 52.7 74.1 82.4 53.7 

 Asian/Pacific Islander 75.9 43.0 75.1 79.9 48.1 

 American Indian/Alaskan Native 69.3 60.8 84.1 77.8 69.0 

Age as of 12/31/95

 18 years or younger 75.4 52.2 84.1 88.2 57.0 

 19 years 74.0 48.4 83.4 84.5 54.5 

 20–23 years 60.0 51.6 68.4 80.7 32.4 

 24 years or older 44.3 37.7 67.5 69.3 30.7 

Dependency and income level in 1994

 Dependent 74.0 51.7 82.9 86.6 54.4 

 Lowest quartile (less than $25,000) 68.5 50.2 74.6 83.9 47.2 

 Second quartile ($25,000–44,999) 74.1 52.8 81.7 86.4 55.2 

 Third quartile ($45,000–69,999) 74.8 52.0 86.2 87.2 56.3 

 Highest quartile ($70,000 or more) 77.5 51.6 87.1 88.6 57.5 

 Independent 49.1 36.7 66.9 73.2 32.9 

 Lowest quartile (less than $6,000) 60.0 38.1 61.6 77.5 39.0 

 Second quartile ($6,000–14,399) 51.6 41.9 73.2 82.9 26.5 

 Third quartile ($14,400–24,999) 42.2 37.0 74.1 67.9 38.8 

 Highest quartile ($25,000 or more) 39.1 28.3 58.8 61.1 27.5 

 Total 77.8 62.9 87.4 89.4 69.3 

Attendance status

 Full-time, full-year 81.8 65.9 91.5 93.0 73.5 

 Full-time, part-year 56.3 54.3 65.3 74.9 49.3 

 Part-time, full-year 76.8 56.8 80.9 77.6 61.4 

 Part-time, part-year 39.5 22.4 53.5 56.7 29.9 

Undergraduate program

 Certificate 66.6 49.7 79.0 84.3 68.9 

 Associate’s degree 51.6 46.1 69.0 66.8 50.1 

 Bachelor’s degree 79.6 64.3 88.9 91.0 70.5 

 Nondegree program —————

Private, not-for-profit 4-year

_______

102
Table 6.4—Percentage of beginning postsecondary students reporting activity related to academic 

Table 6.4—integration: 1995–96—Continued

 Have Talk Meet

 Participate social with with Attend

 in contact faculty advisor lectures,

 study with outside about conventions,

 groups faculty of class plans or field trips

Gender

 Male 74.9 63.5 85.5 87.3 66.6 

 Female 80.1 62.5 89.0 91.0 71.4 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 79.8 64.5 89.9 90.4 69.7 

 Black, non-Hispanic 69.8 58.3 79.4 83.8 65.3 

 Hispanic 71.6 55.5 80.7 82.2 66.7 

 Asian/Pacific Islander 77.6 62.3 87.4 91.7 75.1 

 American Indian/Alaskan Native —————

Age as of 12/31/95

 18 years or younger 81.0 65.8 90.8 92.1 72.5 

 19 years 78.8 66.6 87.4 90.8 71.8 

 20–23 years 74.2 55.2 84.5 84.8 65.0 

 24 years or older 42.2 23.4 53.7 57.9 26.5 

Dependency and income level in 1994

 Dependent 80.3 65.7 89.7 91.7 72.1 

 Lowest quartile (less than $25,000) 75.4 63.3 87.9 90.3 71.1 

 Second quartile ($25,000–44,999) 77.9 64.1 87.1 92.3 67.3 

 Third quartile ($45,000–69,999) 80.0 65.0 91.0 91.3 72.9 

 Highest quartile ($70,000 or more) 84.4 68.3 91.1 92.2 75.0 

 Independent 49.3 30.8 61.5 62.5 36.2 

 Lowest quartile (less than $6,000) 45.7 38.2 56.9 53.8 38.6 

 Second quartile ($6,000–14,399) 64.5 32.9 71.5 68.2 47.6 

 Third quartile ($14,400–24,999) —————

 Highest quartile ($25,000 or more) 43.8 21.0 62.4 64.0 31.1 

 Total 35.7 34.4 54.6 59.0 28.9 

Attendance status

 Full-time, full-year 45.5 44.5 69.1 70.9 41.0 

 Full-time, part-year 39.3 34.9 56.9 64.5 26.1 

 Part-time, full-year 38.6 35.6 52.8 58.3 27.5 

 Part-time, part-year 19.5 20.6 37.3 42.1 17.2 

Public 2-year

_______

103
Table 6.4—Percentage of beginning postsecondary students reporting activity related to academic 

Table 6.4—integration: 1995–96—Continued

 Have Talk Meet

 Participate social with with Attend

 in contact faculty advisor lectures,

 study with outside about conventions,

 groups faculty of class plans or field trips

Undergraduate program

 Certificate 22.6 28.3 43.8 44.1 29.8 

 Associate’s degree 38.4 36.4 57.0 63.5 29.2 

 Bachelor’s degree —————

 Nondegree program 29.9 19.1 45.6 27.8 21.7 

Gender

 Male 35.2 41.0 55.6 59.9 33.0 

 Female 36.3 28.3 53.6 58.1 25.0 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 35.4 33.9 57.6 59.0 30.9 

 Black, non-Hispanic 32.5 39.0 52.3 62.8 25.7 

 Hispanic 34.5 27.8 42.6 54.5 18.9 

 Asian/Pacific Islander 49.3 44.4 37.9 54.6 25.1 

 American Indian/Alaskan Native —————

Age as of 12/31/95

 18 years or younger 41.2 38.7 59.4 64.0 32.3 

 19 years 37.5 41.5 59.8 62.9 32.5 

 20–23 years 30.5 34.7 55.3 57.6 27.3 

 24 years or older 27.7 19.7 40.8 47.3 20.4 

Dependency and income level in 1994

 Dependent 39.0 39.5 59.0 63.4 30.9 

 Lowest quartile (less than $25,000) 40.0 39.2 58.9 67.4 26.6 

 Second quartile ($25,000–44,999) 41.1 40.0 54.1 62.9 31.5 

 Third quartile ($45,000–69,999) 40.2 35.7 61.7 64.0 33.8 

 Highest quartile ($70,000 or more) 33.3 43.6 62.4 57.9 32.0 

 Independent 29.2 24.2 45.7 50.1 24.9 

 Lowest quartile (less than $6,000) 43.1 42.2 58.8 57.4 39.1 

 Second quartile ($6,000–14,399) 29.4 18.0 43.8 55.4 15.8 

 Third quartile ($14,400–24,999) 21.5 22.3 45.3 50.7 28.4 

 Highest quartile ($25,000 or more) 25.7 16.8 37.4 40.3 17.5 

—Too few cases for a reliable estimate.

1

Included in totals but not shown separately are standards in other institutional sectors, including public less-than2-year; private, less-than-4-year; and private, for-profit institutions.

2

Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

104
Table 6.5—Percentage of beginning postsecondary students reporting activity related to social integration: 

Table 6.5—1995–96

 Participate

 Participate in Participate Participate Go

 in fine in in places

 school arts intramural varsity with

 clubs activities sports sports friends

 Total 27.5 39.3 25.5 10.7 74.2 

Level of institution2

 Less-than-2-year 16.3 — — — 58.9 

 2-year 12.1 21.8 13.1 6.4 63.4 

 4-year 49.0 60.2 40.4 15.9 90.9 

Institution type2

 Public 22.9 35.1 22.5 8.5 72.7 

 Less-than-2-year 30.8 — — — 54.6 

 2-year 11.4 22.4 13.3 6.4 63.2 

 4-year nondoctorate-granting 35.0 53.1 30.4 15.1 85.8 

 4-year doctorate-granting 47.8 59.8 43.8 10.0 94.3 

 Private, not-for-profit 57.8 63.4 42.6 22.4 88.9 

 Less-than-4-year 19.5 18.1 15.6 12.7 62.5 

 4-year nondoctorate-granting 59.3 67.0 43.5 25.6 90.1 

 4-year doctorate-granting 65.5 66.6 47.2 17.9 94.0 

 Private, for-profit 15.0 15.2 8.6 3.3 62.6 

Attendance status

 Full-time, full-year 41.7 53.0 34.9 15.1 88.7 

 Full-time, part-year 17.7 27.6 21.6 9.3 66.9 

 Part-time, full-year 12.7 25.2 16.1 5.2 63.4 

 Part-time, part-year 5.4 17.5 6.6 2.7 44.6 

Undergraduate program

 Certificate 13.4 11.9 8.2 2.1 59.0 

 Associate’s degree 14.2 25.6 15.0 7.5 66.5 

 Bachelor’s degree 50.9 62.5 41.9 16.8 92.2 

 Nondegree program 8.3 11.9 11.6 1.9 47.9 

Gender

 Male 26.9 37.3 34.2 15.1 76.1 

 Female 28.0 41.0 17.9 6.9 72.6 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 27.5 40.3 26.1 10.5 76.2 

 Black, non-Hispanic 25.5 38.0 25.4 12.1 65.6 

 Hispanic 22.2 30.5 15.9 8.5 67.6 

 Asian/Pacific Islander 42.9 40.1 28.2 10.2 76.8 

 American Indian/Alaskan Native 21.3 50.9 46.5 27.3 74.3 

Total1

_______

105
Table 6.5—Percentage of beginning postsecondary students reporting activity related to social integration: 

Table 6.5—1995–96—Continued

 Participate

 Participate in Participate Participate Go

 in fine in in places

 school arts intramural varsity with

 clubs activities sports sports friends

Age as of 12/31/95

 18 years or younger 36.0 49.5 31.4 12.7 86.4 

 19 years 31.0 40.5 30.1 13.9 83.2 

 20–23 years 18.1 30.6 20.8 8.9 63.2 

 24 years or older 9.7 13.1 4.0 1.1 41.7 

Dependency and income level in 1994

 Dependent 33.9 46.2 31.1 13.2 84.8 

 Lowest quartile (less than $25,000) 26.3 37.0 23.3 10.7 77.2 

 Second quartile ($25,000–44,999) 32.3 46.1 27.2 9.9 83.9 

 Third quartile ($45,000–69,999) 36.0 47.2 35.1 15.3 88.7 

 Highest quartile ($70,000 or more) 41.0 54.0 38.0 16.6 89.1 

 Independent 10.9 16.2 6.9 2.5 46.7 

 Lowest quartile (less than $6,000) 18.1 21.4 8.6 4.6 63.1 

 Second quartile ($6,000–14,399) 12.7 15.3 7.3 2.9 50.4 

 Third quartile ($14,400–24,999) 7.2 16.7 7.7 1.9 44.4 

 Highest quartile ($25,000 or more) 4.8 11.8 4.4 0.7 27.8 

 Total 42.7 57.1 38.5 12.0 90.9 

Attendance status

 Full-time, full-year 48.7 61.2 42.5 13.4 95.4 

 Full-time, part-year 27.5 44.5 30.6 8.0 82.8 

 Part-time, full-year 24.9 49.4 26.5 9.2 80.4 

 Part-time, part-year 14.5 37.9 16.1 5.7 59.0 

Undergraduate program

 Certificate 30.2 29.7 26.2 5.8 80.1 

 Associate’s degree 23.8 34.2 21.2 7.8 76.8 

 Bachelor’s degree 44.4 59.2 40.0 12.4 92.1 

 Nondegree program 16.5 36.3 14.5 10.4 83.0 

Gender

 Male 41.2 52.9 51.6 17.0 91.2 

 Female 43.9 60.8 27.0 7.7 90.6 

Public 4-year

_______

106
Table 6.5—Percentage of beginning postsecondary students reporting activity related to social integration: 

Table 6.5—1995–96—Continued

 Participate

 Participate in Participate Participate Go

 in fine in in places

 school arts intramural varsity with

 clubs activities sports sports friends

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 42.3 58.9 40.1 11.7 90.9 

 Black, non-Hispanic 41.3 59.1 39.6 16.6 91.0 

 Hispanic 38.8 45.2 25.3 7.0 88.8 

 Asian/Pacific Islander 56.7 47.2 32.0 9.3 91.0 

 American Indian/Alaskan Native 34.8 48.5 50.8 19.3 97.4 

Age as of 12/31/95

 18 years or younger 47.3 61.4 40.5 12.3 94.7 

 19 years 45.1 55.4 43.7 13.8 95.0 

 20–23 years 28.3 50.5 29.4 11.1 87.6 

 24 years or older 8.4 31.5 9.5 2.5 38.5 

Dependency and income level in 1994

 Dependent 45.7 59.5 41.0 12.8 94.8 

 Lowest quartile (less than $25,000) 37.0 50.5 33.5 12.5 91.8 

 Second quartile ($25,000–44,999) 44.4 58.9 37.8 9.9 92.7 

 Third quartile ($45,000–69,999) 47.9 61.1 45.7 15.2 96.3 

 Highest quartile ($70,000 or more) 51.4 65.5 44.7 13.0 97.3 

 Independent 12.5 33.6 13.6 4.1 52.3 

 Lowest quartile (less than $6,000) 18.2 40.6 27.9 5.3 69.5 

 Second quartile ($6,000–14,399) 14.8 21.7 10.1 6.1 51.2 

 Third quartile ($14,400–24,999) 9.2 49.8 10.9 3.1 46.5 

 Highest quartile ($25,000 or more) 5.8 23.8 2.5 1.0 37.9 

 Total 61.3 66.8 44.7 23.2 91.4 

Attendance status

 Full-time, full-year 66.8 71.6 48.3 24.3 95.6 

 Full-time, part-year 36.0 47.0 31.6 14.7 74.4 

 Part-time, full-year 48.2 51.4 28.7 28.0 84.8 

 Part-time, part-year 11.2 23.7 14.7 10.7 42.3 

Undergraduate program

 Certificate 62.8 66.0 30.8 4.2 87.8 

 Associate’s degree 30.9 29.0 27.8 4.7 74.5 

 Bachelor’s degree 62.9 69.0 46.0 24.7 92.5 

 Nondegree program —————

Private, not-for-profit 4-year

_______

107
Table 6.5—Percentage of beginning postsecondary students reporting activity related to social integration: 

Table 6.5—1995–96—Continued

 Participate

 Participate in Participate Participate Go

 in fine in in places

 school arts intramural varsity with

 clubs activities sports sports friends

Gender

 Male 55.4 59.1 58.0 32.0 90.1 

 Female 66.0 73.0 34.2 16.2 92.4 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 62.6 69.1 48.7 26.2 93.8 

 Black, non-Hispanic 47.8 62.7 29.0 15.9 78.3 

 Hispanic 56.0 53.2 35.7 13.4 86.7 

 Asian/Pacific Islander 73.2 65.3 38.5 11.9 90.1 

 American Indian/Alaskan Native —————

Age as of 12/31/95

 18 years or younger 66.0 70.6 46.4 23.5 95.7 

 19 years 62.8 70.2 50.3 29.0 95.2 

 20–23 years 51.3 57.5 35.6 14.1 85.9 

 24 years or older 14.3 20.4 10.7 3.3 32.1 

Dependency and income level in 1994

 Dependent 64.9 70.2 47.2 24.5 95.4 

 Lowest quartile (less than $25,000) 57.6 66.0 39.7 19.2 90.7 

 Second quartile ($25,000–44,999) 61.1 66.8 42.8 20.8 96.4 

 Third quartile ($45,000–69,999) 61.3 69.4 46.4 27.1 95.8 

 Highest quartile ($70,000 or more) 73.6 74.9 54.2 27.4 96.9 

 Independent 19.2 28.0 15.6 7.7 43.5 

 Lowest quartile (less than $6,000) 28.7 31.5 19.7 17.5 51.6 

 Second quartile ($6,000–14,399) 29.7 31.5 23.5 2.0 52.5 

 Third quartile ($14,400–24,999) —————

 Highest quartile ($25,000 or more) 5.3 20.0 8.1 1.4 25.6 

 Total 11.4 22.4 13.3 6.4 63.2 

Attendance status

 Full-time, full-year 18.4 31.5 17.2 11.2 81.2 

 Full-time, part-year 14.7 19.7 18.2 9.6 65.3 

 Part-time, full-year 8.7 20.0 13.9 3.1 60.1 

 Part-time, part-year 3.9 15.2 5.3 1.9 43.0 

Public 2-year

_______

108
Table 6.5—Percentage of beginning postsecondary students reporting activity related to social integration: 

Table 6.5—1995–96—Continued

 Participate

 Participate in Participate Participate Go

 in fine in in places

 school arts intramural varsity with

 clubs activities sports sports friends

Undergraduate program

 Certificate 5.7 7.9 5.7 1.4 53.4 

 Associate’s degree 12.8 25.9 14.9 7.7 66.2 

 Bachelor’s degree —————

 Nondegree program 5.7 8.9 10.4 0.7 43.7 

Gender

 Male 12.9 23.3 18.7 9.4 68.1 

 Female 10.1 21.7 8.4 3.7 58.8 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 10.4 22.0 12.0 5.1 66.0 

 Black, non-Hispanic 14.4 22.0 18.2 8.3 48.1 

 Hispanic 10.5 23.6 10.1 9.4 60.4 

 Asian/Pacific Islander 23.6 24.0 22.4 11.3 65.6 

 American Indian/Alaskan Native —————

Age as of 12/31/95

 18 years or younger 14.3 30.4 17.2 7.8 76.4 

 19 years 13.6 22.6 16.1 9.5 74.3 

 20–23 years 9.7 19.9 15.8 7.0 51.7 

 24 years or older 5.4 10.5 2.6 0.7 36.4 

Dependency and income level in 1994

 Dependent 13.9 26.8 17.3 8.8 74.2 

 Lowest quartile (less than $25,000) 12.5 22.2 13.2 7.7 66.3 

 Second quartile ($25,000–44,999) 17.4 32.7 16.0 6.3 75.6 

 Third quartile ($45,000–69,999) 16.5 25.7 21.9 10.3 80.3 

 Highest quartile ($70,000 or more) 7.7 26.7 18.8 12.1 75.5 

 Independent 6.6 13.6 5.4 1.7 41.2 

 Lowest quartile (less than $6,000) 16.2 20.0 4.6 3.3 65.8 

 Second quartile ($6,000–14,399) 9.7 12.5 5.0 1.3 42.8 

 Third quartile ($14,400–24,999) 2.3 12.4 7.4 1.8 41.4 

 Highest quartile ($25,000 or more) 1.1 10.5 4.5 0.6 21.2 

—Too few cases for a reliable estimate.

1

Included in totals but not shown separately are standards in other institutional sectors, including public less-than2-year; private, less-than-4-year; and private, for-profit institutions.

2

Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

109
Table 6.6—Percentage distribution of beginning postsecondary students according to community service 

Table 6.6—activities and the number of hours volunteered per week: 1995–96

Average

hours

No Two per week

community One or more of those

 service activity activities participating

 Total 65.5 26.8 7.7 9.8 

Level of institution*

 Less-than-2-year 81.1 16.5 2.4 9.4 

 2-year 72.8 22.8 4.4 11.8 

 4-year 52.9 34.1 13.0 8.3 

Institution type*

 Public 67.1 26.1 6.7 10.2 

 Less-than-2-year 74.4 20.9 4.7 5.1 

 2-year 72.2 23.3 4.5 11.7 

 4-year nondoctorate-granting 61.5 29.2 9.3 9.7 

 4-year doctorate-granting 54.9 33.2 12.0 8.0 

 Private, not-for-profit 46.4 37.7 15.9 8.0 

 Less-than-4-year 76.3 21.1 2.6 10.4 

 4-year nondoctorate-granting 45.9 38.1 16.0 8.1 

 4-year doctorate-granting 38.5 41.8 19.7 7.4 

 Private, for-profit 82.2 15.7 2.1 12.1 

Attendance status

 Full-time, full-year 59.8 30.1 10.1 9.2 

 Full-time, part-year 72.2 23.2 4.6 9.7 

 Part-time, full-year 73.3 22.0 4.6 11.5 

 Part-time, part-year 69.6 24.4 6.0 10.8 

Undergraduate program

 Certificate 79.8 17.0 3.2 10.5 

 Associate’s degree 71.7 23.6 4.7 12.0 

 Bachelor’s degree 51.7 35.0 13.4 8.4 

 Nondegree program 62.1 30.9 7.0 —

Gender

 Male 65.8 27.9 6.3 11.1 

 Female 65.3 25.8 8.8 8.7 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 62.9 28.8 8.4 9.7 

 Black, non-Hispanic 69.2 24.4 6.3 10.8 

 Hispanic 74.8 20.7 4.5 10.5 

 Asian/Pacific Islander 66.0 23.8 10.2 6.4 

 American Indian/Alaskan Native 61.4 24.3 14.3 —

_______

110
Table 6.6—Percentage distribution of beginning postsecondary students according to community service 

Table 6.6—activities and the number of hours volunteered per week: 1995–96—Continued

Average

hours

No Two per week

community One or more of those

 service activity activities participating

Age as of 12/31/95

 18 years or younger 62.5 28.1 9.4 9.5 

 19 years 60.4 31.7 7.9 9.4 

 20–23 years 76.0 20.0 4.0 13.5 

 24 years or older 72.0 22.3 5.7 8.8 

Dependency and income level in 1994

 Dependent 63.5 28.1 8.5 9.9 

 Lowest quartile (less than $25,000) 71.3 23.0 5.7 11.3 

 Second quartile ($25,000–44,999) 65.6 25.9 8.5 10.0 

 Third quartile ($45,000–69,999) 61.5 30.3 8.2 9.3 

 Highest quartile ($70,000 or more) 54.9 33.4 11.7 9.3 

 Independent 70.9 23.5 5.6 9.4 

 Lowest quartile (less than $6,000) 68.4 25.2 6.4 11.0 

 Second quartile ($6,000–14,399) 76.5 17.5 6.1 8.2 

 Third quartile ($14,400–24,999) 73.3 24.0 2.7 11.2 

 Highest quartile ($25,000 or more) 66.0 27.0 7.0 7.0 

Parents’ highest educational level

 High school diploma or less 72.6 21.4 6.0 10.3 

 Some postsecondary education 65.5 28.1 6.4 11.1 

 Bachelor’s degree 59.1 30.7 10.2 9.1 

 Postbaccalaureate degree 47.5 39.6 12.9 8.4 

—Too few cases for a reliable estimate.

*Refers to first (NPSAS) institution, if student attended more than one institution.

NOTE: Details may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

111
Table 6.7—Percentage of U.S. citizen beginning postsecondary students who reported having registered to 

Table 6.7—vote, voting in the 1996 presidential elections, and ever having voted: 1995–96

Registered Will vote or

 to vote voted in 1996

 in the presidential Ever

 United States election1 voted

 Total 77.4 83.0 63.7 

Level of institution2

 Less-than-2-year 66.9 69.3 50.7 

 2-year 75.7 81.0 63.5 

 4-year 80.1 86.3 65.0 

Institution type2

 Public 77.8 83.2 64.9 

 Less-than-2-year 68.0 69.3 54.5 

 2-year 76.2 81.5 64.1 

 4-year nondoctorate-granting 80.8 86.5 68.8 

 4-year doctorate-granting 80.1 85.9 64.7 

 Private, not-for-profit 78.9 86.2 61.8 

 Less-than-4-year 71.7 79.3 63.5 

 4-year nondoctorate-granting 79.7 86.1 63.6 

 4-year doctorate-granting 79.1 88.4 57.7 

 Private, for-profit 67.7 70.1 51.2 

Attendance status

 Full-time, full-year 75.4 83.0 55.3 

 Full-time, part-year 73.9 76.1 56.6 

 Part-time, full-year 80.4 84.2 71.4 

 Part-time, part-year 79.7 85.5 74.3 

Undergraduate program

 Certificate 75.6 78.5 63.8 

 Associate’s degree 74.2 80.3 61.4 

 Bachelor’s degree 80.1 86.4 64.3 

 Nondegree program 87.7 89.5 81.2 

Gender

 Male 75.3 81.4 61.5 

 Female 79.0 84.2 65.4 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 79.0 84.6 66.8 

 Black, non-Hispanic 78.7 82.2 58.2 

 Hispanic 70.9 74.5 53.5 

 Asian/Pacific Islander 59.1 74.3 42.6 

 American Indian/Alaskan Native 58.5 70.6 46.3 

_______

112
Table 6.7—Percentage of U.S. citizen beginning postsecondary students who reported having registered to 

Table 6.7—vote, voting in the 1996 presidential elections, and ever having voted: 1995–96—Continued

Registered Will vote or

 to vote voted in 1996

 in the presidential Ever

 United States election1 voted

Age as of 12/31/95

 18 years or younger 60.0 78.5 21.9 

 19 years 72.3 81.7 38.3 

 20–23 years 77.2 80.6 60.6 

 24 years or older 83.0 86.1 82.4 

Dependency and income level in 1994

 Dependent 73.1 81.2 48.2 

 Lowest quartile (less than $25,000) 70.5 77.5 43.0 

 Second quartile ($25,000–44,999) 72.9 81.7 48.2 

 Third quartile ($45,000–69,999) 73.6 80.3 51.5 

 Highest quartile ($70,000 or more) 74.7 84.2 48.6 

 Independent 81.5 84.8 78.6 

 Lowest quartile (less than $6,000) 79.8 79.3 67.3 

 Second quartile ($6,000–14,399) 77.5 80.2 70.0 

 Third quartile ($14,400–24,999) 76.8 83.1 75.5 

 Highest quartile ($25,000 or more) 85.9 89.2 87.4 

Parents’ highest educational level

 High school diploma or less 76.1 81.0 65.3 

 Some postsecondary education 77.0 82.3 61.7 

 Bachelor’s degree 78.6 86.4 62.4 

 Postbaccalaureate degree 81.5 86.4 66.6 

1

Question may have been asked prior to 1996 elections.

2

Refers to first (NPSAS) institution, if student attended more than one institution.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student 

Aid Study (NPSAS:96), Undergraduate Data Analysis System.

_______

113

115

Appendix A—Glossary

This glossary describes the variables used in this report. The items were taken directly from the NCES

NPSAS:96 Undergraduate Data Analysis System (DAS), an NCES software application that generates tables from

the NPSAS:96 data (see appendix B for a description of the DAS). The variables listed in the index below are organized by sections in the order they generally appear in the report; the glossary is in alphabetical order by variable

label (displayed along the right-hand column). Some items were reported by the student only during the ComputerAssisted Telephone Interview (CATI). Variables based only on CATI respondents are identified.

GLOSSARY INDEX

ENROLLMENT VARIABLES

Attendance pattern ..................................... ATTNST1

Attended one institution......................... STUDMULT

Control of institution...............AIDCTRL/CONTROL

Enrolled in fall .............................................ATTEND

First-time beginner..................................... FTBTYPE

Level of institution........................ AIDLEVL/LEVEL

Persistence during first year............................ENLEN

Primary institutional sector .......................... SECTOR

Primary sector of subsequent institution .. SCHL2SEC

Type of institution.....................AIDSECT/SECTOR9

DEGREE PROGRAM, REMEDIAL COURSE, AND

GRADE VARIABLES

Remedial language courses........................... SILANG

Remedial math courses ................................ SIMATH

Remedial reading courses ............................. SIREAD

Remedial study skills courses ........................SISTUD

Remedial writing courses...............................SIWRIT

Reported first-year grades....................................GPA

Seeking associate’s/bachelor’s degree .......DEGLAST

Took any remedial courses .........................ANYREM

Undergraduate program ............................DEGFIRST

STUDENT CHARACTERISTICS

Age as of 12/31/95...............................................AGE

Citizenship ................................................. CITIZEN2

Deaf or hard-of-hearing ...........................DEAFNESS

Dependency status .......................................DEPEND

Disability status............................................ DISABIL

Family income of dependent students........... DEPINC

Family income of independent students.... INDEPINC

Gender .........................................................GENDER

Learning disability ................................... LEARNDIS

Local residence ....................................... LOCALRES

Other health-related disabilities ..............HEALTOTH

Orthopedic impairment ..................................ORTHO

Parents’ education..................................... PAREDUC

Primary language spoken at home ...............SGLANG

Race–ethnicity and U.S. residency.................. RACE2

Speech impairment........................................SPEECH

Visual impairment......................................... VISUAL

OTHER AT-RISK/NONTRADITIONAL STUDENT

FACTORS

Delayed entry............................................ DELAYED

Having dependents.................................... NDEPEND

Single parenthood .................................... SINGLPAR

Traditional/nontraditional status

 (index of risk factors).............................RISKINDX

HIGH SCHOOL COMPLETION AND PREPARATION

VARIABLES

Actual or derived SAT combined score... TESATDP2

High school degree or equivalency status ...... HSDEG

Type of high school attended...................SAHSTYPE

FINANCIAL AID VARIABLES

Net price (price of attendance less aid).......NETCST1

Price of attendance..................................BUDGETA2

Received any aid/average amount.................TOTAID

Received grants/average amount..................TOTGRT

Received loans/average amount................TOTLOAN

Received loans only/average amount.......LOANAID2

Tuition and fees ........................................ TUITION2

Tuition and fees less grants.........................NETCST9
Appendix A—Glossary

116

EMPLOYMENT VARIABLES

Participated in apprenticeships ..................APPRENT

Participated in apprenticeships, intern-

 ships, or cooperative education........... SEPROGRM

Participated in cooperative education ............... COOP

Participated in internships............................. INTERN

Primary role if working while enrolled .........SEROLE

Weekly hours worked while enrolled.......HRSWORK

LIFE VALUES AND ASPIRATIONS

Be a leader in the community.........................SILEAD

Be successful in a particular career.......... SISUCCAR

Be very well off financially............................. SIFINC

Become an authority in a field ...................... SIAUTH

Become successful in own business............. SIBUSIN

Get away from area where raised.................SIAWAY

Give own children better opportunities..... SIBTROPP

Have leisure time to enjoy interests .............. SILEISR

Highest level of education planned ..........SBHIGHED

Influence the political structure....................... SIINFL

Live close to parents and relatives ............. SILIVCLS

Raise a family ........................................... SIFAMILY

INSTITUTIONAL INVOLVEMENT VARIABLES

Attend lectures/conventions/field trips......SILECTUR

Go places with friends ...............................SIFRIEND

Have social contact with faculty ................SISOCIAL

Meet with advisor about plans ...................... SIMEET

Participate in fine arts activities..................... SIARTS

Participate in intramural sports .................SIINTRAM

Participate in school clubs .......................... SICLUBS

Participate in study groups........................SISTUDGP

Participate in varsity sports...................... SIVARSTY

Talk with faculty outside of class...................SITALK

COMMUNITY INVOLVEMENT VARIABLES

Ever voted...............................................SGVOTEVR

Number of community service

 activities .............................................COMMNUM

Weekly hours of community service....COMMHOUR

Will vote or voted in 1996

 presidential election ..............................SGVOTE96

Registered to vote in U.S. election...............SGVOTE
Appendix A—Glossary

117

Control of institution AIDCTRL

Source of revenue and control of operations for the NPSAS institution. Used for analyses involving financial aid

variables (Compendium tables 5.1–5.4). Students attending more than one institution in 1995–96 were excluded.

Public A postsecondary education institution that is supported primarily by public funds and operated by publicly elected or appointed officials who control the programs and activities.

Private, not-for-profit A postsecondary institution that is controlled by an independent governing board and incorporated under Section 501(c)(3)

of the Internal Revenue Code. 

Private, for-profit A postsecondary institution that is privately owned and operated as a profit-making enterprise. Includes career colleges and

proprietary institutions.

Level of institution AIDLEVL

Level of highest offering at the NPSAS institution. Used for analyses involving financial aid variables (Compendium

tables 5.1–5.4). Students attending more than one institution in 1995–96 were excluded.

Less-than-2-year Institution where all of the programs are less than 2 years in

duration. The institution must offer a minimum of one program

of at least 3 months in duration that results in a terminal certificate or license or is creditable toward a formal 2-year or

higher award.

2-year Institution that confers a 2-year formal award (certificate or associate’s degree) or offers a 2-year program that partially fulfills requirements for a baccalaureate or higher degree at a 4-

year institution. The institution does not award a baccalaureate

degree. These would include most community or junior colleges.

4-year Institution that confers at least a baccalaureate degree in one or

more programs, and may or may not award a master’s degree

or higher award.

Type of institution AIDSECT

Indicates the level and control of the NPSAS institution. Institution level concerns the institution’s highest offering

(see AIDLEVL), and control concerns the source of revenue and control of operations (see AIDCTRL). Used for

analyses involving financial aid variables (Compendium tables 5.1–5.4). Students attending more than one institution

in 1995–96 were excluded.

Public

Less-than-2-year

2-year

4-year

Nondoctorate-granting

Doctorate-granting
Appendix A—Glossary

118

Private, not-for-profit

Less-than-4-year

4-year

Nondoctorate-granting

Doctorate-granting

Private, for-profit

Age as of 12/31/95 AGE

18 years or younger

19 years

20–23 years

24 years or older

Took any remedial courses ANYREM

Student’s response to the question “During 1995–96, did you take remedial or development courses?” A related

question was also asked of those reporting taking remedial classes: “Was this to improve your skills in reading

(SIREAD), writing (SIWRIT), math (SIMATH), study skills (SISTUD), English language skills (SILANG)?” Asked

on student CATI (Yes/No).

Participated in apprenticeships APPRENT

Indicates whether the student reported participating in an apprenticeship program during 1995–96. For complete

description, see SEPROGRM. Asked on student CATI (Yes/No).

Enrolled in fall ATTEND

Indicates student’s attendance status during the fall (September or October 1995).

Attendance pattern ATTNST1

Combined attendance intensity and persistence during 1995–96. Intensity refers to the student’s full- or part-time

attendance while enrolled. Persistence refers to the number of months a student was enrolled during the year. Students were considered to have been enrolled for a full year if they were enrolled for 8 or more months during 1995–

96. Months did not have to be contiguous or at the same institution, and students did not have to be enrolled for a full

month in order to be considered enrolled for that month. In prior NPSAS surveys, full year had been defined as 9 or

more months.

Full-time, full-year Students were considered to have been enrolled for a full year

if they were enrolled at least 8 months full time during 1995–

96. Additional months enrolled could be part time.

Full-time, part-year Students were enrolled less than 8 months during 1995–96 and

attending full time in all of these months.

Part-time, full-year Students were enrolled 8 or more months during 1995–96 and

some of these months were part time.
Appendix A—Glossary

119

Part-time, part-year Students were enrolled less than 8 months during 1995–96 and

some of these months were part time.

Price of attendance BUDGETA2

Indicates total student budget (attendance adjusted) at the NPSAS institution. BUDGETA2 estimates actual cost

based on tuition paid, number of months enrolled, and attendance status while enrolled. Nontuition costs are reduced

for half-time (75 percent), unknown status (50 percent), and less than half-time (25 percent), and the actual tuition is

added to the estimated nontuition costs. Excludes students attending more than one institution, since the student

budget at the second institution is unknown. This analysis looks at the average price of attendance.

Citizenship CITIZEN2

Indicates a student’s citizenship status and financial aid eligibility. Variable was constructed from data reported on

Free Application for Federal Student Aid (FAFSA).

U.S. citizen Student was a U.S. citizen.

Noncitizen, eligible Student was not a U.S. citizen but was eligible for financial

aid.

Noncitizen, not eligible Student was not a U.S. citizen and was not eligible for financial aid.

Number of community service activities COMMNUM

Student response to the question “Did you do any community service or volunteer work during the past year, other

than court-ordered service?” Asked on student CATI.

No community service

One activity

Two or more activities

Weekly hours of community service COMMHOUR

Among those who volunteered, indicates student response to the question “How much time did you volunteer?”

Asked on student CATI.

Control of institution CONTROL

Source of revenue and control of operations at first (NPSAS) institution attended, if more than one institution attended. Used for analyses other than those involving financial aid variables.

Public A postsecondary institution operated by publicly elected or

appointed officials where the program and activities are under

the control of these officials and that is supported primarily by

public funds.
Appendix A—Glossary

120

Private, not-for-profit A postsecondary institution that is controlled by an independent governing board and incorporated under section 501(c)(3)

of the Internal Revenue Code.

Private, for-profit A postsecondary institution that is privately owned and operated as a profit-making enterprise. Includes career colleges and

proprietary institutions.

Participated in cooperative education COOP

Indicates whether student reported participating in a cooperative education program during 1995–96. For complete

description, see SEPROGRM. Asked on student CATI (Yes/No).

Deaf or hard-of-hearing DEAFNESS

Indicates whether student reported being deaf or hard-of-hearing. For a complete description, see DISABIL. Asked

on student CATI (Yes/No).

Undergraduate program DEGFIRST

Degree program in which student was enrolled in the first term, as reported by the institution. If not available from

the institution, information was taken from student interview. Refers to NPSAS institution for those enrolled in more

than one institution.

Certificate Student pursuing a certificate or formal award other than an

associate’s or bachelor’s degree.

Associate’s degree Student pursuing an associate’s degree.

Bachelor’s degree Student pursing a Bachelor of Arts or Bachelor of Science degree.

Nondegree program Student is not in any of the above degree programs.

Seeking associate’s/bachelor’s degree DEGLAST

Degree program in which student was enrolled in the last term, as reported by the institution. The following categories were used in this report:

Associate’s degree Student pursuing an associate’s degree

Bachelor’s degree Student pursuing a Bachelor’s of Arts or Bachelor’s of Science

degree

Delayed entry DELAYED

Indicates whether the student delayed entry by one or more years into postsecondary education for students with high

school diplomas. Assumed high school graduation takes place in May or June. If the student entered postsecondary

education in the summer or fall subsequent to high school graduation (in the same calendar year) then student is not

considered delayed, DELAYED=0. Students with no high school diploma or GED or certificate of completion are

considered to have delayed.
Appendix A—Glossary

121

Dependency status DEPEND

Student dependency status. Students were considered independent if they met any of the following criteria:

1) Student was age 24 or older as of 12/31/95;

2) Student was a veteran of the U.S. Armed Forces;

3) Student was enrolled in a graduate or professional program (beyond a bachelor’s degree) in 1995–96;

4) Student was married;

5) Student was an orphan or ward of the court; or

6) Student had legal dependents other than spouse.

In addition, financial aid officers may designate students who do not meet these criteria to be independent if

the students can document that they are in fact self-supporting.

Dependent

Independent

Family income of dependent students DEPINC

Indicates dependent student’s parents’ total income for 1994. Percentile ranks based on all dependent beginning

postsecondary students.

Lowest quartile (Under $25,000)

Second quartile ($25,000–44,999)

Third quartile ($45,000–69,999)

Highest quartile (Over $70,000)

Disability status DISABIL

Indicates whether a student reported having any disability. Student response to the question “Do you have any disabilities, such as hearing, speech, or mobility impairment, a learning disability or visual problems that can’t be corrected with glasses?” Among those reporting disabilities, individual items are hearing impairment (DEAFNESS),

other health-related limitation (HEALTOTH), learning disability (LEARNDIS), orthopedic or mobility limitation

(ORTHO), speech disability or limitation (SPEECH), and visual impairment (VISUAL). Asked on student CATI

(Yes/No).

Persistence during first year ENLEN

The total number of months enrolled in all institutions in 1995–96 (reported by institution and by student if enrolled

in more than one). Full-year enrollment was defined as being enrolled for eight or more months.

First-time beginner FTBTYPE

Indicates whether the student was a first-time beginner at a postsecondary institution in 1995–96.

Gender GENDER

Male

Female
Appendix A—Glossary

122

Reported first-year grades GPA

Student’s GPA reported by the institution recoded into a 4.0 scale. If the data were not available, the student-reported categorical GPAs were used. Refers to NPSAS institution for those enrolled in more than one institution.

Mostly A’s Student’s GPA was 3.75 or above.

A’s and B’s Student’s GPA was between 3.25 and 3.74.

Mostly B’s Student’s GPA was between 2.75 and 3.24.

B’s and C’s Student’s GPA was between 2.25 and 2.74.

Mostly C’s Student’s GPA was between 1.75 and 2.24.

C’s and D’s or lower Student’s GPA was below 1.75.

Other health-related disabilities HEALTOTH

Indicates whether student reported having any other health-related limitation or disability. For a complete description, see DISABIL. Asked on student CATI (Yes/No).

Weekly hours worked while enrolled HRSWORK

Student response to the question “About how many hours did you work per week while you were enrolled?” The

variable does not include hours worked when student was not enrolled. Asked on student CATI.

Did not work

1–15 hours

16–34 hours

35 hours or more

High school degree or equivalency status HSDEG

Form in which high school degree or equivalent was received.

High school diploma Student graduated from high school.

GED or high school equivalent Student did not graduate from high school but passed the General Educational Development (GED) exam or high school

equivalent, administered by the American Council on Education.

Certificate of completion Student received a certificate of completion.

No high school credential Student neither graduated from high school nor earned a GED

or certificate of completion.
Appendix A—Glossary

123

Family income of independent students INDEPINC

Indicates independent student’s total income in 1994. Percentile ranks based on all independent beginning postsecondary students.

Lowest quartile (Under $6,000)

Second quartile ($6,000–14,399)

Third quartile ($14,400–24,999)

Highest quartile ($25,000 or more)

Participated in internships INTERN

Indicates whether student reported any participation in internships (Yes/No). For complete description, see

SEPROGRM. Asked on student CATI.

Learning disability LEARNDIS

Indicates whether a student reported having a learning disability. For complete description, see DISABIL. Asked on

student CATI (Yes/No).

Level of institution LEVEL

Highest award offering of institution at first (NPSAS) institution attended, if more than one institution attended.

Used for analyses other than those involving financial aid variables.

Less-than-2-year At least one of the programs offered at the institution is 3

months long or longer, and produces a terminal award or certificate. In addition, no program at the institution lasts longer

than 2 years.

2-year Institution that does not confer bachelor’s degrees, but does

provide 2-year programs that result in certificates, or an associate’s degree, or 2- to 3-year programs that fulfill part of the

requirements for a bachelor’s degree or higher at 4-year institutions.

4-year Four-year institutions that can award bachelor’s degrees or

higher; includes institutions that can award bachelor’s and

master’s degrees but not doctorates or first-professional degrees, and institutions that award doctorate degrees and firstprofessional degrees. These include chiropractic, pharmacy,

dentistry, podiatry, medicine, optometry, law, osteopathic

medicine, and theology.

Received loans only/average amount LOANAID2

Indicates whether a student received only loan aid (excluding PLUS) as contrasted with a combination of loan and

non-loan aid, or only non-loan aid such as grants or work-study. PLUS loans are classified as “other aid.” The average amount received is the average for all students who received loans only.
Appendix A—Glossary

124

Local residence LOCALRES

Student’s residence while attending school.

On campus Institution-owned living quarters for students. These are typically on-campus or off-campus dormitories, residence halls, or

other facilities.

Off campus, not with parents or relatives Student lived off campus in noninstitution-owned housing, but

not with her or his parents or relatives.

With parents or relatives Student lived at home with parents or other relatives.

Net price (price of attendance less all aid) NETCST1

Indicates attendance-adjusted student budget minus total aid (BUDGETA2 - TOTAID). This item helps to answer

“On average, how much money did students (including full-time and part-time students) who attended in 1995–96

need to come up with, considering the student budget (tuition, books, fees, living expenses) then subtracting all aid

received (grants, loans, work-study)?” It’s not the total amount, because the loans will need to be repaid someday.

Tuition and fees less grants NETCST9

Indicates tuition and fees (TUITION2) minus grants (TOTGRT). Negative values set to zero. See NETCST1 for

additional information.

Having dependents NDEPEND

Number of dependents reported by student not including a spouse. Dependents include any individuals, whether

children or elders, for whom the student was financially responsible.

Orthopedic impairment ORTHO

If student reported a disability, indicates whether he or she had an orthopedic impairment. For complete description,

see DISABIL. Asked on student CATI (Yes/No).

Parents’ education PAREDUC

The highest level of education completed by the student’s mother or father, whoever had the highest level. The variable was aggregated to the following categories in this report:

High school diploma or less

Some postsecondary education

Bachelor’s degree

Postbaccalaureate (graduate or first-professional degree)
Appendix A—Glossary

125

Race–ethnicity and U.S. residency RACE2

 U.S. citizen or permanent resident:

 White, non-Hispanic A person having origins in any of the original peoples of

Europe, North Africa, or the Middle East (except those of Hispanic origin).

 Black, non-Hispanic A person having origins in any of the black racial groups of

Africa, not of Hispanic origin.

 Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South

American, or other Spanish culture or origin, regardless of

race.

 Asian/Pacific Islander A person having origins in any of the peoples of the Far East,

Southeast Asia, the Indian subcontinent, or Pacific Islands.

This includes people from China, Japan, Korea, the Philippine

Islands, Samoa, India, and Vietnam.

 American Indian/Alaskan Native A person having origins in any of the original peoples of North

America and who maintains cultural identification through

tribal affiliation or community recognition.

 Other A person not in one of the above categories.

Nonresident alien A person not a U.S. citizen or permanent resident.

When race–ethnicity of U.S. citizens and permanent residents is used as a row variable, the “other” category (which

accounts for less than 1 percent of first-time beginners) is not shown.

Traditional/nontraditional status (index of risk factors) RISKINDX

Based on an index of risk from 0–7 related to 7 characteristics known to be adversely related to persistence and attainment. Characteristics include: delayed enrollment, no high school diploma (including GED recipients), part-time

enrollment, financial independence, having dependents other than spouse, single parent status, and working full-time

while enrolled.

Traditional Student had no risk factors

Minimally nontraditional Student had 1 risk factor

Moderately nontraditional Student had 2 or 3 risk factors

Highly nontraditional Student had 4 or more risk factors

Type of high school attended SAHSTYPE

Student response to the question “Was your high school a public or private school?” If student indicated that the type

of high school attended was private then a follow-up question was asked: “Was it a Catholic, other religious, or some

other private high school?” Asked on student CATI. The variable was aggregated to the following categories in this

report:

Public

Private, Catholic

Private, non-Catholic
Appendix A—Glossary

126

Highest level of education planned SBHIGHED

Student response to the question “What is highest level of education you ever expect to complete?” Asked on student

CATI.

No degree/certificate

Vocational certificate

Associate’s degree

Bachelor’s degree

Advanced degree/post-baccalaureate certificate

Primary sector of subsequent institution SCHL2SEC

Type of second (non-NPSAS) institution attended in 1995–96, if the student attended more than one institution sequentially. Used in essay table 5.

Primary institutional sector SECTOR

Indicates the level and control of the NPSAS institution where the student was surveyed. Constructed by combining

the level of the NPSAS institution (LEVEL) and the control of that institution (CONTROL).

Public 2-year

Public 4-year

Private, not for profit 4-year

Type of institution SECTOR9

Indicates the institution type and highest degree offered at the first (NPSAS) institution attended, if more than one

institution attended. Used for analyses other than those involving financial aid variables. Constructed by combining

the control of the institution and the highest level of degree offered at that institution.

Public

Less-than-2-year

2-year

4-year

Nondoctorate-granting

Doctorate-granting

Private, not for profit

Less-than-4-year

4-year

 Nondoctorate-granting

Doctorate-granting

Private for-profit

Participated in apprenticeships, internships, or cooperative education SEPROGRM

Student response to the question “During 1995–96, did you participate in an internship, apprenticeship, or cooperative education program?” Among those who participated the individual variables are participated in apprenticeships

(APPRENT), participated in cooperative education (COOP), and participated in internships (INTERN). Asked on

student CATI (Yes/No).
Appendix A—Glossary

127

Primary role if working while enrolled SEROLE

Student response to the question “While you were working, would you say that you were primarily a student working

to meet expenses or an employee who’s decided to enroll in school?” Asked on student CATI.

Student working to meet expenses

Employee enrolled in school

Primary language spoken at home SGLANG

Student response to the question “What language was spoken most often in your home while you were growing up?”

Asked on student CATI. For this analysis, the answers were categorized as follows:

English

Spanish

Other

Registered to vote in U.S. election SGVOTE

Student response to the question “Are you registered to vote in the U.S. elections?” Asked on student CATI

(Yes/No).

Will vote or voted in 1996 presidential election SGVOTE96

Student response to the question “Did you vote [if after election] or are you planning to vote in the 1996 presidential

election?” Asked on student CATI (Yes/No).

Ever voted SGVOTEVR

Student response to the question, “Have you ever voted in a national, state, or local election?” Asked on student

CATI (Yes/No).

Participate in fine arts activities SIARTS

Indicates whether student participated in fine arts activities. For complete description, see SILECTUR. Asked on

student CATI.

Become an authority in a field SIAUTH

Student response to the question, “Are the following personal goals very important to you?” Asked on student CATI

(Yes/No).

Professional/financial achievement goals

Becoming an authority in a field (SIAUTH)

Influencing the political structure (SIINFL)

Being very well off financially (SIFINC)

Becoming successful in your own business (SIBUSIN)

Being successful in a particular career (SISUCCAR)

Being a leader in the community (SILEAD)
Appendix A—Glossary

128

Living close to your parents and relatives (SILIVCLS)

Getting away from the area where you were raised (SIAWAY)

Personal achievement

Having leisure time to enjoy personal interests (SILEISR)

Raising a family (SIFAMILY)

Being able to give your children better opportunities than you had (SIBTROPP)

Get away from area where raised SIAWAY

Indicates whether student cited getting away from home as an important personal achievement. For complete description, see SIAUTH. Asked on student CATI (yes/no).

Give own children better opportunities SIBTROPP

Indicates whether student cited offering better opportunities to children as an important personal achievement. For

complete description, see SIAUTH. Asked on student CATI (Yes/No).

Become successful in own business SIBUSIN

Indicates whether student cited succeeding in own business as an important professional/financial achievement. For

complete description, see SIAUTH. Asked on student CATI (Yes/No).

Participate in school clubs SICLUBS

Indicates whether student reported participating in school clubs. For complete description, see SISTUDGP. Asked

on student CATI.

Raise a family SIFAMILY

Indicates whether student cited raising a family as an important personal achievement. For complete description, see

SIAUTH. Asked on student CATI (Yes/No).

Be very well off financially SIFINC

Indicates whether student cited being very well off financially as an important professional/financial achievement.

For complete description, see SIAUTH. Asked on student CATI (Yes/No).

Go places with friends SIFRIEND

Indicates if student reported going places with friends. For complete description, see SITALK. Asked on student

CATI.

Influence the political structure SIINFL

Indicates whether student cited influencing the political structure as an important professional/financial achievement.

For complete description, see SIAUTH. Asked on student CATI (Yes/No).
Appendix A—Glossary

129

Participate in intramural sports 1995–96 SIINTRAM

Indicates whether student participated in an intramural sport. For complete description, see SILECTUR. Asked on

student CATI.

Remedial language courses SILANG

Indicates whether student took a remedial English language class in 1995–96. For complete description, see

ANYREM. Asked on student CATI (Yes/No).

Be a leader in the community SILEAD

Indicates whether student cited being a leader in his/her community as an important professional/financial achievement. For complete description, see SIAUTH. Asked on student CATI (Yes/No).

Attend lectures/conventions/field trips SILECTUR

Student response to the question, “During 95–96, how often (did you...)?” Possible responses were: never, once,

sometimes, and often. Asked on student CATI.

Attend academic or career-related lectures, conventions, or field trips? (SILECTUR)

Attend music, choir, drama, or other fine arts activities? (SIARTS)

Participate in intramural or nonvarsity sports? (SIINTRAM)

Participate in varsity or intercollegiate sports? (SIVARSTY)

Have leisure time to enjoy interests SILEISR

Indicates whether student cited having leisure time as an important personal achievement. For complete description,

see SIAUTH. Asked on student CATI (Yes/No).

Live close to parents and relatives SILIVCLS

Indicates whether student cited living close to family as an important personal achievement. For complete description, see SIAUTH. Asked on student CATI (Yes/No).

Remedial math courses SIMATH

Indicates whether student took a remedial math class in 1995–96. For complete description, see ANYREM. Asked

on student CATI (Yes/No).

Meet with advisor about plans SIMEET

Indicates whether student met with advisor about plans. For complete description, see SITALK. Asked on student

CATI (Yes/No).
Appendix A—Glossary

130

Single parenthood SINGLPAR

Identifies independent students who were single parents. Students were considered to be single parents if they had

dependents and were not married. Although the number of dependents does not distinguish between dependent children and other dependents such as parents or relatives, only a small proportion were caring for individuals other than

their children.

Not a single parent

Single parent

Remedial reading courses SIREAD

Indicates whether student took a remedial reading class in 1995–96. For complete description, see ANYREM. Asked

on student CATI (Yes/No).

Be successful in a particular career SISUCCAR

Indicates whether student reported being successful in a particular career as an important professional/financial

achievement goal. For complete description, see SIAUTH. Asked on student CATI (Yes/No).

Talk with faculty outside of class SITALK

Student response to the question, “Please tell me how often you participated in the activity.” Possible answers are

never, sometimes, and often. Asked on student CATI.

Talk with faculty about academic matters outside of class time (SITALK)

Meet with advisor concerning academic plans (SIMEET)

Have informal or social contacts with advisor or other faculty members outside of classrooms and offices

(SISOCIAL)

Have social contact with faculty SISOCIAL

Indicates if student reported having social contact with faculty. For complete description, see SITALK. Asked on

student CATI.

Remedial study skills courses SISTUD

Indicates whether student took a remedial study skills class in 1995–96. For complete description, see ANYREM.

Asked on student CATI (Yes/No).

Participate in study groups SISTUDGP

Student response to the question, “Please tell me how often you participated in the following activity.” Possible responses were: never, often, and sometimes. Asked on student CATI.

Attend study groups outside of the classroom (SISTUDGP)

Go places with friends from school (SIFRIEND)

Participate in school clubs (SICLUBS)
Appendix A—Glossary

131

Participate in varsity sports SIVARSTY

Indicates if student reported participating in varsity sports. For complete description, see SILECTUR. Asked on student CATI.

Remedial writing courses SIWRIT

Indicates whether student took a remedial writing class in 1995–96. For complete description, see ANYREM. Asked

on student CATI (Yes/No).

Speech impairment SPEECH

If student reported a disability, indicates whether student had speech limitations. For complete description, see

DISABIL. Asked on student CATI (Yes/No).

Attended one institution STUDMULT

Indicates the number of institutions attended in 1995–96. May be sequential or simultaneous. Used for analyses involving financial aid variables (e.g., essay table 2).

Actual or derived SAT combined score TESATDP2

Percentile rank among beginning postsecondary students of the Scholastic Assessment Test (SAT I Reasoning Test)

combined score, which is either the sum of SAT verbal and mathematics scores or the ACT Assessment (American

College Testing program) composite score converted to an estimated SAT combined score using a concordance table.31 Constructed from agency-reported, institution-reported, or student-reported SAT or ACT scores in the following order of precedence (with corresponding percentages of beginning postsecondary students):

1) Agency-reported (ETS) SAT verbal and math scores (30%);

2) Agency-reported (ACT) ACT composite scores (22%);

3) Institution-reported (CADE) SAT verbal and math scores (2%);

4) Institution-reported (CADE) ACT composite scores (1%);

5) Student-reported (CATI) SAT verbal and math scores (1%);

6) Student-reported (CATI) ACT composite scores (1%).

All SAT scores are provided in original (not recentered) scale. Applies to cases having any reported ACT composite

score or SAT verbal and mathematics scores (56% of beginning postsecondary students). For this analysis, the scores

were aggregated as follows:

Lowest quartile (400–700)

Middle quartiles (710–1020)

Highest quartile (1030–1600)

The percentage of students having actual or derived SAT combined scores is the percentage with positive amounts

recorded for this variable.

 

31G. Marco, A. Abdel-fattah, and P. Baron, Methods Used to Establish Score Comparability on the Enhanced ACT Assessment

and the SAT (College Board Report No. 92-3) (New York: College Entrance Examination Board, 1992).
Appendix A—Glossary

132

Received any aid/average amount TOTAID

Total amount of financial aid received by a student in 1995–96. Includes grants, loans, or work study, as well as

loans under the PLUS program. The percentage of students with any aid is the percentage with positive amounts recorded for this variable.

Received grants/average amount TOTGRT

Total amount of grant aid received by a student in 1995–96. Grants are a type of student financial aid that does not

require repayment or employment. At the undergraduate level it is usually (but not always) awarded on the basis of

need, possibly combined with some skills or characteristics that a student possesses. Grants include scholarships and

fellowships. The percentage of students with grants is the percentage with positive amounts recorded for this variable.

Received loans/average amount TOTLOAN

Total amount of loan aid received by a student in 1995–96. This includes all loans through federal, state, or institutional programs except PLUS loans (which are made to parents). Loans are a type of student financial aid that advances funds and that are evidenced by a promissory note requiring the recipient to repay the specified amounts

under prescribed conditions. The percentage of students with loans is the percentage with positive amounts recorded

for this variable.

Tuition and fees TUITION2

Indicates amount of tuition charged the student for the terms attended at the NPSAS institution, as reported by the

institution. If tuition amounts were not reported they were estimated based on the average per credit or per term

charges for other students at the institution according to their class level, degree program, and attendance status.

Students attending more than one institution during 1995–96 are excluded, since their tuition at the second institution

is unknown.

Visual impairment VISUAL

If student reported a disability, indicates whether student had visual limitations in 1995–96. For complete description, see DISABIL. Asked on student CATI (Yes/No).
133

Appendix B—Technical Notes and Methodology

The 1995–96 National Postsecondary Student Aid Study (NPSAS:96)

The 1995–96 National Postsecondary Student Aid Study (NPSAS:96) is a comprehensive

nationwide study conducted by the Department of Education’s National Center for Education

Statistics (NCES) to determine how students and their families pay for postsecondary education.

It also describes demographic and other characteristics of students enrolled. The study is based

on a nationally representative sample of all students in postsecondary education institutions, including undergraduate, graduate, and first-professional students. Students attending all types and

levels of institutions are represented in the sample, including public and private institutions and

less-than-2-year institutions, 2-year institutions, and 4-year colleges and universities. The study is

designed to address the policy questions resulting from the rapid growth of financial aid programs, and the succession of changes in financial aid program policies since 1986. The first

NPSAS study was conducted in 1986–87, and then again in 1989–90 and 1992–93.32

Information in NPSAS:96 was obtained from more than 830 postsecondary institutions on

approximately 12,000 first-time beginning students, all of whom were interviewed. Initially, over

19,000 students were classified as being potentially first-time beginning students. For institutional record data collection, the weighted response rate among these students was 94.9 percent.

For the telephone interviews, the weighted effective response rate was 77.6 percent.

Accuracy of Estimates

The statistics in this report are estimates derived from a sample. Two broad categories of

error occur in such estimates: sampling and nonsampling errors. Sampling errors occur because

observations are made only on samples of students, not entire populations. Nonsampling errors

occur not only in sample surveys but also in complete censuses of entire populations. Nonsampling errors can be attributed to a number of sources: inability to obtain complete information

about all students in all institutions in the sample (some students or institutions refused to participate, or students participated but answered only certain items); ambiguous definitions; differences in interpreting questions; inability or unwillingness to give correct information; mistakes in

 

32For more information on the NPSAS survey, consult U.S. Department of Education, National Center for Education Statistics,

Methodology Report for the 1995–96 National Postsecondary Student Aid Study (NCES 90-073) (Washington, DC: 1997).
Appendix B—Methodology

134

recording or coding data; and other errors of collecting, processing, sampling, and imputing

missing data.

Data Analysis System

The estimates presented in this report were produced using the NPSAS:96 Data Analysis

Systems (DAS). The DAS software makes it possible for users to specify and generate their own

tables from the NPSAS:96 data. With the DAS, users can replicate or expand upon the tables

presented in this report. In addition to the table estimates, the DAS calculates proper standard

errors33 and weighted sample sizes for these estimates. For example, table B1 contains standard

errors that correspond to table 1 in the essay of this report, and was generated by the DAS. If the

number of valid cases is too small to produce a reliable estimate (less than 30 cases), the DAS

prints the message “low-N” instead of the estimate.

In addition to tables, the DAS will also produce a correlation matrix of selected variables to

be used for linear regression models. Included in the output with the correlation matrix are the

design effects (DEFTs) for each variable in the matrix. Since statistical procedures generally

compute regression coefficients based on simple random sample assumptions, the standard errors

must be adjusted with the design effects to take into account the NPSAS:96 stratified sampling

method.

For more information about the NPSAS:96 Data Analysis Systems, consult the NCES DAS

Website (WWW.PEDAR-DAS.org) or contact:

Aurora D’Amico

NCES Data Development and Longitudinal Studies Group

555 New Jersey Avenue, NW

Washington, DC 20208-5652

(202) 219-1365

Internet address: Adamico@inet.ed.gov

Weights

Two sets of weights were used in analyses of NPSAS:96 data: the Study weight, which was

based on the entire sample, and the CATI (Computer Assisted Telephone Interview) weight,

 

33The NPSAS:96 samples are not simple random samples and, therefore, simple random sample techniques for estimating sampling error cannot be applied to these data. The DAS takes into account the complexity of the sampling procedures and calculates

standard errors appropriate for such samples. The method for computing sampling errors used by the DAS involves approximating the estimator by the linear terms of a Taylor series expansion. The procedure is typically referred to as the Taylor series

method.
Appendix B—Methodology

135

Table B1—Standard errors for table 1: Percentage distribution of 1995–96 beginning postsecondary students 

Table B1—according to selected characteristics and educational plans, by sector of first institution attended

Three primary institutional sectors*

Public Public Private, not-for2-year 4-year profit 4-year

Gender

 Male 1.79 1.12 1.87 

 Female 1.79 1.12 1.87 

Age as of 12/31/95

 18 or under 1.80 1.37 1.64 

 19 1.38 1.03 1.48 

 20–23 1.11 0.95 0.76 

 24 or over 1.73 0.65 1.19 

Race–ethnicity of U.S. citizens/

 permanent residents

 White, non-Hispanic 2.06 2.04 2.45 

 Black, non-Hispanic 1.19 1.10 2.22 

 Hispanic 1.51 1.85 1.24 

 Asian/Pacific Islander 0.64 0.87 0.69 

 American Indian/Alaskan Native 0.29 0.19 0.12 

 Other 0.20 0.17 0.71 

 Nonresident aliens 0.19 0.64 0.46 

Dependency status

 Dependent 1.97 0.74 1.39 

 Independent 1.97 0.74 1.39 

Dependency and 1994 income

 Dependent

 Lowest quartile (less than $25,000) 1.96 1.35 1.28 

 Middle quartiles ($25,000–69,999) 2.01 1.14 1.30 

 Highest quartile ($70,000 or more) 1.55 1.34 1.60 

 Independent

 Lowest quartile (less than $6,000) 2.07 3.33 3.41 

 Middle quartiles ($6,000–24,999) 3.19 3.96 5.02 

 Highest quartile ($25,000 or more) 2.89 3.67 4.31 

Highest level of education planned

 Certificate or less 1.17 0.34 0.96 

 Associate’s degree 1.08 0.36 0.27 

 Bachelor’s degree 1.75 1.16 1.50 

 Postbaccalaureate degree 1.83 1.39 1.72 

Admission test taking and scores

 Admission test-taking behavior

 Took ACT and/or SAT 1.98 1.98 1.73 

 Took neither ACT nor SAT 1.98 1.98 1.73 

Actual or derived SAT combined score

 Lowest quartile (400–700) 2.78 1.15 1.43 

 Middle quartiles (710–1020) 2.50 1.35 1.91 

 Highest quartile (1030–1600) 1.36 1.58 2.34 

*Enrolled 86 percent of beginning postsecondary students.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1995–96 National Postsecondary Student

Aid Study (NPSAS:96), Undergraduate Data Analysis System.
Appendix B—Methodology

136

which was based on all students who were interviewed. Since beginning postsecondary student

status was known only for CATI respondents, estimates in this report were calculated using

CATI weights.

Statistical Procedures

The descriptive comparisons were tested in this report using Student’s t statistic. Differences between estimates are tested against the probability of a Type I error, or significance level.

The significance levels were determined by calculating the Student’s t values for the differences

between each pair of means or proportions and comparing these with published tables of significance levels for two-tailed hypothesis testing.

Student’s t values may be computed to test the difference between estimates with the following formula:

t

E E

se se

1 2

1

2

2

2 = −

+

 (1)

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. This formula is valid only for independent estimates. When estimates are not independent a covariance term must be added to the formula. If the comparison is between the mean

of a subgroup and the mean of the total group, the following formula is used:

E E

se se 2p se

sub tot

sub

2

tot

2

sub

2

−

+ −

(2)

where p is the proportion of the total group contained in the subgroup.34

When comparing two percentages from a distribution that adds to 100 percent, the following formula is used:

E -E

se + se - 2(r)se se

1 2

1

2

2

2

1 2

 (3)

where r is the correlation between the two estimates.35 The estimates, standard errors, and correlations can all be obtained from the DAS.

 

34U.S. Department of Education, National Center for Education Statistics, A Note from the Chief Statistician, No. 2, 1993.

35Ibid.
Appendix B—Methodology

137

There are hazards in reporting statistical tests for each comparison. First, comparisons

based on large t statistics may appear to merit special attention. This can be misleading, since the

magnitude of the t statistic is related not only to the observed differences in means or percentages

but also to the number of students in the specific categories used for comparison. Hence, a small

difference compared across a large number of students would produce a large t statistic.

A second hazard in reporting statistical tests for each comparison occurs when making

multiple comparisons among categories of an independent variable. For example, when making

paired comparisons among different levels of income, the probability of a Type I error for these

comparisons taken as a group is larger than the probability for a single comparison. When more

than one difference between groups of related characteristics or “families” are tested for statistical significance, one must apply a standard that assures a level of significance for all of those

comparisons taken together.

Comparisons were made in this report only when p< .05/k for a particular pairwise comparison, where that comparison was one of k tests within a family. This guarantees both that the

individual comparison would have p< .05 and that for k comparisons within a family of possible

comparisons, the significance level for all the comparisons will sum to p< .05.36

For example, in a comparison of the percentages of males and females who enrolled in

postsecondary education only one comparison is possible (males versus females). In this family,

k=1, and the comparison can be evaluated without adjusting the significance level. When students are divided into five racial–ethnic groups and all possible comparisons are made, then k=10

and the significance level of each test must be p< .05/10, or p< .005. The formula for calculating

family size (k) is as follows:

k j j = ( ) −1

2 (4)

where j is the number of categories for the variable being tested. In the case of race–ethnicity,

there are five racial–ethnic groups (American Indian, Asian/Pacific Islander, black non-Hispanic,

Hispanic, and white non-Hispanic), so substituting 5 for j in equation 2,

k = 5(5 -1)

2

=10

 

36The standard that p<.05/k for each comparison is more stringent than the criterion that the significance level of the comparisons should sum to p<.05. For tables showing the t statistic required to ensure that p<.05/k for a particular family size and degrees of freedom, see Olive Jean Dunn, “Multiple Comparisons Among Means,” Journal of the American Statistical Association

56 (1961): 52–64.