Open AccessACADEMIC GROWTH IN PREDOMINANTLY NEGRO AND PREDOMINANTLY WHITE COLLEGES
Author(s) -
Centra John A.,
Linn Robert L.,
Parry Mary Ellen
Publication year - 1969
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1969.tb01008.x
Subject(s) - white (mutation) , test (biology) , aptitude , psychology , graduate students , mathematics education , developmental psychology , pedagogy , biology , paleontology , biochemistry , gene
Seven predominantly white colleges were matched (according to purposes, type of control, and ability level of students) with seven predominantly Negro colleges to compare student academic growth. The sample consisted of 406 students from the former and 327 from the latter. All had taken the Area tests of the Graduate Record Examination (GRE) Institutional Testing Program as college seniors and the Scholastic Aptitude Test (SAT) as entering freshmen. No significant differences were found between the two racial groups in GRE Social Science or Natural Science scores when SAT scores were used as covariates. Inspection of regression lines within each of the fourteen colleges also supported the conclusion that neither group of colleges was any more or less effective in student academic growth as measured by the GRE Area Tests.