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001408869 001__ 1408869
001408869 003__ OCoLC
001408869 005__ 20221004104343.0
001408869 008__ 090226s2009\\\\njua\\\\\b\\\\001\0\eng\\
001408869 010__ $$a2009007506
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001408869 020__ $$a9780691137483$$q(acid-free paper)
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001408869 035__ $$a(OCoLC)312728330
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001408869 05000 $$aLC208.8$$b.B68 2009
001408869 08200 $$a378.1/69120973$$222
001408869 1001_ $$aBowen, William G.,$$eauthor.
001408869 24510 $$aCrossing the finish line :$$bcompleting college at America's public universities /$$cWilliam G. Bowen, Matthew M. Chingos, and Michael S. McPherson.
001408869 264_1 $$aPrinceton, N.J. :$$bPrinceton University Press,$$c©2009.
001408869 300__ $$axxi, 389 pages :$$billustrations ;$$c24 cm
001408869 336__ $$atext$$btxt$$2rdacontent
001408869 337__ $$aunmediated$$bn$$2rdamedia
001408869 338__ $$avolume$$bnc$$2rdacarrier
001408869 504__ $$aIncludes bibliographical references (pages 357-375) and index.
001408869 5050_ $$aAcknowledgments -- Preface -- 1: Educational attainment: overall trends, disparities, and the public universities we study -- 2: Bachelor's degree attainment on a national level -- 3: Finishing college at public universities -- 4: Fields of study, time-to-degree, and college grades -- 5: High schools and "undermatching" -- 6: Test scores and high school grades as predictors -- 7: Transfer students and the path from two-year to four-year colleges -- 8: Financial aid and pricing on a national level -- 9: Financial aid at public universities -- 10: Institutional selectivity and institutional effects -- 11: Target populations -- 12: Looking ahead -- Appendix A: Modern evolution of America's flagship universities / Eugene M Tobin -- Notes -- List of figures -- List of tables -- List of appendix tables -- References -- Index.
001408869 520__ $$a"Long revered for their dedication to equal opportunity and affordability, public universities play a crucial role in building our country's human capital. And yet-a sobering fact-less than 60 percent of the students entering four-year colleges in America today are graduating. Why is this happening and what can be done? Crossing the Finish Line, the most important book on higher education to appear since The Shape of the River, provides the most detailed exploration ever of the crisis of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999-from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates-and take longer to earn degrees-even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system"--$$cProvided by publisher.
001408869 586__ $$aAssociation of American Publishers PROSE Award, 2009.
001408869 586__ $$aPierre Bourdieu Book Award, 2010.
001408869 650_0 $$aCollege graduates$$zUnited States$$xSocial conditions.
001408869 650_0 $$aMinority college graduates$$zUnited States.
001408869 650_0 $$aPublic universities and colleges$$zUnited States.
001408869 650_0 $$aEducational attainment$$zUnited States.
001408869 650_0 $$aEducational equalization$$zUnited States.
001408869 650_6 $$aDiplômés d'université$$0(CaQQLa)201-0214537$$zÉtats-Unis$$0(CaQQLa)201-0214537$$xConditions sociales.$$0(CaQQLa)201-0377410
001408869 650_6 $$aUniversités publiques$$0(CaQQLa)201-0023082$$zÉtats-Unis.$$0(CaQQLa)201-0407727
001408869 650_6 $$aNiveau d'instruction$$0(CaQQLa)201-0497834$$zÉtats-Unis.$$0(CaQQLa)201-0407727
001408869 650_6 $$aDémocratisation de l'enseignement$$0(CaQQLa)201-0014742$$zÉtats-Unis.$$0(CaQQLa)201-0407727
001408869 650_7 $$aHigher education.$$2ericd
001408869 650_7 $$aCollege graduates.$$2ericd
001408869 650_7 $$aCollege graduates$$xSocial conditions.$$2fast$$0(OCoLC)fst00867847
001408869 650_7 $$aEducational attainment.$$2fast$$0(OCoLC)fst01737284
001408869 650_7 $$aEducational equalization.$$2fast$$0(OCoLC)fst00903418
001408869 650_7 $$aMinority college graduates.$$2fast$$0(OCoLC)fst01023327
001408869 650_7 $$aPublic universities and colleges.$$2fast$$0(OCoLC)fst01083102
001408869 650_7 $$aCollege$$2gnd$$0(DE-588)4148217-7
001408869 651_7 $$aUnited States.$$2fast$$0(OCoLC)fst01204155
001408869 651_7 $$aUSA.$$2swd
001408869 655_4 $$aAlumni and alumnae publications$$y2009.
001408869 7001_ $$aChingos, Matthew M.,$$d1983-$$eauthor.
001408869 7001_ $$aMcPherson, Michael S.,$$eauthor.
001408869 852__ $$bgen$$hLC208.8$$i.B68 2009
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001408869 980__ $$aBIB