First of a 2-part series concerned with: different types of inferential errors, single- vs. multi-institutional studies (MIS), longitudinal vs. cross-sectional data, statistical designs, measurement error effects, and measuring student-environment interaction effects. The best data is obtained from longitudinal MIS on student inputs and outputs,…

While any method of data collection is subject to certain unique types of systematic errors, the investigator has available several techniques for detecting such errors or for minimizing their effects on his conclusions. (Author/JB)

Fall 1982 data on first-time, full-time freshmen are presented as part of the Cooperative Institutional Research Program. The normative data are presented separately for women and men, and for 38 groupings of institutions. The major stratifying factors are institutional race (predominantly black versus predominantly white), type (two-year college,…

This report presents survey data (from 216,362 students at 403 higher education institutions) on the characteristics of students attending American colleges and universities as first-time, full-time freshmen. The normative data presented are reported separately for men and for women and for 35 different groupings of institutions. The major…

This report presents survey data (from 194,182 students at 382 higher education institutions) on the characteristics of students attending American colleges and universities as first-time, full-time freshmen. The normative data presented are reported separately for men and for women and for 35 different groupings of institutions. The major…

National normative data on characteristics of students entering college as first-time, full-time freshmen are presented, based on the results of the fall 1984 Cooperative Research Program survey. The data are weighted to represent the population of freshmen. Extensive statistical data are reported separately for women and men, and for 37…