Crossing the Finish Line
(eBook)

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Published
Princeton University Press, 2009.
ISBN
9781400831463
Status
Available Online
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Format
eBook
Language
English
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Citations
APA Citation (style guide)

William G. Bowen., William G. Bowen|AUTHOR., Matthew M. Chingos|AUTHOR., & Michael S. McPherson|AUTHOR. (2009). Crossing the Finish Line. Princeton University Press.

Chicago / Turabian - Author Date Citation (style guide)

William G. Bowen et al.. 2009. Crossing the Finish Line. Princeton University Press.

Chicago / Turabian - Humanities Citation (style guide)

William G. Bowen et al., Crossing the Finish Line. Princeton University Press, 2009.

MLA Citation (style guide)

William G. Bowen, William G. Bowen|AUTHOR, Matthew M. Chingos|AUTHOR, and Michael S. McPherson|AUTHOR. Crossing the Finish Line. Princeton University Press, 2009. Web.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Grouping Information

Grouped Work ID755c1f84-3bf0-c5f6-247d-71f1235ccb63
Full titlecrossing the finish line
Authorbowen william g
Grouping Categorybook
Last Update2021-04-21 14:01:17PM
Last Indexed2021-07-21 04:21:49AM

Book Cover Information

Image Sourcehoopla
First LoadedFeb 11, 2021
Last UsedJul 13, 2021

Hoopla Extract Information

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    [synopsis] => The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever 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.
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