Changes in Goals, Plans, and Background Characteristics of College-Bound High School Students
ACT RESEARCH REPORTNo. 5252August 1972THE AMERICAN COLLEGE TESTING PROGRAMP. 0. BOX 168, IOWA CITY, IOWA 52240 CHANGES IN GOALS, PLANS, AND BACKGROUND CHARACTERISTICS OF COLLEGE BOUND HIGH SCHOOL STUDENTS Prepared by the Research and Development DivisionThe American College Testing Program© 1972 by The American College Testing ProgramAll rights reserved. Printed in the United States of AmericaFor additional copies write:Publication and Information Services Division The American College Testing Program P.O. Box 168, Iowa City, Iowa 52240(Check or money order must accompany request.)Price: $1.00 ABSTRACTThis study provides information on the stability or change in personal and background characteristics of entering college students. Findings are consolidated and compared from three previously unpublished papers: a 2-year follow-up of high school seniors who continued their education, a similar 4-year follow-up, and a comparison of responses of two independent samples of high school seniors who took the ACT Assessment in 1966 and in 1969. Precollege data for all studies were obtained from the Student Profile Section of the ACT Assessment. Follow-up data were gathered by questionnaires. Variables analyzed in the present study dealt with students' academic and vocational goals, educational aspirations and expectations, need for financial aid, out-of-class achievements, employment patterns while in college, use of automobiles on campus, and participation in college-related activities.Considerable differences in stability among characteristics were found; however, the changes seem to be orderly and according to logical expectations. The utility of the findings regarding changes and stability in these characteristics for those who work with college populations are discussed, and possible applications are suggested. CHANGES IN GOALS, PLANS, AND BACKGROUND CHARACTERISTICS OF COLLEGE-BOUND HIGH SCHOOL STUDENTSJames F. Carmody Robert H. Fenske Craig S. Scott1There is a constant need for timely information about contemporary college students. Teachers, counselors, administrators, and legislators are all vitally concerned with gaining as much comprehensive and reliable information as possible about students' backgrounds, needs, goals, and aspirations. Also, changes in college student backgrounds, goals, and expectations are occurring at such a rapid pace that it is very difficult, if not impossible, for those who provide services to students to adjust their actions accordingly. Educators must be aware of the nature of the changes which are occurring in those students to whom college services are offered.The findings from the present study provide useful information for those who practice in the fields of college administration, educational evaluation, teacher preparation, curriculum development, and student personnel services, enabling them to become more aware of the significance of their students' self-reported needs, characteristics, and aspirations. Most students require assistance in making appropriate decisions concerning college attendance and other educational problems. Secondary schools and colleges constantly strive to know more about their students. As students increase in number and become more sophisticated, it becomes even more necessary to evaluate the extent to which students' plans change so that available services may be revised or extended accordingly.The present study consolidated and compared the findings from three previously unpublished ACT research papers (Shevel & Carmody, 1970; Carmody, 1971; Fenske & Carmody, 1971) whichhave studied changes and consistencies in students' responses to the Student Profile Section (SPS) of the regular ACT Assessment. The SPS consists of a short biographical inventory that provides a means by which students may inform colleges of their academic, out-of-class, and vocational interests and achievements, as well as what they anticipate some of their needs will be (such as housing, financial aid, and etc.) while in college. The first and second reports reviewed in the present study described 2- and 4-year follow-ups, respectively. The third compared 1966 SPS responses with those from 1969.Analysis of students' responses to the SPS items has been used in the past to assist in predicting student accomplishments while in college (Richards, Holland, & Lutz, 1967). The out-of- class accomplishment scales were found to have moderate reliabilities for college freshmen and sophomores. Lutz (1968) studied the predictive validity of the SPS over a 1-year period using a follow-up questionnaire which was administered at the end of
