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A Comparison of the Impact of Preparedness of Students Entering College and Students’ Academic Attainment between Selected HBCU and Non-HBCU

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  • Isaac Bonaparte
  • Lucy Lim
  • Ephraim Okoro

Abstract

Longitudinal data collected from the National Center for Education Statistics (NCES) for the period 2003-2009 reveal that among a sample of 2,275 African-American students, there were no significant difference in the preparedness of students entering HBCU and non-HBCUs. However, we find that relative to non-HBCUs, HBCU students are more likely to be placed in remedial courses. We also find that relative to non-HBCUs, HBCUs have a higher retention and attainment rate especially for the bachelor’s degrees. We contend that HBCUs seem to prepare their students better to successfully attain bachelor’s degrees by requiring underprepared students to take remedial courses as deemed necessary after evaluating their credentials. Such intervention enhances the capacities and abilities of underprepared students and equips them with the necessary capacities and abilities to succeed academically and to complete their undergraduate programs timeously.

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  • Isaac Bonaparte & Lucy Lim & Ephraim Okoro, 2014. "A Comparison of the Impact of Preparedness of Students Entering College and Students’ Academic Attainment between Selected HBCU and Non-HBCU," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 4(1), pages 105-117, January.
    • Handle: RePEc:hur:ijarpe:v:4:y:2015:i:1:p:105-117
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    References listed on IDEAS

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    1. Eric P. Bettinger & Bridget Terry Long, 2009. "Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
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    5. Peter Riley Bahr, 2010. "Preparing the Underprepared: An Analysis of Racial Disparities in Postsecondary Mathematics Remediation," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(2), pages 209-237, March.
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