|
Previous
Table of Contents
Next
2. What evidence
is there that CSTEP programs succeed?
Table 4. Placement of CSTEP Graduates into Targeted Fields:
Employment, Four-Year Preprofessional and Professional Programs,
Graduate Programs, and Licensure
|
Total # CSTEP graduates
|
Placement of Graduates from A.A., Undergraduate
and Graduate CSTEP Programs
|
|
Employment in targeted fields
|
Enrollment in four-year institution
|
Enrollment in graduate or professional
school
|
Applied for professional licensure
|
| 1989-90 |
458
|
206
|
51
|
80
|
NC*
|
| 1990-91 |
492
|
183
|
55
|
89
|
NC*
|
| 1991-92 |
514
|
166
|
31
|
81
|
63
|
| 1992-93 |
497
|
144
|
48
|
110
|
86
|
| 1993-94 |
626
|
225
|
83
|
137
|
NC*
|
| 1994-95 |
674
|
227
|
65
|
254
|
NC*
|
| 1995-96 |
784
|
297
|
66
|
215
|
188
|
Source:
New York State Education Department, 1997
*Note: "NC"
means data not collected for this variable during the years indicated.
Data from Table
4 offer a number of significant insights:
- The state’s
CSTEP programs have graduated a steadily increasing number of
students during the period from 1989-90 to 1995-96. In 1989-90,
fewer than 10% of the total CSTEP student population graduated
from CSTEP-sponsored two-year and four-year undergraduate and
graduate degree programs (458 of 4,885 students). By 1995-96 that
figure had more than doubled to 20.7%, reflecting the maturation
and growing sophistication and comprehensiveness of these programs.
To some extent, this increase reflects the interest in several
CSTEP programs to provide services not only to assist new undergraduates
to enter and stay in college and pursue majors in targeted fields
of study, but also to support students once they enter these majors.
However, the data also reflect the increasing success of the programs
in encouraging and assisting CSTEP students to complete their
postsecondary education. Indeed, it is the growing commitment
of CSTEP programs to support students throughout their postsecondary
years that is yielding such dramatic increases in student retention
and graduation rates.
- Of those
CSTEP students who graduated, moreover, a high percentage have
in fact been placed in either employment in the targeted fields
or in further preprofessional or professional study in those fields.
These data are directly pertinent to the fundamental aims of the
CSTEP initiative. Below are the annual percentages of CSTEP students
successfully placed:
- 1989-90:
73.6%
- 1990-91:
66.5%
- 1991-92:
54.1%
- 1992-93:
60.8%
- 1993-94:
71.1%
- 1994-95:
81.0%
- 1995-96:
73.7%
Chart 6, on
the following page, provides data about the remarkable progress
of the CSTEP programs in assisting their students to maintain good
grade point averages (GPA’s). The percentage of CSTEP students
with GPA’s in the 2.0 to 2.9 range has stayed fairly steady
between 1989-90 and 1995-96 (ranging between 50% and 60%). Meanwhile,
the percentage of students earning less than a 2.0 GPA has dropped
dramatically from 26.3% in 1989-90 to 8.5% in 1995-96 while the
percentage earning a GPA of 3.0 or higher has increased from 19.4%
in 1989-90 to 36.1% in 1995-96.
Previous
Table of Contents
Next
|
|
