The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for three semesters (N = 202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice.Although the civil rights movement of the 1960s remains only a distant memory, issues of equal access to higher education and barriers to desirable employment with higher earnings continue to be a reality for many African Americans. The evidence of unequal opportunities is evident by the staggering proportion (26 percent) of

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This report for Norway forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes (see Annex A for further details). The purpose of the Review is to explore how systems of evaluation and assessment can be used to improve the quality, equity and efficiency of school education. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation.

This study was designed to investigate the extent to which peer relations increased among students who participated in a modified program of supplemental instruction at a community college. Peer relations have been examined as a subset of social integration variables in studies of four-year colleges under a variety of labels-contact, interaction, involvement, integration, personal bonds-and with a variety of methods