WorldCat Identities

Adelman, Clifford

Works: 68 works in 170 publications in 1 language and 8,687 library holdings
Genres: Longitudinal studies  Conference papers and proceedings  Records and correspondence  Classification  Examinations 
Roles: Author, Editor
Classifications: LB2361.5, 378.73
Publication Timeline
Most widely held works by Clifford Adelman
A New college course map and transcript files : changes in course-taking and achievement, 1972-1993 ; based on the postsecondary records from two national longitudinal studies by Clifford Adelman( Book )

7 editions published in 1995 in English and held by 589 WorldCat member libraries worldwide

This document presents a national tapestry of what is studied where, and by whom, in U.S. colleges, community colleges, and postsecondary trade schools. The "Map" is based on empirical information from national samples of postsecondary transcripts in two national longitudinal studies, the National Longitudinal Study of the High School Class of 1972 (nls-72) and the High School and Beyond/Sophomore Cohort (hsb/so). The cohorts of the hsb/so were scheduled to graduate from high school in 1982. Participation in postsecondary education expanded considerably during the period from 1972 to 1993, but the rate of completing any credentials by age 30 did not increase. The rate of bachelor's degree completion declined in the same period, as did the rate at which bachelor's degree recipients entered graduate or professional school. Time-to-degree increased by 7%, and the average number of credits earned by students also increased. The document has seven major sections: (1) "Making the Map," a description of the methodology; (2) "Degrees, Majors, Credits, and Time," a study of the long-term educational attainment of both cohorts; (3) "The Changing Shape of Delivered Knowledge," the taxonomy of courses derived from the samples; (4) "Who Provides?," The distribution of attempted courses by institution type; (5) "The Empirical Core Curriculum," a study of student course taking; (6) "Changes in the Proportion of Students Earning Undergraduate Credits in Specific Courses," an analysis of changes in student credits; and (7) "Undergraduate Grades: a Complex Story," the analysis of student achievement. Two appendixes contain technical notes and notes on data sources. (Contains 12 tables and 38 references.) (Sld)
Women at thirtysomething : paradoxes of attainment by Clifford Adelman( Book )

5 editions published in 1991 in English and held by 552 WorldCat member libraries worldwide

The way we are : the community college as American thermometer by Clifford Adelman( Book )

5 editions published in 1992 in English and held by 535 WorldCat member libraries worldwide

Answers in the tool box : academic intensity, attendance patterns, and bachelor's degree attainment by Clifford Adelman( Book )

8 editions published in 1999 in English and held by 498 WorldCat member libraries worldwide

This study of degree completion followed a national cohort of students from 10th grade (in 1980) through 1993 (High School and Beyond/Sophomore data base). Data included high school and college transcripts, test scores, and surveys. Using linear regression techniques, the study identified a model that accounts for about 43 percent of the variance in degree completion. The two most important variables identified were, first, academic resources a composite measure of the academic content and performance the student brings from secondary school, and, second, continuous enrollment. Major conclusions include the following: (1) since many students attend multiple institutions, institutional graduation rates are not very meaningful; (2) college admissions formulas that emphasize test scores and high school grade point average (rather than academic intensity and curriculum quality) are likely to produce lower degree completion rates; and (3) type and amount of remediation matters in relation to degree completion. Part 1 of the report constructs an index of student academic resources; Part 2 analyzes and/or reconstructs the major variables; Part 3 examines new attendance patterns and their significance; and Part 4 builds statistical models to explain findings. Five appendices include technical notes, additional tables, and examples. (Contains 125 references.) (Db)
Women and men of the engineering path : a model for analyses of undergraduate careers by Clifford Adelman( Book )

6 editions published in 1998 in English and held by 470 WorldCat member libraries worldwide

This monograph provides college academic administrators, institutional researchers, professional and learned societies, and academic advisors with information to improve understanding of the paths students take through engineering programs in higher education. The evidence used in this study comes principally from the 11-year college transcript history (1982-1993) of the High School & Beyond/Sophomore Cohort Longitudinal Study, as well as the high school transcripts, test scores, and surveys of this nationally representative sample. This is the first national tracking study of students in any undergraduate discipline that identifies attempted major fields from the empirical evidence of college transcripts. A "curricular threshold" of engineering was defined, and the careers of students described with reference to that threshold. While 16 long-term "destinations" of students who reached the threshold are identified, they are collapsed into four for purposes of analysis: (1) thresholders, who never moved beyond the requisite entry courses; (2) migrants, who crossed the threshold of the engineering path, began to major in enginering, but switched to other fields or left college altogether; (3) completers, some of whom continued on to graduate school by age 30; and (4) two-year-only students, whose college experience was confined principally to engineering tech programs in community colleges. Findings are presented in seven parts: (1) "Engineering Paths as Established by Students"; (2) "The Content of Their Curriculum"; (3) "Engineering and Science: Confusing Signs along the Path"; (4) "Antecedents of the Engineering Path"; (5) "Choosing the Engineering Path"; (6) "Learning Engineering: Migration and Traffic"; and (7) "Experiencing Engineering: Classroom Environments, Credit Loads, and Grades." A concluding section presnts suggestions for changing the image of engineering among high school students and potential college majors, particularly women. Suggestions are also provided to other disciplines for undertaking similar tracking studies, particularly in fields where men have been a distinct minority. Contains 131 references and an appendix. (Aa)
Leading, concurrent, or lagging? : the knowledge content of computer science in higher education and the labor market by Clifford Adelman( Book )

4 editions published in 1997 in English and held by 453 WorldCat member libraries worldwide

This monograph traces changes in computer science as a field of study in the college curriculum, and the associated changes in the work force and labor market. The study followed two cohorts of students from high school to age 30. Records for the first cover the period 1972-84; and for the second, the period 1982-93. The purpose of the study was to: (1) access what knowledge students who earned Bachelor's or associate degrees in computer science took with them into the labor market, and (2) how well that knowledge met the needs of the labor market. Data used included: student undergraduate records, national examinations, curriculum statements of professional organizations, and graduate program offerings. Among findings was an extraordinarily high consensus between taxonomies of computer science courses and those of disciplinary organizations. The report discusses computer science course taxonomies, institutional providers, workplace requirements and high school experiences, number of students earning computer science degrees, other disciplines offering computer science-related courses, amount of time spent in related courses, data from Graduate Record Examinations, and career paths of graduates in computer-related fields. Twenty data tables are included and 11 notes provide additional information; an appendix contains technical notes on methodology. (Contains 64 references.) (Ch)
Lessons of a generation : education and work in the lives of the high school class of 1972 by Clifford Adelman( Book )

6 editions published in 1994 in English and held by 444 WorldCat member libraries worldwide

In Lessons of a Generation, Clifford Adelman offers a fascinating look at the career and educational choices of the high school class of 1972, with special emphasis on how postsecondary education has made a difference in their lives. Drawing on the largest and richest data archive ever assembled on a generation of Americans, Adelman follows 22,000 members of the senior class of '72 over a fifteen-year period, in and out of school, college, work, family, and community life, and shows how their choices - what courses to take in high school, whether to attend college, and what to study once they are there - have affected who they are and what they do. Adelman explores the career histories of women and demonstrates that the workplace does not always reward educational achievement. He takes a critical look at the preferential treatment offered to special populations by tracking college athletes from adolescence to adulthood. He examines the role that community colleges play as an educational resource for men and women in various life phases. And he reveals much about the strengths and weaknesses of the arguments in today's curricular culture wars
Light and shadows on college athletes : college transcripts and labor market history by Clifford Adelman( Book )

4 editions published between 1990 and 1991 in English and held by 435 WorldCat member libraries worldwide

Data from the National Longitudinal Study of the High School Class of 1972 were used to evaluate the contention that big-time college sports exploit athletes, denying them an education that will help them succeed after college. The sample (n=8,101) consisted of six comparison groups of students who attended four year colleges: varsity football and basketball players; varsity athletes in other sports; intramural sports participants; performing arts students; nonathletes; and a residual group who claimed to be active in athletics, identified by transcript entries for "varsity" or "intercollegiate" sports, whether the entries carried credits or not. Major findings of the study include the following: (1) varsity athletes, including football and basketball players complete the bachelor's degree at a reasonable rate, but it takes them longer to do so than other groups, their grades are lower, and their curricula are less demanding; (2) ex-varsity football and basketball players do very well economically in the first decade of their worklives, whether or not they earned college degrees; and (3) at age 32, they had the highest rate of home ownership, the lowest rate of unemployment, but were the most likely to have lower status occupations than other groups. Results suggest that colleges do not exploit athletes but that the near term educational promises colleges make to students are not being kept. Includes 19 references and 17 tables. (Lpt)
Tourists in our own land : cultural literacies and the college curriculum by Clifford Adelman( Book )

4 editions published in 1992 in English and held by 430 WorldCat member libraries worldwide

This monograph, based on college transcripts of 10,700 students included in the National Longitudinal Study of the High School Class of 1972 (NLS-72), examines how culturally literate is the generation that is now in its thirties and what people in that generation studied that exposed them to different cultures, societies, and intellectual traditions. Findings determined that the amount of time spent on studying standard college subjects dwarfed the amount of time spent on studying all other cultural information combined. Also, exposure to cultural literacies other than that of western societies was extremely limited, and the bulk of this exposure to western traditions was confined to introductory-level courses. Additionally, the extent to which a student was exposed to cultural information was largely determined by his/her major. Recommendations are provided to students on how to approach, judge, and act upon their academic choices in light of the many requests and requirements from commissions, accreditation bodies, and faculty senates to study certain subjects. Contains 66 references. (GLR)
The new college course map and transcript files : changes in course-taking and achievement, 1972-1993 : based on the postsecondary records from two national longitudinal studies by Clifford Adelman( Book )

3 editions published in 1999 in English and held by 429 WorldCat member libraries worldwide

Performance and judgment : essays on principles and practice in the assessment of college student learning( Book )

4 editions published between 1988 and 1992 in English and held by 397 WorldCat member libraries worldwide

Major technical issues concerning the assessment of student learning in higher education are presented in light of the authors' own knowledge of principles and methods of testing and measurement. This information is intended to help academic administrators and faculty draft a charge to a committee for the design and implementation of an assessment program; to converse intelligently with consultants and faculty members charged with writing the specifications; and to evaluate both the program design and the results of its implementation. Following an introduction by Clifford Adelman, essay topics are as follows: "Designing a College Assessment" (Jason Millman); "Diverse and Subtle Arts: Assessing the Generic Outcomes of Higher Education" (Leonard L. Baird); "Assessment of Basic Skills in Mathematics" (Mark I. Appelbaum); "Issues in Evaluating Measures of Basic Language Skills for Higher Education" (Stephen Dunbar); "Assessing General Education" (John Centra); "Assessment through the Major" (Mark I. Appelbaum); "Assessing Changes in Student Values" (Jerilee Grandy); "Indicators of Motivation in College Students" (Sandra Graham); "Difficulty Levels and the Selection of General Education Subject Examinations" (Clifford Adelman); "Value Added: Using Student Gains as Yardsticks of Learning" (Leonard L. Baird); "Computer-Based Testing: Contributions of New Technology" (Jerilee Grandy); "States of Art in the Science of Writing and Other Performance Assessments" (Stephen Dunbar); "Using the Assessment Center Method To Measure Life Competencies" (William C. Byham); and"Conclusion: Metaphors and Other Guidances" (Clifford Adelman). Appendix a is an annotated bibliography of 79 items (Gary Pike); appendix b contains data on 22 selected assessment instruments (Gary Pike). (Sm)
Signs & traces : model indicators of college student learning in the disciplines( Book )

4 editions published in 1989 in English and held by 379 WorldCat member libraries worldwide

This report examines possible national indicators for learning outcomes in the individual disciplines of higher education. It consists of versions of five project final reports, each underscoring a distinct approach to developing a model in the context of a specific discipline. Each model applies, however, to several similar disciplines. Stressed in all the models are creative approaches to student assessment which include both criterion-referenced and norm-referenced information. Papers have the following titles and authors: "Models for Developing Computer-Based Indicators of College Student Learning in Computer Science" (Jerilee Grandy); "a Model for Assessing Undergraduate Learning in Mechanical Engineering" (Jonathan Warren); "Model Indicators of Student Learning in Undergraduate Biology" (Gary Peterson and Patricia Hayward); "a Study of Indicators of College Student Learning in Physics" (James Terwilliger, J. Woods Halley, and Patricia Heller); "Model Indicators of Undergraduate Learning in Chemistry" (George Bodner). Papers are followed by references, and appendixes, which detail model recommendations and criteria. (Db)
A college course map : taxonomy and transcript data based on the postsecondary records, 1972-1984, of the high school class of 1972 by Clifford Adelman( Book )

3 editions published in 1990 in English and held by 347 WorldCat member libraries worldwide

This document, a byproduct of the National Longitudinal Study of the High School Class of 1972, provides data on what postsecondary courses are actually taken both by school completers and school leavers, based on analysis of postsecondary transcripts from 1972 to 1984 of 12,600 students graduating from high school in 1972. Also presented is a revised Classification of Instructional Programs (cip) coding system based on recoding the 485,000 instances of course-taking in the sample. The tentative new taxonomy and decision rules were reviewed by faculties in the appropriate fields prior to final application. Data from the study are presented in tabular form and include the following: percentage of students completing undergraduate courses in 1,037 course categories; percentage of students completing undergraduate courses in 103 aggregate course categories; and distribution of all completed courses by type of institution. Additional data presented cover: basic demography and high school backgrounds of students; highest degree earned; college scholarship support; basic demography of 2/4-year and transfer attendance patterns; date of bachelor's degrees; date of associate's degrees; course of study and degrees earned beyond the bachelor's; and college experiences/attainments. (Db)
Toward resiliency : at-risk students who make it to college by Laura Horn( Book )

2 editions published in 1998 in English and held by 287 WorldCat member libraries worldwide

This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (Db)
No loaves, no parables; liberal politics and the American language by Clifford Adelman( Book )

3 editions published in 1974 in English and held by 266 WorldCat member libraries worldwide

The standardized test scores of college graduates, 1964-1982 by Clifford Adelman( Book )

8 editions published between 1984 and 1985 in English and held by 247 WorldCat member libraries worldwide

Scores from 23 standardized tests that are used in application to graduate and professional schools are analyzed, primarily from the 1964-1982 period. The 23 examinations include tests of advanced achievement in 15 subject areas, along with tests of general learned abilities (the Graduate Record Examination/Verbal and Quantitative, the Law School Admissions Test, the Graduate Management Admissions Test, and Medical College Admission Test Reading and Quantitative Analysis subtests. Major conclusions include: (1) the quality of available data on test scores and on the background characteristics of test-takers is highly variable; (2) changes in test scores over a period should be measured in terms of standard deviation units, and not in points or percentages; (3) of 23 examinations, performance declined on 15, remained stable on 4, and advanced on 4--the greatest declines occurred in subjects requiring high verbal skills; (4) none of the basic demographic characteristics of the test-takers (age, race, gender, citizenship, or native language), in themselves, explain the observed changes in performance over the period; and (5) different undergraduate majors provide convincing explanations of observed changes in performance. Issues concerning the measurement of scaled test scores and the magnitude of change are addressed. Data on test performance are appended. (Author/SW)
NLS-72 postsecondary education transcript files : data user's manual for revised transcript, term, and course files by Clifford Adelman( Book )

3 editions published in 1992 in English and held by 182 WorldCat member libraries worldwide

Assessment in American higher education : issues and contexts by Clifford Adelman( Book )

7 editions published between 1986 and 1987 in English and held by 170 WorldCat member libraries worldwide

Emerging and traditional forms of assessment in U.S. higher education are considered in this collection of five conference papers from the 1985 National Conference on Assessment in Higher Education. Included are a foreword by Education Secretary William J. Bennett and concluding remarks by Clifford Adelman. Paper titles and authors are as follows: "The Growing Interest in Measuring the Educational Achievement of College Students" (Terry W. Hartle); "Assessing Outcomes in Higher Education" (John Harris); "The Costs of Assessment" (Peter T. Ewell, Dennis P. Jones); "Assessment in Higher Education: To Serve the Learner" (Georgine Loacker, Lucy Cromwell, Kathleen O'Brien); and "Assessment in Career-Oriented Education" (Sandra E. Elman, Ernest A. Lynton). The papers include descriptions of different testing programs and the sponsoring organization's address and phone number. Assessment programs and cost estimates for four types of colleges are also covered: a small, private liberal arts college; a major public research university; a regional, comprehensive, public university; and a mid-sized community college. The conclusion briefly considers the role of judgment in culture and language as a theoretical ground for thinking about assessment. Key issues implicit in the papers are also identified, and a 48-item bibliography of technical and theoretical references is provided. (Sw)
A parallel postsecondary universe : the certification system in information technology by Clifford Adelman( Book )

5 editions published in 2000 in English and held by 133 WorldCat member libraries worldwide

This report describes the new system of credentialing from corporate vendors and industry/professional associations that has arisen in the information technology and telecommunications industries over the past decade. It compares this system to traditional higher education, identifying both similarities and dissimilarities, and points to some cases in which the two interact. Findings are organized in sections covering general information, examinations, course work and providers, and costs of certification. Some of the findings of the study are the following: (1) the system is global and operated in many languages; (2) the student, not the institution, is at the center of the system; (3) the system has brought competency-based education and performance assessment to a status they have never enjoyed within traditional higher education; (4) certifications replace neither experience nor degrees, and the information technology system does not pretend to be higher education; and (5) there is a critical need for more information on certification candidates and providers of courses, since the new system is now large enough to play a role in state and national planning for postsecondary education. (Contains 79 references and resources.) (Kc)
Principal indicators of student academic histories in postsecondary education, 1972-2000 by Clifford Adelman( Book )

2 editions published in 2004 in English and held by 43 WorldCat member libraries worldwide

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English (93)