However, Winston and Hill (2005) have argued that the COFHE colleges (which are generally wealthier, on average) enrolled disproportionately small numbers of low-income students with high college aptitude scores even though such students were generally available in the college applicants' pool of high-score students.
Our sample of private colleges is comparable to the sample used by Hill, Winston, and Boyd (2005), although it only includes 13 of the 31 COFHE colleges; also, all the colleges in our sample are national universities and over 80% of the colleges used by Hill et al.
A similar pattern existed for the COFHE colleges in Hill, Winston, and Boyd (2005).
These figures become even more striking when we limit our analysis to the sample of COFHE institutions that were the subject of prior studies of the number of low-income students at elites (e.g., Winston & Hill, 2005).
Not even a hundredfold increase in the numbers of low-income community college transfers at COFHE institutions would fill the enrollment gap of 2,255 low-income students estimated by Winston and Hill (2005).
For the elite subset of COFHE S/E majors with A or A- GPA's, proportions headed immedi ately to graduate school were higher but declines were steeper: from 68 percent of the 1984 cohort down to 43 percent by 1998.
The share of all COFHE S/E majors indicating no plans at all for advanced study during the course of their careers more than doubled, from 9 percent in 1984 to 19 percent in 1998.
The 1987 COFHE follow-up study found that undergraduate debt did not prevent the attainment of further education for 1982 seniors who delayed entry into graduate school, did not lead COFHE seniors to abandon their educational aspirations, or their arts and science degree goals in favor of professional fields.
Five years out: Revisiting the COFHE class of 1982.
The commentaries come from people with a variety of interesting perspectives but limited in institutional range primarily to liberal arts colleges and research universities, consistent with the composition of COFHE
. Institutional range is important, as the commentators themselves note, for the changing economy will affect different types of institutions quite differently; nevertheless, the discussions have value for all of higher education.