Appendix A - Table of Standard Errors

• Table 1a: Standard errors of the percent of institutions that had precollegiate programs for disadvantaged students, and standard errors of the percent of institutions with precollegiate programs where the largest program is Upward Bound, by institutional characteristics: 1994
• Table 2a: Standard errors of the percent of precollegiate students and of total funding that was located within the largest precollegiate program at each institution, by institutional characteristics: 1994
• Table 3a: Standard errors of the median and total number of precollegiate students, the institution's faculty and staff, and students who worked with the precollegiate program in 1993-94, and the standard errors of the mean student faculty staff ratio, by institutional characteristics: 1994
• Table 4a: Standard errors of the primary source of funding for institutions largest precollegiate program, by institutional characteristics: 1994
• Table 5a: Standard errors of the percent of institutions ranking selected potential goals of the precollegiate program as the most important goal, by institutional characteristics: 1994
• Table 6a: Standard errors of the percent of institutions using various locations as the primary location in which the largest precollegiate program is held, by institutional characteristics: 1994
• Table 7a: Standard errors of the top goal and the primary location of the largest precollegiate programs: 1994
• Table 8a: Standard errors of the percent of the largest precollegiate programs in 1993-94 with program activities in the academic year only, in the summer only, or in both time periods, and standard errors of the percent of students in each type of program, by institutional characteristics: 1994
• Table 9a: Standard errors of the mean number of total hours spent in program activities during the academic year, during the summer, and during both time periods, and standard errors of the mean number of years a typical precollegiate student continues to participate in the largest precollegiate program, by institutional characteristics: 1994
• Table 10a: Standard errors of the percent of precollegiate programs ranking specified qualities among the top three student characteristics for targeting by their precollegiate program, by institutional characteristics: 1994
• Table 11a: Standard errors of the percent of precollegiate students who are low income and who are female, by institutional characteristics: 1994
• Table 12a: Standard errors of the percent of precollegiate students in each racial/ethnic category, by institutional characteristics: 1994
• Table 13a: Standard errors of the percent of institutions indicating each grade level as the one grade level at which precollegiate students usually enter the program, by institutional characteristics: 1994
• Table 14a: Standard errors of the percent of precollegiate students at each grade level, by institutional characteristics: 1994
• Table 15a: Standard errors of the percent of institutions indicating an approach to providing services was the single most frequently used approach, by type of approach and institutional characteristics: 1994
• Table 16a: Standard errors of the percent of institutions ranking selected services among the three most important in their precollegiate program, by institutional characteristics: 1994
• Table 17a: Standard errors of the percent of institutions at which the largest precollegiate program provides one or more financial benefits, by institutional characteristics: 1994
• Table 18a: Standard errors of the percent of institutions providing specific financial benefits among those that offer benefits for successful performance, by institutional characteristics: 1994

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