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Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Change Agents; Adult Students; Enrollment Trends; Postsecondary Education; Enrollment Influences; Institutional Characteristics; Case Studies; Educational Demand; Change Strategies; Educational Change; Educational Trends; Trend Analysis; Online Courses; Distance Education; Influence of Technology; Performance Factors

Abstract:
While online universities and career colleges are experiencing increasing enrollment trends, the enrollment for traditional universities and colleges appears to be declining. Recent data shows that there is a slight decline in enrollment to the tradition 4-year college, while there is a steady increase within the technical and vocational institutions (Institute for Community Inclusion, 2006). This paper will explore the rise in demand of postsecondary education and how one small Catholic college in the upper mid-west, The College of St. Scholastica, is responding to this demand from adult learners. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Tables (Data); Graphs; Academic Achievement; Teacher Characteristics; Profiles; Educational Finance; College Faculty; College Students; Institutional Mission; School Districts; Values; Goal Orientation; Boards of Education; Trustees; Public Colleges; Population Trends; Family Income; Gender Differences; Racial Differences; Educational Attainment; Enrollment Trends; Student Characteristics; Foreign Students; Continuing Education; Adult Education; Adult Literacy; High Schools; Labor Force Development; White Students; African American Students; Asian American Students; Hispanic American Students; College Credits; Age Differences; Place of Residence; Trend Analysis; Foreign Countries; School Schedules; Distance Education; Developmental Programs; Dual Enrollment; Library Services; Technical Education; English (Second Language); Adult Basic Education; Awards; Graduation Rate; Grades (Scholastic); College Transfer Students; Associate Degrees; Educational Certificates; Costs; College Administration; Pacific Islanders; Educational Facilities; Teacher Salaries; Income; Tuition; Budgets; Expenditures; Resource Allocation; Fees; Student Financial Aid

Abstract:
The Houston Community College (HCC) 2011-2012 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. [For "Houston Community College 2010-2011 Fact Book," see ED531754.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Dual Enrollment; High School Students; Postsecondary Education; High Schools; Public Colleges; Private Colleges; Two Year Colleges; School Size; Courses; Enrollment Trends; Enrollment Rate; Eligibility; College Credits; College Faculty; Secondary School Teachers; Teacher Qualifications; Tuition; At Risk Students; Distance Education; College Admission; Admission Criteria; Curriculum; Academic Degrees; Pupil Personnel Services; National Surveys

Abstract:
This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education Statistics (NCES) previously collected data on dual enrollment and dual credit for the 2002-03 academic year from postsecondary institutions and high schools (Kleiner and Lewis 2005; Waits, Setzer, and Lewis 2005). To gather current data on dual enrollment and dual credit, NCES fielded an updated survey of postsecondary institutions on dual enrollment and a complementary survey of high schools on dual credit. The study presented in this report collected information for the 2010-11 academic year from postsecondary institutions on the enrollment of high school students in college-level courses within and outside of dual enrollment programs, and dual enrollment program characteristics. NCES, part of the Institute of Education Sciences, conducted this survey in fall 2011 using the Postsecondary Education Quick Information System (PEQIS). PEQIS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of institutions with minimal burden on respondents and within a relatively short period of time. Because the purpose of this report is to introduce new NCES data from this survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PEQIS dual enrollment study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Vocational Schools; Feedback (Response); High School Graduates; Graduation; High Schools; Statewide Planning; School Restructuring; Public Schools; Geographic Location; School Districts; Trend Analysis; Educational Change; Success; Change Strategies; Comparative Analysis; Educational Indicators; High School Equivalency Programs; Standardized Tests; Scores; Reading Achievement; Mathematics Achievement; Algebra; Mathematics Instruction; Dual Enrollment; Science Instruction; Course Selection (Students); College Entrance Examinations; Advanced Placement; Postsecondary Education; Enrollment Trends; Public Colleges; Private Colleges; Community Colleges; Grade Point Average; College Credits; State Colleges; Technical Education; Out of State Students; In State Students; Remedial Programs; Language Arts

Abstract:
The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2009 and 2010. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2009 and 2010 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 20 indicators are presented including 13 pre-graduation indicators and seven post-graduation indicators. Data Sources and Definitions for the Indicators are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expenditures; Higher Education; State Universities; Teacher Student Relationship; Family Income; Graduation Rate; Ethnic Groups; Comparative Education; Geographic Regions; Educational Trends; Trend Analysis; Educational Attainment; Enrollment Trends; College Attendance; Costs; Two Year Colleges; Definitions; Classification; Institutional Characteristics; College Graduates; Vocational Education; College Credits; Paying for College; Part Time Students; High School Graduates; Academic Persistence; College Freshmen; Employment; Unemployment

Abstract:
This 2011 edition of the "SREB (Southern Regional Education Board) Fact Book on Higher Education" is something new--bigger and better. As always, it continues a proud tradition begun in 1956 of presenting comparative data for colleges and universities in the SREB region in a national context. But this year--for the first time--it provides data for all 50 states and the District of Columbia, organized into geographical regions defined by the U.S. Census Bureau. Now more than ever, this larger, national format can help leaders both in education and government spot emerging trends, evaluate progress and make informed judgments about the impact of state and institutional policies. Inside readers will find detailed national, regional and state data on topics that they have come to expect, including: education attainment and demographics; economic indicators; elementary and secondary school enrollments; high school graduates; employment and unemployment; government revenues and expenditures; college-going rates, first-year college student persistence rates; enrollments by age, sex, racial/ethnic group and full-time or part-time attendance; undergraduate, graduate and professional-level enrollments; e-learning trends; graduation and progression rates and degrees granted; tuition and fees; financial aid to students; characteristics and salaries of faculty and administrators; funding for higher education; and college and university revenues and expenditures. The 2011 edition also adds important new measures on college completion and affordability. Readers will see valuable data on postsecondary career/technical education certificates and diplomas, college credits taken by high school students, time- and credits-to-degree for bachelor's and associate's degree graduates, and education attainment comparisons for younger and older components of the working-age population, in addition to the traditional report on adults ages 25 and over. New comparisons reveal the full cost of attendance and the "net price" of college for students by family income level, plus 100 percent of normal time graduation rates and student-to-faculty ratios. Appended are: (1) SREB-State Data Exchange Definitions of Institutional Categories and Listing of Public Universities, Four-Year and Two-Year Colleges, and Technical Institutes or Colleges; and (2) SREB-State Data Exchange Agendas. (Contains 105 tables and 42 endnotes.) [For an earlier edition, "Fact Book on Higher Education," see ED508022.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; High Schools; High School Students; Credits; Dual Enrollment; Postsecondary Education; Advanced Placement Programs; Distance Education; Academic Education; Vocational Education; Student Transportation; Student Costs; Institutional Characteristics; Prerequisites; Educational Finance; Associate Degrees; Bachelors Degrees; Certification; Secondary School Teachers; College Faculty; Grouping (Instructional Purposes); National Surveys

Abstract:
This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Vocational Schools; Feedback (Response); High School Graduates; Graduation; High Schools; Statewide Planning; School Restructuring; Public Schools; Geographic Location; School Districts; Trend Analysis; Educational Change; Success; Change Strategies; Comparative Analysis; Educational Indicators; High School Equivalency Programs; Standardized Tests; Scores; Reading Achievement; Mathematics Achievement; Algebra; Mathematics Instruction; Dual Enrollment; Science Instruction; Course Selection (Students); College Entrance Examinations; Advanced Placement; Postsecondary Education; Enrollment Trends; Public Colleges; Private Colleges; Community Colleges; Grade Point Average; College Credits; State Colleges; Technical Education; Out of State Students; In State Students; Remedial Programs; Language Arts

Abstract:
The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2008 and 2009. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2008 and 2009 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Unemployment; State Colleges; Distance Education; Educational Opportunities; Community Colleges; Campuses; Universities; Trend Analysis; Enrollment Trends; College Credits; Workshops; High School Students; Course Descriptions; Tables (Data)

Abstract:
This report highlights distance delivery courses in Nebraska for the academic year 2008-2009. All six community colleges, the three state colleges, and the University of Nebraska campuses offer courses at distance (Table I). The data reflect all courses offered at a location other than a main campus or a branch campus. Overall, the number of courses offered at distance increased by 5.5% from 2007-08. All three sectors reported increases in 2008-09, although some institutions experienced declines. Some increases in course offerings are due to one credit workshops and other training opportunities that may be a response to the slow economy and the resulting demand for fast retraining by unemployed workers. (Contains 1 figure, 3 tables and 4 graphs.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Continuing Education; Foreign Countries; Vocational Education; Educational Change; Program Effectiveness; Labor Force Development; Participation; Individual Characteristics; Institutional Characteristics; National Surveys; Annual Reports; Occupational Surveys; Predictor Variables; Skill Analysis; Skill Development; Job Skills; Skilled Workers; Knowledge Level; Cluster Grouping; Trend Analysis; Educational Trends; Health Education; Data Analysis; Education Work Relationship

Abstract:
Purpose: Within the context of policies on developing the workforce of the government health sector in England, this paper aims to investigate participation in work-related continuing education and training (WRCET), its pedagogy and effectiveness. Individual and organizational characteristics associated with effective WRCET are examined. Design/methodology/approach: The paper employs a cross-sectional study, using data from annual large-scale National Staff Surveys of 2006 and 2009. Based on detailed occupational groups, the authors classify respondents to high- and low-skilled staff and develop four dependent variables that combine specific types of training with respondent assessments of the effectiveness of their training for their professional development. Probit regressions models are estimated for both groups of workers, controlling for individual and organizational characteristics. Findings: Participation in WRCET increased between 2006 and 2009 for both groups with differential patterns of participation across four types of training. Applying an effectiveness criterion eliminates relative change in participation rates between the groups and results in only about a quarter of those who participated in WRCET rating it as effective. Appraisal and particularly membership of positively rated work teams are strongly associated with training being rated as effective. Originality/value: This is the first use of this large-scale data set to appraise health sector policies on WRCET. Distinguishing between participation alone and whether participation is perceived as effective has benefits in appraising training policies and identifies appraisal and membership of positively rated teams as factors associated with effective WRCET. Use of an effectiveness criterion shows very large differences between participation alone and participation in effective WRCET. (Contains 8 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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