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Descriptors:
Higher Education; Educational Opportunities; Federal Legislation; Disclosure; Undergraduate Students; Graduation Rate; Classification; Sex; Race; Ethnicity; Grants; Student Loan Programs; Two Year Colleges; Compliance (Legal); Confidentiality; Privacy; Statistical Data; School Statistics; Educational Indicators

Abstract:
The Higher Education Opportunity Act of 2008 (HEOA) requires that Title IV degree-granting institutions disclose annually the graduation rates of first-time, full-time degree- or certificate-seeking undergraduate students, disaggregated by gender, each major racial/ethnic subgroup, and receipt or non-receipt of a federal Pell grant or subsidized Stafford loan. The law requires that this information be made available, through appropriate publications, mail, or electronic media, to current and prospective students. All 4-year degree-granting institutions are expected to implement this mandated disclosure requirement immediately upon HEOA enactment, but a provision of the law requires this disclosure requirement to apply to 2-year degree-granting institutions beginning in the academic year 2011-12 (HEOA Section 488(a)(3)). The public disclosure of graduation rate data, while important, potentially risks disclosure of personally identifiable information. The challenge of meeting disclosure requirements lies in releasing as much information as required by the law, while also meeting legal requirements to protect each student's privacy under the Family Educational Rights and Privacy Act (FERPA) (34 CFR Section 99.3). Recognizing this, HEOA states that disaggregated graduation rates are to be disclosed only "if the number of students in subgroups is sufficient to yield statistically reliable information and reporting will not reveal personally identifiable information about an individual student. If such number is not sufficient for such purposes, then the institution shall note that the institution enrolled too few of such students to so disclose or report with confidence and confidentiality" (HEOA Section 488(a)(3)). The purpose of this brief is to provide technical guidance to Title IV 2-year degree-granting institutions in meeting the statutory disclosure requirement related to graduation rates while minimizing the risk of revealing the graduation status of individual students. Adapted from "Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting" (Seastrom 2010b), this brief includes a summary of key definitions, a brief discussion of background information, a review of current disclosure practices used by institutions, and a discussion of some practices for balancing disclosure and confidentiality. The brief concludes with a set of recommended rules that post-secondary institutions can apply to disclosure of graduation rate data required by the HEOA. It is important to emphasize that disclosure rules described in this brief aim only to meet the requirements of HEOA for disclosure of graduation rates. These rules may not apply to other disclosure or reporting requirements. (Contains 6 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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 ERIC Full Text (187K)

Descriptors:
Vocational Education; Public School Teachers; Secondary School Teachers; Academic Education; Institutional Characteristics; Teaching Experience; Class Size; Faculty Development; Teacher Characteristics; Teacher Qualifications; Teacher Certification; Educational Attainment

Abstract:
These Web Tables focus on public school teachers in grades 9-12 who taught primarily career and technical education (CTE), academic, or other subjects during the 2007-08 school year. CTE teachers are grouped based on their main subject area: nonoccupational CTE, including family and consumer sciences education and general labor market preparation, and occupational education. Occupational education includes 10 broad areas: agriculture and natural resources; business; communications and design; computer and information sciences; construction, architecture, and engineering technologies; consumer, culinary, and public services; health sciences; manufacturing; marketing; and repair and transportation. CTE, academic, and other public high school teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, characteristics of their students, and primary subject area. Table 1 presents the distribution of teachers who taught primarily CTE, academic, or other subjects, by selected school characteristics. Table 2 displays the occupational education fields in which CTE teachers taught. Table 3 shows teachers' average number of years of teaching experience, and the distribution of their years of experience, by school type and main teaching assignment. Table 4 focuses on teachers' average class size, by school type and main teaching assignment. Table 5 summarizes the extent to which teachers participated in professional development, by school type and main teaching assignment. Tables 6 and 7 detail teachers' background characteristics including age, sex, and race/ethnicity, by school type and main teaching assignment. Tables 8 and 9 present information on teacher qualifications, including types of certification and educational attainment, by school type and main teaching assignment. A glossary is included. (Contains 18 tables and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (358K)

Descriptors:
Vocational Education; Secondary Education; Skilled Workers; Employment Opportunities; Labor Market; Tables (Data); Graduation; High School Graduates; Postsecondary Education; Education Work Relationship; Occupations; Consumer Science; Job Skills; Job Training; Credits

Abstract:
Career and technical education (CTE) is a significant component of high school education. For the last several decades, more than 90 percent of public high school graduates have earned at least some credits in CTE, with graduates from the class of 2005 earning an average of 4.0 CTE credits (Hudson and Laird 2009; Levesque 2003; Levesque et al. 2008; Tuma 1996). As demand for a high-skill workforce has increased, reforms have focused on changing high school CTE from an alternative to the college preparatory curriculum to an educational pathway for all students that connects high schools, colleges, and the workforce (Kazis 2005; Lekes et al. 2007; Silverberg et al. 2004). This set of Issue Tables provides information on the transition of CTE participants into postsecondary education and the labor market during the first 2 years after their high school graduation. In these tables, CTE participants are identified based on the courses they took in high school. The National Center for Education Statistics (NCES) classifies the courses listed in high school transcripts into various subject areas (mathematics, science, social studies, and so on) using the Secondary School Taxonomy (SST) (Bradby and Hudson 2007). The SST divides CTE into three major categories--family and consumer sciences education, general labor market preparation, and occupational education, with occupational education further divided into 21 specific occupational areas (business management, marketing, manufacturing, and so on). To ensure adequate samples for the analysis presented here, the 21 occupational program areas in the SST are aggregated into the following 12 broad areas: (1) agriculture and natural resources; (2) business; (3) communications and design; (4) computer and information sciences; (5) construction and architecture; (6) consumer and culinary services; (7) engineering technologies; (8) health sciences; (9) manufacturing; (10) marketing; (11) public services; and (12) repair and transportation. The Issue Tables focus on occupational coursetaking because this is the part of the CTE curriculum that provides students with the technical skills necessary for entering the labor market, and it is also the largest of the three CTE curricular areas. The tables include information on graduates who earned different numbers of occupational credits, and on occupational concentrators. Occupational concentrators are defined in two ways: students who earned at least 2.0 credits in any one of the 12 occupational areas listed above, and students who earned at least 3.0 credits in any one of the 12 occupational areas. Table 1 presents the percentage of students from the class of 2004 who concentrated in occupational education during high school and who earned different numbers of occupational credits. Table 2 displays data on the transition of CTE students into postsecondary education and the labor force within 2 years after high school graduation. Tables 3 through 6 provide information about students who enrolled in postsecondary education, with a focus on their enrollment characteristics, persistence, and undergraduate major. Tables 7 through 10 present data on CTE students' employment, including their labor force status, average hourly wage, and occupation. Table 11 shows the percentage of CTE concentrators who were pursuing a major or an occupation related to their high school CTE concentration area. A glossary is included. (Contains 13 tables, 1 exhibit, and 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (388K)

Descriptors:
Paying for College; Undergraduate Students; Student Financial Aid; Student Loan Programs; Grants; Work Study Programs; Student Characteristics; Student Costs; Tuition; Fees; Federal Aid; State Aid; Family Financial Resources; Financial Needs

Abstract:
From 1995-96 to 2007-08, the number of undergraduates in the United States grew from about 16.7 million to 21 million (Horn and Berktold 1998; Wei et al. 2009). In 2007-08, two-thirds of all undergraduates received some type of financial aid, including grants, loans, work-study, or some combination of these types of aid. These Web Tables provide information on undergraduate financing during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2- and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics. The tables are grouped into three sections. Section 1 presents trends in the average undergraduate price of attendance and tuition and fees, by selected student characteristics. Section 2 shows trends in undergraduate financial aid. The tables display the percentages of undergraduates receiving each of the major types of financial aid and the average amounts received, by selected student and institutional characteristics. Section 3 presents the net price of college by institution type, student's out-of-pocket price, expected family contribution (EFC), financial need, and remaining financial need after all financial aid, by selected student and institutional characteristics. A glossary is included. (Contains 34 tables and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (828K)