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Descriptors:
Student Loan Programs; Federal Aid; Debt (Financial); Undergraduate Students; Dropouts; Comparative Analysis; College Graduates; Longitudinal Studies; Incidence; Employment; Income; Public Colleges; Private Colleges; Two Year Colleges; Proprietary Schools

Abstract:
This Statistics in Brief focuses on students who do not complete a postsecondary credential and the substantial federal education debt they accrue. Specifically, the analysis compares the cumulative debt from Stafford and Perkins loan programs of students who did not complete a degree within 6 years of first enrolling ("noncompleters") with that of their counterparts who did complete ("completers"). Students still enrolled in postsecondary education after 6 years are not included because many of these students have not yet entered repayment or formally entered the labor force and lack sufficient income data for a key measure used in the analysis. These students constitute 15 percent of beginning postsecondary students in 2009 and 14 percent in 2001 (Berkner, He, and Cataldi 2002; Skomsvold, Radford, and Berkner 2011, table 2.0A). The study is based on data from the two most recent cohorts of first-time beginning postsecondary students surveyed by the National Center for Education Statistics (NCES): students who began postsecondary education in 1995-96 and those who began in 2003-04. Each cohort was followed for 6 years, with final data collection for each cohort occurring in 2001 and 2009, respectively. The sampled students were identified in the 1995-96 and 2003-04 National Postsecondary Student Aid Studies (NPSAS), respectively, and followed up in the corresponding Beginning Postsecondary Students (BPS) Longitudinal Studies (BPS:95/01 and BPS:04/09). (Contains 3 tables, 8 figures and 9 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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Asians; Undergraduate Students; Foreign Countries; Student Financial Aid; Immigrants; Puerto Ricans; Asian American Students; Hispanic American Students; Comparative Analysis; Postsecondary Education; Enrollment; Latin Americans; Racial Differences; Ethnicity; Socioeconomic Status; Family Characteristics; Low Income Groups; Parent Background; Educational Attainment; English (Second Language); Academic Achievement; Mathematics Achievement; Remedial Instruction; Full Time Students; Majors (Students); Predictor Variables

Abstract:
This Statistics in Brief describes the undergraduate experiences of students who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third-or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. NPSAS is the most comprehensive source of national data on the experiences of undergraduates in the United States and includes information on students' academic preparation for college, the types of institutions they attend, and their experiences while enrolled. This Statistics in Brief begins with an overview of immigrant and second-generation American undergraduates nationwide and in the six states for which representative data are available, and then focuses on the most prevalent racial/ethnic groups among these two groups--Asian and Hispanic students. Asian students reported the Far East, Southeast Asia, or the Indian subcontinent as their region of origin, and Hispanic students reported their country or region of origin as Cuba, Mexico, South and Central America, or other Hispanic country or region. Undergraduates in Puerto Rico or who reported that they were of Puerto Rican descent are excluded from the analysis because their immigrant or generational status cannot be determined with available data (see appendix). Puerto Ricans and Other Hispanic Undergraduates are appended. (Contains 5 tables, 14 figures and 16 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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College Faculty; Professional Development Schools; Professional Development; Conferences (Gatherings); College School Cooperation; Governance; Educational Finance; Field Experience Programs; Inquiry; Action Research

Abstract:
The Benedum Collaborative was recognized by the National Association for Professional Development Schools (NAPDS) with its "Award for Exemplary Professional Development School Achievement" at the 2012 National Professional Development Schools Conference. The conceptual framework supporting simultaneous renewal of teachers, pre-service teachers, and university faculty members within the Collaborative is based on a set of belief statements. Six distinctive features of the Collaborative are described by PDS and university faculty and graduates in this article. 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:
Two Year College Students; Community Colleges; Enrollment; Remedial Instruction; Student Placement; College Transfer Students; Graduation; Employment; Academic Persistence; College Attendance; College Credits; Graduation Rate; Time to Degree; Job Placement; Licensing Examinations (Professions); Wages

Abstract:
Essential to tracking student success at community colleges is the availability of solid data and commonly defined metrics that go beyond measuring the traditional (and limited) enrollment and graduation rates that these colleges report to the federal government. In particular, what is needed are metrics that illuminate what happens to students between the starting and the ending points: Where do they make progress? Where do they falter? Do they achieve interim milestones? These types of metrics can help community colleges and states more quickly evaluate whether specific programs and policies are leading to successful interim outcomes and also to determine where interventions may be necessary to aid students who lose momentum or show signs of failure. Prominent initiatives, researchers and associations have made it their prerogative to define and report such metrics as well as to redefine completion to include more types of students who attend community colleges--part-time students; those who first enroll in winter, spring and summer; and students who do not start in a certificate or degree program. Some of the key organizations leading the data reform effort include Achieving the Dream (ATD), Complete College America (CCA), Community College Research Center (CCRC) and Voluntary Framework of Accountability (VFA). "The Completion Arch: Measuring Community College Student Success" was conceived by MPR Associates and the College Board to consolidate the efforts of these initiatives by compiling a set of common metrics and summarizing the statistics in the form of national-, state- and initiative-level indicators of student progress and success. The indicators in "The Completion Arch" help fill the need for useful, reliable and centrally organized statistics on the academic progress of community college students. The indicators present publicly available and commonly defined metrics of the progress and success of community college students from the time they first enroll until they enter the workforce after college. In synthesizing hundreds of indicators from 50 states and dozens of sources--and collecting these data in a single place--"The Completion Arch" aims to be a comprehensive resource for a wide audience of college officials, state policymakers, researchers and philanthropic organizations as these groups strive to improve community college education. Appended are: (1) Primary Data Sources; (2) Availability of Indicators by State; and (3) Glossary. (Contains 25 figures and 2 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:
Graduation Rate; Black Colleges; Academic Persistence; Student Financial Aid; Higher Education; Enrollment; Hispanic American Students; Bachelors Degrees; Associate Degrees; Community Colleges; Time to Degree

Abstract:
The 1990 Student Right-to-Know Act requires institutions to annually disclose graduation rates. To assist institutions in meeting this responsibility, the Integrated Postsecondary Education Data System (IPEDS) has collected institutional graduation rate data since 1997. Institutions eligible for federal student aid (Title IV funding) are required to calculate and report completion or graduation rates for a cohort of students entering that institution and to disclose these rates to all students and prospective students. The cohort is defined as first-time, full-time, degree- or certificate-seeking students, and the completion rate is calculated as the total number of completers within "150 percent of normal time" divided by the number of students in the cohort. Using this definition, an eligible cohort member in a 4-year institution who finished a bachelor's degree at that same institution in 6 or fewer years and an eligible cohort member in a 2-year institution who completed an associate's degree at that same institution in 3 or fewer years would be counted as completers. Beginning in 2008, to comply with the Higher Education Opportunity Act of 2008, IPEDS added a new survey component, called Graduation Rate 200, which collects graduation rates at 200 percent of normal time. This time frame corresponds to completing a bachelor's degree in 8 years and an associate's degree in 4 years. The purpose of this Issue Brief is to report whether this additional time results in higher institutional graduation rates. The author also examines whether the longer time frame particularly changes reported rates for Historically Black Colleges and Universities (HBCUs) or institutions with high Hispanic enrollment (HHE), because previous research has reported lower than average graduation rates for these institutions in the 4-year public and private not-for-profit private sectors. Specifically, this Issue Brief addresses three questions: (1) Are graduation rates reported at 200 percent of normal time higher than those reported at 150 percent of normal time? (2) How does this difference compare with the increase in rates between 150 percent and 100 percent of normal time? (3) Does the longer time frame yield bigger gains in graduation rates for HBCUs and HHEs compared with all other institutions within a given sector? (Contains 1 table, 1 figure and 7 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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Descriptors:
Interests; Educational Quality; Literacy; Community Colleges; Strategic Planning; Focus Groups; Interviews; Evaluation Methods; Educational Finance; State Aid; Educational Legislation; State Legislation; Alignment (Education); Educational Trends; Trend Analysis; Partnerships in Education; Educational Objectives; Distance Education

Abstract:
With the national spotlight on community colleges, Wyoming is poised to become a leader through its efforts to align the programs of its seven community colleges with defined state interests. As local economies become more globally focused and knowledge-based, community colleges are a critical way for learners to gain access to postsecondary education. Recognizing the importance of these institutions, President Obama has appointed a community college chancellor as undersecretary of education and has moved community colleges to the forefront of his administration's higher education policy. Wyoming community colleges are comprehensive. They offer students a high-quality education, and both students and the state benefit. The community colleges serve multiple missions and constituents, from high school students seeking college-level courses to adults needing basic literacy skills. Recent Wyoming legislation, House Enrolled Act 121 (HEA 121), mandates the development of a strategic plan to create a statewide community college system to set priorities for state funding. This report offers a plan to strengthen Wyoming's statewide community college system. It is an ambitious but attainable goal. The plan underscores the importance of fostering communication between college leaders and the Wyoming Community College Commission (WCCC), the state's decision-making body. Although based on state interests, the plan incorporates the unique contributions of each college and recognizes the need to maintain its specific community focus. Appended are: (1) Evaluation Tools; and (2) Interviews and Focus Groups. (Contains 38 exhibits and 14 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:
Credentials; Awards; Females; Labor Market; Bachelors Degrees; Ethnicity; Community Colleges; Higher Education; Gender Differences; Evaluation; Undergraduate Students; Enrollment; Postsecondary Education; Information Technology; Racial Factors

Abstract:
In light of the growing labor market demand for jobs requiring a minimum of subbaccalaureate credentials, this Statistics in Brief presents recent changes in subbaccalaureate awards in the decade between 1997 and 2007, using 2002 as a midpoint. It describes changes in the number and types of awards conferred, overall and within particular fields of study. The report also examines changes in the types of institutions conferring the awards and differences in awards by gender and race/ethnicity. These results can serve as a baseline against which to measure future changes. Key findings include: (1) The total number of subbaccalaureate awards conferred increased 28 percent between 1997 and 2007, to 1.5 million; (2) While community colleges still confer the majority of subbaccalaureate credentials--58 percent in 2007--the rate of increase in the number of awards was less than half the rate observed for institutions in the for-profit sector, which increased its share of awards from 24 percent to 29 percent; (3) Health care is the most common field of study in which subbaccalaureate credentials are awarded, accounting for 31 percent of all awards in 2007, and increasing 68 percent over the decade studied; and (4) Women earn a majority of subbaccalaureate awards (62 percent in 2007), and the increase in awards to women was larger than that found for men (31 percent vs. 24 percent increase between 1997 and 2007). (Contains 9 tables, 7 figures, 18 footnotes, and 2 appendix 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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Descriptors:
Undergraduate Students; Financial Needs; College Graduates; Statistical Analysis; Federal Government; Student Financial Aid; Enrollment; Grants; Federal Programs; Federal Aid; Paying for College; Tuition; Enrollment Trends; Graduate Study; Time to Degree; Comparative Analysis; Student Characteristics; At Risk Students; Academic Persistence; Educational Attainment

Abstract:
In 2006-07, the federal government awarded over $13 billion in Pell Grants to more than 5 million undergraduate students (U.S. Department of Education 2007). The goal of the Pell Grant program is to help students with financial need enroll in and graduate from college by providing them with a basic foundation of financial aid, to which they may add other grants, loans, or work-study awards from both federal and nonfederal sources. This study expands on the earlier research by analyzing factors related to timely completion of a bachelor's degree (i.e., within 6 years or less) and early enrollment in a graduate program (i.e., enrollment within 1 year of graduating from college) while comparing college graduates who received a Pell Grant with those who did not. Appended to this document are: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 21 footnotes, 6 figures, and 17 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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Descriptors:
Transfer Rates (College); Community Colleges; College Students; Course Selection (Students); Public Policy; College Transfer Students; State Colleges; Graduation Rate; Student Characteristics; Mathematics Achievement

Abstract:
This is the first in a series of MPR Research Briefs published on the outcomes and experiences of California community college students. California Community Colleges (CCC) enroll roughly two-thirds of all California college students and nearly one-fourth of all community college students in the nation. Their low fees and open-admission policies provide critical access to many students who otherwise might not attend college. Yet recent research reports have concluded that students who enroll in California community colleges complete a degree or transfer at relatively low rates. For example, Sengupta and Jepsen (2006) from the Public Policy Institute of California (PPIC) reported that about one-quarter of "transfer-focused" students had transferred to a 4-year institution, and Shulock and Moore (2007) from the Institute for Higher Education Leadership and Policy (IHELP) reported that about one-quarter of "degree-seekers" had completed college, either through transfer (18 percent) or earning a formal credential (6 percent). In light of the scrutiny these studies have received and to better understand who should be counted in determining transfer rates, the authors examine transfer rates in the context of different course-taking patterns and illustrate how rates have changed over time. The purpose of this research is to provide empirical data and a broader context for ongoing policy analyses and discussions. (Contains 4 figures, 2 tables, and 12 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:
Postsecondary Education; Graduation Rate; Classification; Institutional Characteristics; Gender Differences; Racial Differences; Ethnic Groups; Low Income Groups

Abstract:
This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased. In the end, the results indicate that serving large numbers of low-income students does not necessarily lead to low graduation rates. Appended are: (1) A Glossary; and (2) Technical Notes and Methodology. (Contains 14 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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