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Descriptors:
Postsecondary Education; Academic Persistence; Remedial Instruction; Developmental Studies Programs; Educational Attainment; School Holding Power; Time to Degree; Comparative Analysis; Dropout Rate; Dropouts; Outcomes of Education; Student Evaluation; Dual Enrollment; Integrated Curriculum; Acceleration (Education); Student Improvement; Colleges

Abstract:
Recently the state of Missouri, through the Missouri Department of Higher Education, has started to work toward the goal of having 60 percent of state residents hold some type of postsecondary credential. This goal aligns with similar initiatives in other states as well as President Obama's objective for the nation. In order to reach this ambitious target, improvements in postsecondary education will need to be made in a number of areas. One such area is remedial education. Remedial education (sometimes also described as developmental education) refers to courses taught within postsecondary education that cover content below the college level. Students who require remediation upon entering postsecondary institutions may face adverse consequences. First, these students may be less likely to complete their course of study and more likely to stop out or drop out. Second, it may take these students longer, both in terms of the number of courses taken and number of years enrolled, to complete their studies. It is therefore in the best interests of Missouri that it address and improve remedial education at the postsecondary level. To this end, this report examines remedial education from several angles. It first investigates the extent of remedial coursetaking in postsecondary education both nationally and in Missouri. It then explores remedial students' persistence and attainment compared with the persistence and attainment of nonremedial students. The report concludes by describing the various approaches to remedial education that have been adopted throughout the country. A table, Research Evaluations of Remedial Education Interventions, is appended. (Contains 7 figures, 1 table, and 4 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 (374K)

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College Students; Employment; Enrollment; Associate Degrees; Unemployment; Salaries; Working Hours; Fringe Benefits; Job Satisfaction; Bachelors Degrees; Graduation; Student Characteristics; Education Work Relationship

Abstract:
This set of Web Tables presents descriptive statistics on the spring 2009 labor market experiences of subbaccalaureate students who first entered postsecondary education in 2003-04. The Web Tables use data from the nationally representative 2004/09 Beginning Post-secondary Students Longitudinal Study (BPS:04/09), which followed a cohort of first-time postsecondary students for 6 academic years, from 2003-04 until 2008-09. For both certificate and associate's degree students, results are shown for completers and noncompleters. Completers are categorized based on the highest degree they attained, and non-completers are classified based on their initial degree program. The tables are organized as follows: Tables 1 and 2 introduce the groups of interest by providing percentage distributions of both the initial degree or certificate program of all 2003-04 first-time postsecondary students and the degree or certificate completion status for those no longer enrolled as of spring 2009. Subsequent tables show results by completion status in two series, first for certificate students (tables 3-11) and then for associate's degree students (tables 12-20). Tables 3 and 12 begin each series and provide context for the outcomes reported in the rest of the series by presenting data on demographics, enrollment characteristics, and employment after enrollment. Beginning with tables 4 and 13, each after enrollment. Beginning with tables 4 and 13, each table examines specific spring 2009 employment results for completers and noncompleters with selected demographic, enrollment, and employment characteristics. Tables 4-6 and 13-15 report on the labor force participation of certificate and associate's degree students, respectively. They include data about unemployment spells and spring 2009 employment status, displaying findings by demographics and enrollment characteristics. Tables 7-11 and 16-20 provide further information about certificate and associate's degree students' spring 2009 employment, such as annual earnings, employer-offered benefits, and job satisfaction, by demographics, enrollment characteristics, and employment characteristics. (Contains 100 tables and 3 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 (1619K)

Descriptors:
Higher Education; College Attendance; Student Financial Aid; Statistical Data; Federal Legislation; Family Income; Educational Finance; Eligibility; Veterans Education; Financial Support; Paying for College; Federal Aid; Student Costs; Tax Credits

Abstract:
This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007-08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance. Key findings include: (1) Nearly one-half of all 2007-08 undergraduates were estimated to have received an education tax benefit, reducing recipients' average college expenses for the academic year by about $700; (2) Low-middle-income and high-middle-income dependent undergraduates were estimated to have received tax benefits at higher rates than were low-income and high-income dependent undergraduates. The most common reason low-income dependent students did not receive a tax benefit was that they had no net tuition after subtracting the grant aid and veterans benefits they received. (3) Low-middle- and high-middle income dependent undergraduate tax benefit recipients received higher average amounts in tax benefits than low-income and high-income dependent undergraduate tax benefit recipients. (Contains 3 figures, 2 tables, and 32 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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 ERIC Full Text (465K)

Descriptors:
Distance Education; Disabilities; Computer Science; Student Financial Aid; Student Characteristics; Statistical Significance; Business Administration Education; Student Participation; Enrollment; Undergraduate Students; Undergraduate Study; College Programs; Two Year College Students; Two Year Colleges; Private Colleges; Educational Technology

Abstract:
This Statistics in Brief investigates participation in distance education using the most current nationally representative student-reported data collected by the National Center for Education Statistics (NCES). Specifically, the data come from the three most recent administrations of the National Postsecondary Student Aid Study, which were conducted during the 1999-2000, 2003-04, and 2007-08 academic years (NPSAS:2000, NPSAS:04, and NPSAS:08). This Statistics in Brief's use of student-reported data allows for exploration of how participation in these courses varies with student characteristics. Key findings include: (1) From 2000 to 2008, the percentage of undergraduates enrolled in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent; (2) Compared with all students, students studying computer science and those studying business enrolled at higher rates in both distance education classes (27 percent and 24 percent, respectively, vs. 20 percent) and distance education degree programs (8 percent and 6 percent, respectively, vs. 4 percent); (3) Participation in a distance education course was most common among undergraduates attending public 2-year colleges; 22 percent were so enrolled. Participation in a distance education degree program was most common among undergraduates attending for-profit institutions; 12 percent were so enrolled; (4) Older undergraduates and those with a dependent, a spouse, or full-time employment participated in both distance education classes and degree programs relatively more often than their counterparts; and (5) Students with mobility disabilities enrolled in a distance education course more often than students with no disabilities (26 percent compared with 20 percent), but no other statistically significant difference between students with and without disabilities was detected. (Contains 4 tables, 8 figures 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:
Military Service; Graduate Students; Graduate Study; Federal Aid; Marital Status; Military Personnel; Statistical Significance; Student Financial Aid; Veterans; Undergraduate Students; Undergraduate Study; Veterans Education; Federal Legislation; National Surveys; Demography; Student Characteristics; Colleges; Comparative Analysis; Gender Differences; Distance Education; Bachelors Degrees; Time to Degree; Enrollment Trends

Abstract:
This Statistics in Brief uses nationally representative data to determine the representation of military students in undergraduate and graduate education and to examine how their demographic and enrollment characteristics compare with their nonmilitary peers. The brief draws upon two nationally representative studies of postsecondary students, the 2007-08 National Postsecondary Student Aid Study (NPSAS:08) and the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), which were conducted prior to enactment of the new GI Bill. It uses these data about military personnel already enrolled in U.S. postsecondary institutions to provide a context for future data examining the impact of this legislation. Specifically, this study addressed four questions: (1) How many military service members and veterans were enrolled in undergraduate and graduate education in 2007-08, and what percentage used GI Bill education benefits to pay for their education? (2) How did military undergraduates' and military graduate students' demographic characteristics compare with those of their nonmilitary counterparts' (3) How did military undergraduates' and nonmilitary independent undergraduates' enrollment characteristics differ? (4) How did military and nonmilitary graduate students' enrollment characteristics differ? Key findings include: (1) In 2007-08, about 4 percent of all undergraduates and about 4 percent of all graduate students were veterans or military service members. About two-fifths of military undergraduates and one-fifth of military graduate students used GI Bill education benefits. (2) Unlike their nonmilitary counterparts, a majority of military undergraduates and military graduate students were male. Military students also were more likely than their nonmilitary peers to be married. (3) Military undergraduates studied at private nonprofit 4-year institutions, pursued bachelor's degrees, took a distance education course, and studied computer and information sciences more often than their nonmilitary peers. The percentage of military undergraduates who received financial aid (including GI Bill benefits) and the amount they received (including GI Bill benefits) generally exceeded or was not measurably different from those of nonmilitary independent undergraduates. (4) A larger percentage of military graduate students than nonmilitary graduate students waited 7 or more years between completing their bachelor's degree and starting graduate school, were enrolled in master's degree programs, attended part time, and took a distance education course. (Contains 1 table, 10 figures and 15 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 (492K)

Descriptors:
Postsecondary Education; Educational Attainment; Academic Persistence; Transfer Rates (College); School Holding Power; Withdrawal (Education); College Graduates; Longitudinal Studies; Public Colleges; Two Year Colleges; Private Colleges; Proprietary Schools; Undergraduate Students; Associate Degrees; Bachelors Degrees; Enrollment; Student Characteristics

Abstract:
In the 2003-04 academic year, approximately 4 million undergraduates began postsecondary education for the first time, enrolling in a wide variety of institutions, including 4-year colleges and universities, public 2-year community colleges, and for-profit institutions offering career-oriented and vocational programs. These Web Tables cover the enrollment experiences of a representative national sample of these 2003-04 first-time postsecondary students over a period of 6 academic years, from 2003-04 to 2008-09, and provide information about the rates at which these students completed degrees or certificates, transferred to other institutions, and left postsecondary education without attaining any degrees or certificates. The data are based on the 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09). The tables are grouped into six sections. Section 1 presents the distribution of the first-time postsecondary students by demographic and enrollment characteristics within degree programs and within the types of institutions that they first attended. Section 2 presents 6-year attainment and persistence rates "at any institution." Section 3 presents the 6-year rates of attainment and retention "at the first institution attended." Section 4 presents 2003-04 first-time postsecondary students' 6-year persistence and attainment rates "at any institution" by the type of program (certificate, associate's degree, or bachelor's degree) in which they were enrolled during their first year (2003-04). Section 5 presents the year-by-year cumulative rates at which these students (1) withdrew from postsecondary education without a degree and (2) withdrew without a degree from the first institution attended. Section 6 presents information about the 2003-04 first-time postsecondary students who transferred, including both those who transferred without a degree as well as those who had attained a certificate or an associate's degree before transferring. A glossary is included. (Contains 228 tables and 5 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:
Postsecondary Education; Academic Persistence; Educational Attainment; Transfer Students; School Holding Power; Withdrawal (Education); Undergraduate Students; Graduation Rate; Longitudinal Studies; Enrollment; Two Year Colleges; Public Colleges; Private Colleges; Proprietary Schools; Associate Degrees; Bachelors Degrees; Student Characteristics; Grade Point Average; At Risk Students; Tables (Data)

Abstract:
In the 2003-04 academic year, approximately 4 million undergraduates began postsecondary education for the first time, enrolling in a wide variety of institutions, including 4-year colleges and universities, public 2-year community colleges, and for-profit institutions offering career-oriented and vocational programs. These Web Tables cover the enrollment experiences of a representative national sample of these 2003-04 first-time postsecondary students over a period of 6 academic years, from 2003-04 to 2008-09, and provide information about the rates at which these students completed degrees or certificates, transferred to other institutions, and left postsecondary education without attaining any degrees or certificates. The data are based on the 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09). The tables are grouped into six sections. Section 1 presents the distribution of the first-time postsecondary students by demographic and enrollment characteristics within degree programs and within the types of institutions that they first attended. Section 2 presents 6-year attainment and persistence rates "at any institution." Section 3 presents the 6-year rates of attainment and retention "at the first institution attended." Section 4 presents 2003-04 first-time postsecondary students' 6-year persistence and attainment rates "at any institution" by the type of program (certificate, associate's degree, or bachelor's degree) in which they were enrolled during their first year (2003-04). Section 5 presents the year-by-year cumulative rates at which these students (1) withdrew from postsecondary education without a degree and (2) withdrew without a degree from the first institution attended. Section 6 presents information about the 2003-04 first-time postsecondary students who transferred, including both those who transferred without a degree as well as those who had attained a certificate or an associate's degree before transferring. Section 7 shows the bachelor's degree completion rates in 4 years or less, in 5 years, or in 6 years of 2003-04 first-time postsecondary students who started in bachelor's degree programs at public and at private nonprofit 4-year institutions. A glossary is included. (Contains 228 tables and 5 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 (5731K)

Descriptors:
Postsecondary Education; Educational Attainment; Employment Experience; Academic Persistence; School Holding Power; Undergraduate Students; Enrollment; Longitudinal Studies; College Transfer Students; National Surveys; Graduation Rate; Higher Education

Abstract:
This "First Look" presents findings from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), which collected information over a period of 6 years that describes the enrollment and employment experiences of a national sample of undergraduates who began their postsecondary education for the first time in the 2003-04 academic year. The focus of the tables in this report is on rates of certificate and degree completion among students of different backgrounds starting their postsecondary education at different types of institutions. BPS:04/09 is the third in a series of studies of beginning postsecondary students that have previously covered the years 1990-94 (BPS: 90/94) and 1996-2001 (BPS: 96/01). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Glossary; and (2) BPS:04/09 Technical Notes and Methodology. (Contains 15 tables and 16 footnotes.) [To access "Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years. First Look. NCES 2007-169", see ED497838.] 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 (896K)

Descriptors:
College Admission; Selective Admission; Enrollment; Race; Social Class; Achievement Gap; College Preparation; College Applicants; College Freshmen; Social Environment; Paying for College; Affirmative Action; Student Experience; Satisfaction; Advanced Placement Programs; Test Preparation; Extracurricular Activities

Abstract:
Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? "No Longer Separate, Not Yet Equal" pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and "selective admission enhancement strategies"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status. "No Longer Separate, Not Yet Equal" offers valuable insights into the intricate workings of America's elite higher education system. 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:
High Achievement; Academic Achievement; High School Students; College Choice; Gender Differences; Racial Differences; Social Differences; College Applicants; College Admission

Abstract:
This work uses original survey and interview data collected from 2003, 2004, 2005, and 2006 public high school valedictorians in five states to pinpoint when, why, and how similarly accomplished youth become funneled toward different college destinations. To answer this question, a new and enhanced framework for studying students' choice of institution was developed. This framework, called the college destination process, identifies six stages in students' paths: predisposition, preparation, exploration, application, admissions, and matriculation. Each stage is explored in its own chapter with special attention given to differences by gender, race, and social class. The results reveal that valedictorians' application decisions, followed secondarily by their matriculation decisions, most affect the type of college they attend. Valedictorians' application and matriculation decisions are shaped primarily by conclusions and preferences developed during the exploration stage. The implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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