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Descriptors:
Higher Education; Credentials; College Faculty; Adjunct Faculty; Professional Development; Teacher Surveys; Teacher Attitudes; Institutional Mission; Questionnaires; Trend Analysis; Academic Degrees; Mentors; Demography; Employment Level; Teaching Load

Abstract:
Adjunct faculty make up a large contingent of faculty teaching in today's colleges and universities. In fact, the use of adjunct faculty allows these institutions to fulfill their educational missions. Much is written in the popular press and in periodicals dedicated to higher education about adjunct faculty. While some of this is accurate, a great deal of this seems to be based on assumptions about adjunct faculty members. This report describes the results of the second survey conducted by the Maryland Consortium for Adjunct Faculty Professional Development of adjunct faculty in the state of Maryland. This survey, done in 2009, sought to determine what trends exist in adjunct faculty responses to an in-depth questionnaire administered to 1,645 adjunct faculty. The survey focused on adjunct faculty members' opinions and demographic information, including degrees and credentials, number of adjunct positions held, number of courses typically taught, and types of professional development offered for adjuncts in their higher education institutions. Implications for current practice, especially in professional development, and future research are included. (Contains 4 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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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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Descriptors:
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:
Enrollment Projections; Graduation Rate; Expenditures; Educational Finance; Elementary Secondary Education; Public Schools; Private Schools; High School Graduates; Elementary School Teachers; Secondary School Teachers; Public Education; Postsecondary Education; College Graduates; Academic Degrees; Regional Characteristics; Age Differences; Gender Differences; Racial Differences; Public Colleges; Private Colleges; College Freshmen; Teacher Student Ratio; School Statistics; Educational Trends

Abstract:
"Projections of Education Statistics to 2021" is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2020" and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For "Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026," see ED524098.] 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:
Higher Education; Foreign Countries; Social Capital; Employment Opportunities; Economic Factors; Social Mobility; Academic Degrees; International Education; Role; Social Influences; Educational Experience

Abstract:
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students' experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. 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:
College Credits; Program Effectiveness; High School Students; First Generation College Students; Dual Enrollment; Academic Degrees; Educational Attainment; Comparative Analysis; Probability; Socioeconomic Status; Correlation

Abstract:
The study reviewed in this paper used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. The study further reported on whether the impacts of dual enrollment were different for first generation college students. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. The study could potentially "meet What Works Clearinghouse (WWC) evidence standards with reservations." However, the WWC does not have enough information about baseline equivalence (i.e., the adequacy of the propensity score matching process) to determine the study rating. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this "Quick Review": An, B. P. (2013). "The impact of dual enrollment on college degree attainment: Do low-SES students benefit?" "Educational Evaluation and Policy Analysis".] 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:
Community Colleges; Careers; Two Year College Students; College Role; Labor Force Development; Job Skills; Skill Development; Academic Degrees; Educational Attainment; Educational Planning; Career Planning

Abstract:
The importance of community colleges has never been as recognized by the country's state and national elected officials as it is today. Community colleges are viewed as an essential, if not the most essential, resource in addressing the economic and workforce development needs of many regions and communities across the country. This paper examines several challenges community colleges will need to address to meet workforce development demands and reach their full potential in preparing community college students for jobs and careers. The challenges identified are driven by ACT's accumulated data sets that illuminate three important workforce pipeline gaps: "skill", "degree target", and "planning". While the recommendations are not intended to be definitive answers, they are meant to contribute to the discussion, suggesting ways to help light the path for community colleges and to be responsive to changing workforce development needs. (Contains 3 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:
Higher Education; Academic Degrees; Educational Finance; Cost Effectiveness; High School Graduates; Costs; Public Policy; Productivity; Expenditures; College Attendance; Graduation Rate; Role; Resource Allocation; Decision Making; Educational Policy

Abstract:
Higher education productivity, as measured by academic degrees granted by American colleges and universities, is declining. Since the early 1990s, real expenditures on higher education have grown by more than 25 percent, now amounting to 2.9 percent of US gross domestic product (GDP)--greater than the percentage of GDP spent on higher education in almost any of the other developed countries. But while the proportion of high school graduates going on to college has risen dramatically, the percentage of entering college students "finishing" a bachelor's degree has at best increased only slightly or, at worst, has declined. What accounts for declining productivity in higher education? Prior research provides an array of potential explanations. Most analysts point to the role of rising costs, and others focus on declining degree attainment. Collectively, these explanations reinforce a widespread perception among higher education administrators and many scholars that productivity is impossible to control. In this paper, the author shows that policymakers and college leaders do in fact have some control over productivity, but generally lack the information necessary to take the appropriate steps toward improvement. Specifically, decision makers have little information about which programs, policies, and resource decisions are most cost-effective. Relative to other areas of public policy, cost-effectiveness analysis is rarely applied to specific education policies and programs. Even research that looks at the higher education system as a whole rarely considers the relationship between the costs and output--that is, productivity. This paper is one of three in a series on higher education costs. (Contains 2 figures, 1 table, and 64 notes.) [For the first report, "Initiatives for Containing the Cost of Higher Education. Stretching the Higher Education Dollar. Special Report 1," see ED541921.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Records; Internet; Academic Degrees; Higher Education; Online Searching; Student Recruitment; Computer Software; Prediction; Academic Achievement; Teaching Methods; Data

Abstract:
Data mining hinges on one reality about life on the Web: What you do there leaves behind a trail of digital bread crumbs. Companies scoop them up to tailor services, like the matchmaking of eHarmony or the book recommendations of Amazon. Now colleges, eager to get students out the door more efficiently, are awakening to the opportunities of so-called Big Data. Welcome to college, quantified: Data mining produces customized recommendations for courses in which students are likeliest to succeed, and for how they should be taught. The new breed of software can predict how well students will do before they even set foot in the classroom. It recommends courses, Netflix-style, based on students' academic records. 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:
Higher Education; Student Attitudes; Social Class; Graduates; Foreign Countries; Private Colleges; Career Development; Undergraduate Students; Fees; Accreditation (Institutions); Public Education; Academic Degrees; Government Role; College Applicants; First Generation College Students; Selective Admission

Abstract:
With 16,000 graduate and undergraduate students, the International College for Experienced Learning (ICEL) is widely considered among the better for-profit universities in Mexico, where such institutions have flourished over the last 20 years by offering degrees that can be earned relatively quickly, and flexibility in terms of fee payments and course hours. The college offers 24 undergraduate degrees in professional areas like law, communications, and architectural design, and emphasizes career development, including technical assistance for young entrepreneurs. ICEL and other for-profits have clearly filled an unmet need in Mexico, but like their counterparts in the United States they have drawn critics who say they focus too much on efficiency and making money rather than on the quality and breadth of their educational offerings. Most of them, including ICEL, provide few courses in the natural sciences, where laboratories and equipment are expensive, and hire few full-time professors or instructors with Ph.D.'s. Some are altogether fraudulent, offering degrees that have no accreditation from the government's Public Education Secretariat. Since accreditation is needed for students to acquire professional licenses, their degrees are worthless. Critics fault the government's unwillingness to police the private sector more vigorously or to invest more in providing students with better alternatives in the public sector. What's more, the nation's public universities are difficult to get into. The largest public university, the National Autonomous University of Mexico, typically rejects 90 percent or more of applicants for lack of room. The for-profits absorb the demand created by people who don't have other options. But they also provide costly and deficient programs. For-profits tend to draw from a pool of lower- and middle-class students from weak high schools who can neither pass the exams for entering the elite and free public universities nor afford the tuition at the private, nonprofit institutions. For those students, often the first in their families to enroll in higher education, the for-profit providers play a critical role. Graduates of the for-profits, however, tend to get inferior jobs to those from the more select sectors of higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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