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Descriptors:
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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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:
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:
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:
Educational Change; Qualitative Research; Data Analysis; Dual Enrollment; Semi Structured Interviews; Case Studies; Institutional Cooperation; Consortia; Power Structure; Organizational Culture; Access to Education; Rural Areas; Outcomes of Education; High School Students; Higher Education

Abstract:
In recent years, some school reformers have come to see early college and dual enrollment as mechanisms for increasing the academic engagement and performance of a range of students beyond those exhibiting high academic achievement or ability. Despite purported benefits, research on the dynamics of such programs is limited. This case study adds to the relevant literature by using semistructured interviews with key participants to investigate the cross-institutional dynamics enabling and constraining the early college and dual enrollment arrangements sponsored by a consortium of high schools and colleges in a Midwestern state. Qualitative data analysis surfaced four salient themes explaining patterns of interaction across the partnering institutions: "Organizational Conditions and Motives," "Border Crossers," "Organizational Power Dynamics," "and Personal Attitudes Regarding Early College and Dual Enrollment." (Contains 1 table and 9 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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Descriptors:
College Students; Nontraditional Students; Student Costs; Enrollment; Colleges; Community Colleges; Educational Finance; College Transfer Students; Dual Enrollment; Out of State Students; Activism; Political Attitudes; College Choice

Abstract:
As the economy sputters and outcry over the cost of college continues, more students keep enrolling--even if, in the past year, some have used campuses to protest their debt burden and what they see as other economic injustices. Enrollment has ticked up, but who goes to college and how they do it are changing. Students long dubbed "nontraditional" have become more common. Colleges are seeing more adult learners, significant proportions of part-time students, and increasing mobility through transfers and dual enrollment. Maintaining those enrollment gains is a looming concern. Some administrators, especially at private colleges, worry that liberal levels of tuition discounting to fill classes are unsustainable. And projections of the numbers of high-school graduates published in 2008 by the Western Interstate Commission for Higher Education continue to produce angst, especially in certain regions. The commission foresees declining numbers for the next six years in the Northeast and Midwest. But, for now, the state of enrollment is healthy, at least according to the most recent available figures, from 2010. In the fall of that year, degree-granting colleges and universities enrolled more than 18 million undergraduate and nearly three million graduate students, up a total of more than 588,000 students over the previous year, according to the U.S. Department of Education. That means almost half of the young people who completed high school are enrolled in higher education, compared with roughly a third three decades ago. Black, Hispanic, and white students are all going to college at increasing rates. The number of students entering college for the first time in 2010 was 2.1 million, up 6.8 percent over 2006, according to the National Student Clearinghouse Research Center. After three years of big increases in enrollment, community colleges saw a slight decline last year. From the fall of 2010 to 2011, total enrollment dropped nearly 1 percent, to 8.3 million. Still, the sector's enrollment is up 22 percent since 2007. But the surge, a result of the recession that began in late 2007, finally seems to have let up. Meanwhile, nondegree programs are on the upswing. Higher education's most common award is still the bachelor's degree, but certificates are the new runner-up, having surpassed associate and master's degrees, according to a report in June from Georgetown University's Center on Education and the Workforce. Certificates made up 22 percent of credentials awarded in 2010, compared with just 6 percent in 1980. The most common occupations of certificate holders are office work, transportation, health care, and metalworking. 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:
Disabilities; Dual Enrollment; School Psychologists; Federal Legislation; High School Students; College Students; Virtual Classrooms; Individualized Education Programs; School Orientation; Higher Education; College Environment; Student Adjustment; Academic Accommodations (Disabilities); Educational Legislation

Abstract:
Over the past decade, school psychologists' role in facilitating the transition from high school to college for students with disabilities has become increasingly complex. Practitioners are faced with the difficult task of navigating the conspicuous disconnect between disability eligibility criteria at the secondary and postsecondary levels (NJCLD, 2007). In addition, the increasing popularity of alternative programs such as dual enrollment and virtual schooling presents a changing landscape when considering responsibilities for accommodations for students with diverse disabilities. This article is intended to explore emerging professional issues pertaining to documenting disability and accommodation needs for students transitioning to postsecondary education. Consideration is given to recent changes in federal law, guidelines by national organizations, and the shifting infrastructure of educational services in high school and college. Finally, specific accommodation recommendations are provided. 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:
Demonstration Programs; Inclusion; Postsecondary Education; Two Year College Students; Student Attitudes; Mental Retardation; Self Determination; Self Concept; Community Colleges; High Schools; Dual Enrollment; Partnerships in Education; Interviews

Abstract:
In 2010, the U.S. Department of Education announced an initiative to improve transitioning to postsecondary education (PSE) for individuals with intellectual disabilities (ID) by funding the model comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program. The TPSID provides for grants to create or expand inclusive comprehensive transition and postsecondary programs for students with ID. The authors provide a descriptive report of one such TPSID-funded demonstration in the state of Hawai'i and share preliminary feedback from student participants, agency and institutional partners, and project staff. The authors' interviews with the participants and collaborators provided insights and perspectives of the challenges inherent in implementing such a demonstration model. They found that student participants with ID, who were culturally and linguistically diverse, relished the opportunity to participate in PSE and were motivated by the opportunity to learn, meet new people, and contribute to their families. Interagency partners valued the process and benefits of interagency teaming, with most reporting that participating in collaborative teaming resulted in a shift in their views on inclusion of students with ID in PSE. The authors concluded that the implementation of an inclusive PSE transition model can be a transformative process for students with ID, PSE institutions, and support agencies. Furthermore, that collaborative interagency teaming is a powerful method to inform and empower the implementation of change and stimulate and facilitate new opportunities and approaches to improve transition outcomes for students with ID. (Contains 8 tables, 1 figure and 1 footnote.) 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; Employment; Mental Retardation; Dual Enrollment; Colleges; National Surveys; Institutional Characteristics; Referral; College Applicants; Access to Education; Residential Institutions; Outcomes of Education; Student Recruitment; College Admission; Extracurricular Activities; Financial Support; Student Experience; Measures (Individuals)

Abstract:
The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID. The survey consisted of 63 items organized into 10 sections including: institution or program characteristics, dual enrollment characteristics, referral and application process, college course access and supports, employment, residential options and campus access, family support, student outcomes, challenges, and program contact information. Some 149 programs in institutions of higher education in 39 states indicated that they served students with ID. PSE program characteristics included basic characteristics, recruitment and admission, course access, campus activities, accommodations, funding, collaboration, employment, and residential services. The results of the survey show that for students with an ID, the college experience differs in a number of important ways from the experiences of their peers without an ID. The high degree of variability among programs responding to the survey suggests that the experiences of students with ID differ from one program to another as well. The authors note that their findings can be used to describe current practice as well as to serve as a baseline of practice that will be important to reference as the field evolves. (Contains 4 tables, 3 figures and 3 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:
Grade Point Average; Statistical Analysis; Community Colleges; Dual Enrollment; Graduation Rate; College Readiness; Academic Achievement; Gender Differences; Racial Differences; Minority Group Students; Two Year College Students; College Credits

Abstract:
The researcher of this study examined dual enrollment and Huskins Bill course effects on academic success and graduation rates by gender and race. Quantitative statistical measures including parametric and non-parametric means comparisons, including ANOVA, t-test and chi-square tests, were used to analyze data from 15,527 North Carolina community college students. The researcher found that dual enrollment and Huskins Bill courses showed positive effects on GPA and graduation rates for non-white students and positive effects in graduation rate for female students enrolled in community college programs. (Contains 4 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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