Your search found 1933 results.

Descriptors:
Enrollment; Foreign Countries; Enrollment Rate; Multivariate Analysis; Labor Force; Educational Trends; Rural Education; War; Gender Differences; Employment Potential; Educational Attainment; Educational Attitudes; Parent Attitudes; Childhood Attitudes

Abstract:
Little is known about the educational consequences in Iraq during the U.S.-led invasion of 2003-2010. This study examines school enrollment based on the 2007 Iraq Household Socio-Economic Survey. There are three main findings. First, a population-weighted analysis indicates that the school enrollment rate (72.3%) is lower than past Iraqi rates but comparable to that in neighboring Arab countries. Second, a multivariate analysis shows that boys and rural children are far more likely to be enrolled. Last, household opinions suggest that a key reason for non-enrollment is lack of child or parent interest. An analysis of adult labor force participants suggests that the lack of interest is attributable to weak employment prospects for educated youth. Data limitations, however, prevent an adequate inquiry into the plight of the internally displaced. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1065K)

Descriptors:
Educational Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (959K)

Descriptors:
Higher Education; Student Costs; Graduation Rate; Cluster Grouping; Recognition (Achievement); Reputation; Institutional Characteristics; Institutional Research; Enrollment Rate; College Faculty; Budgets; Comparative Analysis; Intercollegiate Cooperation; Benchmarking

Abstract:
When colleges look to compare themselves with others, they are not much different from high-school students chasing popularity: Everyone wants to be friends with the Ivy League, but the Ivy League is really picky about whom it hangs out with. Each year colleges submit "comparison groups" to the U.S. Department of Education to get feedback on how their institution stacks up in terms of finances, enrollment, and other measures tabulated in the Integrated Postsecondary Education Data System. The groups sometimes represent a college's actual peers but more often reveal their aspirations. "The Chronicle" analyzed the relationships of nearly 1,600 four-year colleges that make up those groups to map out the power players in higher education. The typical college selected a comparison group of 16 colleges with a higher average SAT score and graduation rate than its own, lower acceptance rate, and larger endowment, budget, and enrollment. The eight Ivy League colleges among them chose only 12 institutions outside their own number as peers. Institutional-research officers acknowledge that their institutions' comparison groups often include desired peers that are not true peers. Colleges want to receive data reports on enrollments, graduation rates, student costs, faculty, and budgets for institutions they aspire to be more like. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Achievement Gains; Enrollment Rate; Enrollment Trends; Case Studies; Student Mobility; Transfer Students; Student Promotion; Mathematics Achievement; Reading Achievement; Educational Policy; Policy Analysis; School Attendance Legislation; Developmental Continuity; Articulation (Education); Stopouts; Academic Persistence; Longitudinal Studies; Performance Factors; Scores; Data Analysis; Educational Sociology; Predictor Variables

Abstract:
Students in the United States change schools often, and frequent changes are associated with poor outcomes along numerous dimensions. These moves occur for many reasons, including both promotional transitions between educational levels and nonpromotional moves. Promotional student mobility is less likely than nonpromotional mobility to suffer from confounding due to unobserved factors. Using panel data from students enrolled in grades 3 to 8 in the Metropolitan Nashville Public Schools during the implementation of a major change in school attendance policies, this article investigates the potential influence of four types of school changes--including promotional student mobility--on test score growth in reading and mathematics. All types of changes are associated with lower achievement growth during the year the enrollment change occurred, representing approximately 6 percent of expected annual growth, or 10 days of instruction. This incremental deficit is particularly concerning for disadvantaged students since they change schools more frequently. The results suggest that being new to a school does influence student achievement net of other factors; they also imply that important social ties are ruptured when students change schools. (Contains 10 notes, 2 figures, and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Dropout Characteristics; Dropout Rate; Publish or Perish Issue; Family Influence; Family (Sociological Unit); Family Characteristics; Youth Opportunities; Youth Problems; Foreign Countries; Investment; Economic Impact; Family Financial Resources; Occupational Mobility; Economic Development; Immigration; Enrollment Rate; Separation Anxiety; Gender Differences; Financial Support; Employment Opportunities; Data Analysis; Statistical Data; Social Indicators

Abstract:
We analyze school attrition among youth in Kanchanaburi province, Thailand. We find that family investments in schooling are shaped by both household and local community contexts. There is an enrollment advantage for girls across different households and communities. We find that youth whose mothers have migrated and youth in immigrant households are at greater risk of leaving school. Attrition is negatively associated with household educational and economic resources. The local labor market, especially the supply of professional and managerial work, positively affects family investment in children's education. For girls, but not boys, the odds of leaving school are lower in communities dominated by manufacturing and services occupations, which disproportionately employ young women. Our findings highlight the obstacles to achieving universal secondary schooling completion in societies characterized both by entrenched inequalities as well as new inequalities brought about by uneven development, feminization of labor, migration, and other processes related to globalization. (Contains 6 footnotes, 3 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Human Capital; Measurement Techniques; Simulation; Evaluation Methods; Evaluation Research; School Holding Power; Enrollment Rate; Evaluation Problems; Error of Measurement; Educational Policy; Educational Attainment; Educational Development

Abstract:
The number of years a child of school-entry age can expect to remain in school is of great interest both as a measure of individual human capital and of the performance of an education system. An approximate indicator of this concept is the sum of age-specific enrolment rates. The relatively low data demands of this indicator that are feasible to meet in practice for a large number of countries have contributed to its popularity and it has recently become part of the influential composite Human Development Index (HDI). However, the quality of this approximation has to date not been systematically investigated. In this study, the error of this approximation with respect to different interpretations of "school-life expectancy" are investigated using micro-simulation, where the true value is known. The results suggest that using the standard approximation for policy conclusions or evaluation requires more careful attention to both interpretation and approximation error than is generally acknowledged. (Contains 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Compulsory Education; Disabilities; Community Surveys; Family Structure; Rural Areas; Compliance (Legal); School Law; Trend Analysis; Educational Trends; Access to Education; Dropouts; Enrollment Rate; Family Environment; Social Services; Educational Environment; Educational Development; Educational Policy; School Attendance Legislation; Dropout Characteristics; Dropout Rate; Dropout Research; Attendance

Abstract:
The South Africa Schools Act requires every child to "attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of 15 years or the ninth grade, whichever comes first" (Republic of South Africa, 1996). This paper addresses three questions in relation to this. First, to what extent has this legal requirement been met? Second, what are the trends in relation to achieving universal access to compulsory education? And third, what are the factors related to and characteristics of those learners of compulsory school age who are not attending? To address these questions, we have made use of the Statistics South Africa dataset, Community Survey 2007. Our analysis suggests that the size of the compulsory age population who are not attending school may be slightly higher than some government sources have suggested. The trend associated with access remains consistent, with the only major change over the past 10 years being the improved levels of enrolment of six and seven year old children. With regard to the factors related to and the characteristics of children who are not attending school, our analysis reveals that certain sub-populations have higher non-attendance ratios: coloured boys; children whose parents, particularly mothers, have died; children born outside South Africa; children who have moved in the past five years; children with disabilities; and children living in some specific rural communities. A number of broad but interrelated factors may account for children not being in school: disability; family structure; children living in households that are eligible for social grants but are not receiving them; and geographic and racial characteristics. To be poor in South Africa may mean exclusion from the mainstream of the economy, but it does not necessarily mean exclusion from access to basic state services like enrolment in schooling or social grants. Children not attending are not only likely to be living in households that are excluded from participation in the mainstream economy, but are also on the fringes of state services; they may also be on the fringes of households. The paper concludes with recommendations for further research to identify reasons why children in these vulnerable sub-populations are less likely to be enrolled. (Contains 1 figure and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Income; Foreign Students; Tuition; Research Reports; Resource Allocation; Educational Finance; Geographic Distribution; Statistical Distributions; Regional Characteristics; Enrollment Rate; Enrollment Trends; Enrollment Management

Abstract:
Tuition revenue from overseas students increased by over $9 million dollars in 2011-12 over the previous year. It reached a record amount of $138,848,821. The increased revenue reflects an increase of nearly 500 international students, reaching a total of 9,281.1 (FTE). However, the patterns of inequality continue to be reinforced, because most of the students study in Metro Vancouver, the Okanagan, and Vancouver Island, and those are the areas which experienced increased revenue. Smaller districts in the Interior and the North tend to get very few international students. They not only lose out on revenues, but also the diversity that international students can bring to a school. Coquitlam continued to claim the most revenue of any district, although it dropped nearly a half million to $14.9 million. Burnaby and Richmond were the big gainers, with each bringing in about $2 million more than the previous year. North Vancouver dropped by $0.6 million, while neighbouring West Vancouver gained by nearly that amount. School districts charge more in tuition for each international student than they get from the province for each Canadian student. Each board decides how the funding will be used; no provincial guidelines exist. How the funds are used varies substantially from district to district, and even within districts. Some schools get a significant portion of the extra revenue to support school activities. Some classrooms get extra resources if there is an international student in the class. In other cases, the district uses all or nearly all the amounts on a district basis. Reports from teachers indicate that little specialized ESL is assigned to international students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (163K)

Descriptors:
Open Enrollment; Charter Schools; Outcomes of Education; Achievement Tests; Educational Quality; School Choice; Educational Change; Politics of Education; School Districts; Research Projects; State Surveys; State Policy; Enrollment Trends; Achievement Rating; Enrollment Rate; Public Schools; School Buildings; Urban Schools; Educational Assessment; Educational Indicators; Incidence; Academic Achievement; Coping; Cohort Analysis

Abstract:
Student mobility is the phenomenon of students in grades K-12 changing schools for reasons other than customary promotion from elementary school to middle school or from middle school to high school. This non-promotional school change can occur during the school year or in the summer between school years. It may involve residential change, school change, or both. Students may change schools for reasons that are considered positive, such as when a family moves to a better school, neighborhood, or job. In fact, the current education policy environment sends a strong message to parents that school choice--which typically involves school change--is good. Community-based charter schools and school voucher programs are examples of school choice policy initiatives. The federal No Child Left Behind Act of 2001 (NCLB) requires that school districts provide students in schools identified as "In School Improvement," based on trends in proficiency test passage rates, with the opportunity to transfer to a school not designated as "In School Improvement." Student mobility has consequences for schools, students, communities, and public policy. Research has found that students who change schools more frequently are likely to have worse educational outcomes. Highly mobile students are also more likely to be those with other risk factors--low income, special education, homelessness, or an unstable home environment. School changes worsen the learning and achievement problems of these at-risk children. In 2011, Community Research Partners (CRP) and The Thomas B. Fordham Institute (Fordham) entered into a partnership to conduct research on student mobility in Ohio. Fordham, a national leader in advancing educational excellence through quality research, commentary, and advocacy, wanted to build on their recent research on student mobility in the Dayton area and examine student mobility throughout the state. CRP brought to the project its experience in undertaking research on student mobility in the Columbus City Schools (CCS) and in processing and analyzing student-level records from the Ohio Department of Education (ODE). The research employs descriptive and analytic statistics--presented in spreadsheets, visualizations, and reports--to provide a picture of student mobility for all Ohio public school districts and buildings and public charter schools, with in-depth analysis for five large urban regions (Columbus, Cleveland, Cincinnati, Dayton, Toledo). The research also addresses several state policy issues of interest to Fordham: (1) open enrollment patterns; (2) "non-counters" profile (students whose test scores do not count in district performance ratings), and (3) monthly enrollment profiles of public districts. Appended are: (1) public school districts of each urban region; (2) public school buildings of each urban region; and (3) public charter schools of each urban region. Tables, figures, and maps are included in each urban region analysis. [Additional funding for this paper was provided by the Siemer Institute for Family Stability, Nord Family Foundation, KidsOhio.org, School Choice Ohio, United Way of Central Ohio, and United Way of Greater Toledo.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (9634K)