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Descriptors:
Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 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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Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. 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; Females; Foreign Countries; Sex Fairness; Admission (School); School Holding Power; Academic Persistence; School Choice; Womens Education; Gender Bias; Equal Education; College Students; Gender Differences; Interviews; Enrollment Trends; Graduation Rate; Cultural Influences

Abstract:
Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. (Contains 1 figure, 2 tables, 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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Descriptors:
Higher Education; Graduation Rate; Foreign Countries; Accounting; Tuition; Educational Policy; School Policy; Academic Persistence; Student Attrition; Income; Enrollment Trends; Fees; Dropout Rate; Financial Support; Low Income Groups; College Preparation

Abstract:
African universities over the past decade have developed new modes of financial mobilization in search for fiscal solutions to the declining public support for higher education. The creation of the "tuition-paying" ("dual track" or "fee-paying") admission track policy, a variant of cost sharing, is one of such strategic initiatives that has gained popularity in public universities in Ghana and other East African countries. Using official institutional data, this descriptive study examines and compares retention and graduation rates of students enrolled in the University of Ghana as "tuition-paying" and regular admits. The author discusses the factors accounting for students' attrition and persistence in the University of Ghana. The article concludes that, although the "fee-paying" scheme has had some potential successes in revenue generation and enrollment expansion, there exists graduation gap/disparity between tuition-paying and regular admits (non-tuition-free students). (Contains 4 figures, 2 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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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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 ERIC Full Text (3859K)

Descriptors:
Higher Education; Educational Finance; Income; Public Policy; Enrollment Trends; Tax Allocation; Tax Effort; Tuition; Trend Analysis; Educational Trends; Predictor Variables; Educational Resources; Statistical Data; State Aid; Resource Allocation; Expenditure per Student; Financial Support; School Support; State Surveys; Comparative Analysis; Interstate Programs; Tables (Data); School Taxes; School Funds; Local Government; State Government; Student Financial Aid; Costs; Operating Expenses; Public Colleges; Medical Schools; Rural Extension; Economic Climate; Educational Policy

Abstract:
The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.] 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 (15644K)

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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 ERIC Full Text (1065K)

Descriptors:
Higher Education; Educational Finance; Student Participation; College Preparation; Graduation Rate; Academic Persistence; School Holding Power; Student Financial Aid; Profiles; Income; Educational Trends; Trend Analysis; Economic Factors; Tuition; Community Colleges; African American Students; Comparative Analysis; College Students; Adult Students; Educational Indicators; Hispanic American Students; Enrollment Trends; Academic Achievement

Abstract:
The statute [T.C.A. Section 49-7-202(c)(7)] requires the Tennessee Higher Education Commission to prepare a biennial report for the governor and the general assembly, "commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education." The purpose of this report is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on five broad policy issues important to the state: (1) State context of higher education; (2) Student preparation; (3) Student participation; (4) Student progression; and (5) State higher education finance. (Contains 29 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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 ERIC Full Text (1983K)

Descriptors:
College Graduates; Underemployment; Employment Patterns; Labor Utilization; Unskilled Workers; Labor Market; Education Work Relationship; Educational Attainment; Salary Wage Differentials; Majors (Students); Cost Effectiveness; Human Capital; Labor Supply; Enrollment Trends

Abstract:
Increasing numbers of recent college graduates are ending up in relatively low-skilled jobs that, historically, have gone to those with lower levels of educational attainment. This study examines this phenomenon in some detail, concluding: (1) About 48 percent of employed U.S. college graduates are in jobs that the Bureau of Labor Statistics (BLS) suggests requires less than a four-year college education; (2) The proportion of overeducated workers in occupations appears to have grown substantially; in 1970, fewer than one percent of taxi drivers and two percent of firefighters had college degrees, while now more than 15 percent do in both jobs; (3) About five million college graduates are in jobs the BLS says require less than a high-school education; (4) Comparing average college and high-school earnings is highly misleading as a guide for vocational success, given high college-dropout rates and the fact that overproduction of college graduates lowers recent graduate earnings relative to those graduating earlier; (5) Not all colleges are equal: Typical graduates of elite private schools make more than graduates of flagship state universities, but those graduates do much better than those attending relatively non-selective institutions; (6) Not all majors are equal: Engineering and economics graduates, for example, typically earn almost double what social work and education graduates receive by mid-career; (7) Past and projected future growth in college enrollments and the number of graduates exceeds the actual or projected growth in high-skilled jobs, explaining the development of the underemployment problem and its probable worsening in future years; and (8) Rising college costs and perceived declines in economic benefits may well lead to declining enrollments and market share for traditional schools and the development of new methods of certifying occupation competence. (Contains 12 figures, 4 tables, and 65 notes.) [This paper was written with the assistance of Anthony Hennen, Harrison Cummins, Daniel Garrett, Joseph Hartge, and Nicholas Wetzel.] 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 (596K)

Descriptors:
Law Schools; Admission (School); Declining Enrollment; Enrollment Trends; Tuition; Student Costs; Debt (Financial); Employment Potential; Lawyers; Quality of Working Life; Educational Finance; Context Effect; Employment Patterns; Education Work Relationship

Abstract:
The Law School Admission Council recently reported that applications were heading toward a 30-year low, reflecting, as a "New York Times" article put it, "increased concern over soaring tuition, crushing student debt, and diminishing prospects of lucrative employment upon graduation." Since 2004 the number of law-school applicants has dropped from almost 100,000 to 54,000. Good thing, too. That loud pop people are hearing is the bursting of the law bubble--firms, schools, and disillusioned lawyers paying for decades of greed and grandiosity. The bubble grew from a combination of U.S. News-driven ranking mania, law schools' insatiable hunger for growth, and huge law firms' obsession with profit above all else. Like the dot-com, real-estate, and financial bubbles that preceded it, the law bubble is bursting painfully. But now is the time to consider the causes, take steps to soften the impact, and figure out how to keep it from happening again. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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