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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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Enrollment; Health Insurance; Probability; College Students; College Attendance; Decision Making; Correlation; Parent Child Relationship; Federal Legislation; Health Services; Full Time Students; Part Time Students

Abstract:
The present study examines whether the college enrollment decision of young individuals (student full-time, student part-time, and non-student) depends on health insurance coverage via a parent's family health plan. Our findings indicate that the availability of parental health insurance can have significant effects on the probability that a young individual enrolls as a full-time student. A young individual who has access to health insurance via a parent can be up to 22% more likely to enroll as a full-time student than an individual without parental health insurance. After controlling for unobserved heterogeneity this probability drops to 5.5% but is still highly significant. We also find that the marginal effect of the availability of parental health insurance has a larger effect on older students between ages 21 and 23. We provide a brief discussion about possible implications of the Affordable Care Act of 2010 in this context. (Contains 6 tables and 3 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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Academic Degrees; Institutional Characteristics; Data Collection; Postsecondary Education; Student Costs; Enrollment; Fees; Tuition; Private Colleges; Public Colleges; Gender Differences; Ethnicity; Race; Graduate Study; Undergraduate Study; Student Characteristics; Proprietary Schools; Statistical Data; Full Time Students; Undergraduate Students; Graduate Students; College Programs

Abstract:
The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This "First Look" presents findings from the preliminary data of the IPEDS fall 2012 data collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year; Completions, covering the period July 1, 2011, through June 30, 2012; and 12-Month Enrollment, covering the period July 1, 2011, through June 30, 2012. Data for all three components were collected through the IPEDS web-based data collection system. This "First Look" using IPEDS preliminary data provides users with an opportunity to obtain access to IPEDS data soon after the close of data collection. Preliminary data have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2013-14). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2012 collection are displayed in this "First Look"; however, all data from the fall 2012 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of Terms. (Contains 4 tables and 8 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; Two Year College Students; Time Management; Personality; Grade Point Average; Part Time Students; Full Time Students; Academic Achievement; Nontraditional Students

Abstract:
This paper examines relationships between the Big Five personality factors, time management, and grade-point-average in 556 community colleges students. A path model controlling for vocabulary, gender, and demographic covariates demonstrated that time management mediates the relationship between conscientiousness and students' academic achievement at community college. Separate modeling for part-time ("n" = 147) and full-time students ("n" = 409) showed that this mediation was moderated by enrollment status. Thus, time management was a significant mediator for part-time students but not for full-time students. The greater importance of time management for part- versus full-time students suggests that noncognitive constructs such as time management may be more critical for non-traditional students. These findings gather fresh currency as ever increasing numbers of students are enrolling part-time in post-secondary education across the globe. (Contains 3 figures and 2 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:
Enrollment; Undergraduate Students; Graduate Students; Postsecondary Education; Educational Finance; Income; Expenditures; Graduation Rate; Public Colleges; Private Colleges; Proprietary Schools; Two Year Colleges; Student Characteristics; Time to Degree; African American Students; American Indian Students; Asian American Students; Hispanic American Students; White Students; Males; Females; Foreign Students; Multiracial Persons; Full Time Students; Part Time Students

Abstract:
The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS spring 2012 data collection, which included four survey components: Enrollment at postsecondary institutions during fall 2011; Finance, for the 2011 fiscal year; and graduation rates of selected cohorts within 150 and 200 percent of normal program completion time. Data for all components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This "First Look" provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the spring 2012 collection are displayed in this "First Look"; however, all data from the spring 2012 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 4 tables and 8 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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Reverse Transfer Students; Student Mobility; Transfer Rates (College); Incidence; Two Year Colleges; Public Colleges; Private Colleges; Proprietary Schools; Enrollment; Graduation; Part Time Students; Full Time Students; Summer Schools; Cohort Analysis

Abstract:
In its second Signature Report[TM], "Transfer and Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions" (Hossler et al., 2012), the National Student Clearinghouse[R] Research Center[TM] found that one-third of all first-time students who began at a four-year institution transferred to or enrolled at a different institution at least once within five years after their initial enrollment and that more than half of those students went to a two-year institution. This new, third report in the series, "Reverse Transfer: A National View of Student Mobility from Four-Year to Two-Year Institutions," explores in more detail this latter group of students, those who went from four-year to two-year institutions, focusing on reverse transfer behavior among first-time-in-college students who entered four-year colleges and universities in fall 2005 and following their college enrollments for six years through the summer of 2011. Drawn from data housed at the National Student Clearinghouse, the report examines: (1) The prevalence of reverse transfer nationwide, with contextual information on summer session course taking behavior, broken out by initial enrollment intensity, control of institution of origin, and timing of first enrollment in the two-year sector; (2) Subsequent enrollment outcomes following reverse transfer by students' length of enrollment in the two-year sector, enrollment intensity during the first term at a two-year institution, and control of institution of origin; (3) Student pathways and completion at institution of origin; and (4) Six-year outcomes for all reverse transfer students by length of enrollment in the two-year sector for students who returned to their institution of origin, disaggregated by control type of institution of origin. The findings presented in this report show that within six years, 14.4 percent of the first-time students who started at a four-year institution in the fall of 2005 subsequently enrolled at a two-year institution outside of summer months or reverse transferred and an additional 5.4 percent enrolled at a two-year institution for summer courses only. The reverse transfer rate was higher among part-time students (16.4 percent) compared to students who initially enrolled full time (13.1 percent) and was also higher among those who started at a public four-year institution (15.8 percent) than among those who initially enrolled at a private nonprofit four-year institution (11.4 percent) or a private for-profit four-year institution (10.8 percent). Appended are: (1) Methodological Notes; (2) Coverage Table; and (3) Results Tables. (Contains 18 figures and 29 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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Classification; Proprietary Schools; Postsecondary Education; Institutional Characteristics; Competition; School Location; Specialization; Full Time Students; Part Time Students; College Students; Student Characteristics; Enrollment Trends

Abstract:
For-profit institutions are more visible today among policymakers, researchers, and investors, due in large part to the sharp rise in the number of students attending them over the last decade. From 2000 to 2009, enrollment in the for-profit sector tripled while enrollment in the public and not-for-profit sectors increased by less than 25 percent. By 2009, for-profits made up 43 percent of all postsecondary institutions in the United States and enrolled nearly 10 percent of all undergraduate students. Clearly, it is crucial to understand this sector and the ways in which for-profits contribute to educating students. For-profits are often quite different from their counterparts in other sectors. For example, they are smaller in size, less likely to offer degrees, and more likely to be located in metropolitan areas than institutions in other sectors. Most (90 percent) of for-profits have less than 1,000 students, a majority (62 percent) are non-degree granting, and most (86 percent) are located in metropolitan areas. Students attending for-profits are more likely than students in other sectors to be older, female, non-White, independent, and first in their family to attend college. Yet there is also wide variation within the for-profit sector, from small cosmetology schools to local campuses specializing in business or technology to online universities offering a wide range of degrees. Capturing this diversity is essential to understanding the sector--and one way to do so is a classification scheme that can be used to compare institutions and the students they serve. Many classification schemes have been used to group postsecondary institutions, usually based solely on institutional characteristics such as size, degree programs, and student demographics. While the characteristics used in existing classification schemes are acceptable for the public and private not-for-profit sectors, they do not capture the uniqueness of for-profit institutions, causing the sector to be treated as monolithic and broad strokes are used to describe for-profit institutions and students. A multifaceted framework to reflect the diversity in the for-profit sector is needed. To that end, this report describes a new classification scheme solely for the for-profit sector that includes criteria that are different than those used in existing schemes--the markets that for-profits operate in, institutional specialization, and the ways in which students engage for-profits. (Contains 4 figures.) [For the main report, "A New Classification Scheme for For-Profit Institutions," see ED534614.] 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:
Classification; Proprietary Schools; Postsecondary Education; Institutional Characteristics; College Students; Student Characteristics; Graduation Rate; Enrollment; Competition; School Location; Specialization; Full Time Students; Part Time Students; Enrollment Trends

Abstract:
For-profit institutions are more visible today among policymakers, researchers, and investors, due in large part to the sharp rise in the number of students attending them over the last decade. From 2000 to 2009, enrollment in the for-profit sector tripled while enrollment in the public and not-for-profit sectors increased by less than 25 percent. By 2009, for-profits made up 43 percent of all postsecondary institutions in the United States and enrolled nearly 10 percent of all undergraduate students. Clearly, it is crucial to understand this sector and the ways in which for-profits contribute to educating students. For-profits are often quite different from their counterparts in other sectors. For example, they are smaller in size, less likely to offer degrees, and more likely to be located in metropolitan areas than institutions in other sectors. Most (90 percent) of for-profits have less than 1,000 students, a majority (62 percent) are non-degree granting, and most (86 percent) are located in metropolitan areas. Students attending for-profits are more likely than students in other sectors to be older, female, non-White, independent, and first in their family to attend college. Yet there is also wide variation within the for-profit sector, from small cosmetology schools to local campuses specializing in business or technology to online universities offering a wide range of degrees. Capturing this diversity is essential to understanding the sector--and one way to do so is a classification scheme that can be used to compare institutions and the students they serve. Many classification schemes have been used to group postsecondary institutions, usually based solely on institutional characteristics such as size, degree programs, and student demographics. While the characteristics used in existing classification schemes are acceptable for the public and private not-for-profit sectors, they do not capture the uniqueness of for-profit institutions, causing the sector to be treated as monolithic and broad strokes are used to describe for-profit institutions and students. A multifaceted framework to reflect the diversity in the for-profit sector is needed. To that end, this report describes a new classification scheme solely for the for-profit sector that includes criteria that are different than those used in existing schemes--the markets that for-profits operate in, institutional specialization, and the ways in which students engage for-profits. Appended are: (1) Data Sources and Methodology; and (2) Supplemental Tables. (Contains 2 boxes, 4 figures, 12 tables and 30 footnotes.) [Funding for this paper was provided by the USA Funds. For "A New Classification Scheme for For-Profit Institutions. Fact Sheet," see ED534616.] 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:
Asians; Undergraduate Students; Foreign Countries; Student Financial Aid; Immigrants; Puerto Ricans; Asian American Students; Hispanic American Students; Comparative Analysis; Postsecondary Education; Enrollment; Latin Americans; Racial Differences; Ethnicity; Socioeconomic Status; Family Characteristics; Low Income Groups; Parent Background; Educational Attainment; English (Second Language); Academic Achievement; Mathematics Achievement; Remedial Instruction; Full Time Students; Majors (Students); Predictor Variables

Abstract:
This Statistics in Brief describes the undergraduate experiences of students who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third-or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. NPSAS is the most comprehensive source of national data on the experiences of undergraduates in the United States and includes information on students' academic preparation for college, the types of institutions they attend, and their experiences while enrolled. This Statistics in Brief begins with an overview of immigrant and second-generation American undergraduates nationwide and in the six states for which representative data are available, and then focuses on the most prevalent racial/ethnic groups among these two groups--Asian and Hispanic students. Asian students reported the Far East, Southeast Asia, or the Indian subcontinent as their region of origin, and Hispanic students reported their country or region of origin as Cuba, Mexico, South and Central America, or other Hispanic country or region. Undergraduates in Puerto Rico or who reported that they were of Puerto Rican descent are excluded from the analysis because their immigrant or generational status cannot be determined with available data (see appendix). Puerto Ricans and Other Hispanic Undergraduates are appended. (Contains 5 tables, 14 figures and 16 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:
Learner Engagement; Student Attitudes; Student Employment; Correlation; Comparative Analysis; Full Time Students; Public Colleges; National Surveys; Educational Experience; Student Experience; Time Factors (Learning); Time on Task; Socialization; Extracurricular Activities; Demography; Student Characteristics; Models; Academic Achievement; Employment Patterns; Racial Differences; Educational Attainment; College Seniors; College Freshmen

Abstract:
Using data collected as part of the National Survey of Student Engagement (NSSE), this study examines differences between the grades, time spent preparing for class, involvement in co-curricular activities, time spent socializing and overall enjoyment of their college experience of working and non-working students at a mid-sized public university. Several demographic correlates of student employment are also examined. Throughout the paper, specific attention is focused upon the differences that exist between students who work on-campus and those who work off-campus. Results show that there are very few differences between working and non-working students. As the number of hours that student work increases, however, the number of hours that they spend socializing decreases. Seniors and men also tend to work more hours than first-year students and women. (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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