Search Results: (1-15 of 20 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008033 | Community Colleges:
Special Supplement to The 2008 Condition of Education
This Special Supplement to The Condition of Education 2008 provides a descriptive profile of community colleges in the United States, examines the characteristics of students who entered community college directly from high school, and looks at rates of postsecondary persistence and attainment among community college students in general. It also compares the characteristics of these institutions and of the students who enroll in them with those of public and private 4-year colleges and universities. |
8/20/2008 |
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/25/2008 |
| NCES 2007164REV | Differential Characteristics of 2-Year Postsecondary Institutions
Two-year institutions, including community colleges and career schools, have become increasingly important in American higher education. Many classification systems for 2-year institutions use a wide array of characteristics and perspectives to differentiate between 2-year institutions. This report uses a classification system for 2-year institutions that uses number of variables available on the Integrated Postsecondary Education Data System (IPEDS) to identify seven groups of 2-year institutions: small publics; medium-sized publics; large publics; allied health not-for-profits; other not-for-profits; degree-granting for-profits; and other for-profits. The report presents brief profiles for each classification type, then focuses on four broad topic areas (institutional resources, student characteristics, institutional affordability, and measures of student success) to highlight the key differences that set a particular institutional type apart. The analysis found that among public institutions, small and large institutions differed in key areas; for example, large public schools tended to offer lower tuition and more services and to be located in urban areas. Private for-profit schools appear quite similar to one another with the exception of the types of credentials offered and completed, which reflect the classification itself. In most other aspects---such as tuition, location, finances, student characteristics, and student financial aid---these institutions exhibited few differences. Other not-for-profits appeared to be similar to for-profits, but slightly more traditional. Allied health institutions differed from other not-for-profit institutions---and the other institutions in the classification system---in terms of the programs offered, funding streams, student characteristics, student costs and the types of awards granted. These schools appeared to be between public institutions and other private schools in terms of affordability and financial aid. Students at allied health institutions were more likely to be older, independent with dependents, and female than their counterparts at other 2-year schools. |
8/10/2007 |
| NCES 2007017 | Digest of Education Statistics, 2006
The 42nd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
7/26/2007 |
| NCES 2007162 | The Path Through Graduate School: A Longitudinal Examination 10 Years After Bachelor’s Degree
The report uses longitudinal data from the 1992–93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992–93 bachelor’s degree recipients. About 40 percent of 1992–93 bachelor’s degree recipients had enrolled in a graduate degree program by 2003. On average, most students waited between 2 and 3 years to enroll for the first time in a graduate degree program, and among those who enrolled between 1993 and 2003, some 62 percent had earned at least one graduate degree by 2003. Master’s degree students took an average of 3 years to complete their degree, first-professional students took about 4 years, and doctoral students took more than 5 years. After controlling for a wide range of relevant variables, several enrollment characteristics retained a significant relationship with graduate degree persistence and completion. Rates of persistence and completion were higher among students who entered graduate school immediately after earning a bachelor’s degree, who attended full time and enrolled continuously, and who enrolled in multiple graduate degree programs. |
3/6/2007 |
| NCES 2006030 | Digest of Education Statistics, 2005
The 41st in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent. |
8/10/2006 |
| NCES 2006154 | Degree Completions in Areas of National Need, 1996-97 to 2001-02
This E.D. Tab focuses on trends in degree completions in academic programs that have been deemed areas of national need by federal legislation and include: agriculture and conservation sciences; computer and information sciences; education; engineering and engineering-related technologies; foreign languages and literature; biological and life sciences; mathematics; physical sciences; protective services and criminal justice; social work; nursing; and health professions and related sciences. The analysis focuses on data from 1996-97 and 2001-02 and examines completions at institutions granting awards of associate’s degrees and higher. In particular, it looks at the change in the total number of degrees completed in areas of national need between the two years, as well as degree completions in these areas by gender and race/ethnicity. Finally, the report examines the characteristics of students completing degrees in these areas of study. Generally, the areas of national need in which the most degrees were completed were sciences, engineering, education and health-related fields. There was some variation by degree type. Across all degree types, the number of degrees completed in many areas of national need declined or did not change between 1996-97 and 2001-02, with the exception of computer and information sciences degrees, which grew over the five-year time period. The gender distribution of degree completions in areas traditionally dominated by one sex or the other changed little between 1996-97 and 2001-02, although there was some variation by degree type. Over the same time period, the proportion of degrees awarded to non-White students increased, although patterns of over- and under-representation of non-White students persisted in certain areas. |
6/7/2006 |
| NCES 2006005 | Digest of Education Statistics, 2004
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
10/12/2005 |
| NCES 2005175 | Integrated Postsecondary Education Data System Data Quality Study
The purpose of this study was to assess the quality of IPEDS data that were collected using web-based data collection procedures in 2002–03. The evaluation used information originally collected from Title IV institutions in 2002–03 and new or modified information collected by the Prior Year Data Revision System in 2003–04. Additionally, the evaluation used information from the Thomson Corporation (Thomson Peterson data) to assist in the assessment of IPEDS data when compared to data collected by non-IPEDS sources. The study compared data collected at two different data collection points for eight IPEDS components: Tuition and Price, Employees by Assigned Position, Completions, Enrollment, Student Financial Aid, Finance, Salaries, and Graduation Rates. Within each component, the analyses examined: the number of institutions making changes, the types of changes made, the magnitude of changes, and the impact of changes to published data. Based on revised submissions by eligible Title IV institutions it was concluded that IPEDS data for the 2002–03 academic year were accurate. Very few institutions modified their submissions and among those that did, the magnitude of the change had very little impact on originally reported data. Additionally, information was more likely to be found in IPEDS than in Thomson Peterson. Given that Thomson Peterson is one of the largest postsecondary databases, results tend to confirm the perception that IPEDS is the most comprehensive data system available for information related to postsecondary education. |
9/30/2005 |
| NCES 2005025 | Digest of Education Statistics, 2003
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
12/30/2004 |
| NCES 2004062 | Historically Black Colleges and Universities, 1976 to 2001
Historically Black Colleges and Universities, 1976 to 2001 is a tabular report that presents a quarter-century of trend information on HBCUs. The report contains summary information for HBCUs on enrollment, degrees, staff, salaries, and finances, with comparisons to other colleges and universities. In addition, the report contains detailed information on individual HBCUs, with trends in enrollment, and detailed data on degrees, staff, and finances for recent years. |
9/13/2004 |
| NCES 2002051 | Hispanic Serving Institutions: Statistical Trends from 1990 to 1999
This report, the first from NCES to focus exclusively on Hispanic Serving Institutions (HSIs), tracks 335 degree-granting institutions that met the 25 percent Hispanic enrollment criterion in 1999. This report provides a statistical overview of the growth in HSI enrollment and degrees during the 1990s. It also presents an overview of HSI staff in 1999 and changes in faculty salaries from the middle to the end of the decade. |
9/13/2002 |
| NCES 2002322REV | CD-ROM: NELS:88/2000 Public Use Data Files and Electronic Codebook - Base Year through Fourth Follow-up
This CD-ROM contains public release data from the National Education Longitudinal Study:1988 (data files and updated electronic codebook for the Base Year (1988) through Fourth Follow-up (2000) of NELS:88). Data from the Fourth Follow-up interview in 2000 will permit researchers to examine what this cohort had accomplished 12 years after the eighth-grade baseline survey. The 2000 data were collected at a key stage of life transitions for the eighth-grade class of 1988-most had been out of high school for nearly 8 years. Many had already completed postsecondary education, started or even changed careers, and started to form families. This CD-ROM contains only the sample surveyed in the year 2000. For any analysis using only data collected prior to the Fourth follow-up, the NELS:88/94 CD-ROM (NCES# 2000328) is needed. |
8/23/2002 |
| NCES 2001177 | Degrees and Other Awards Conferred by Title IV Participating, Degree-granting Institutions: 1997-98
This publication provides information on the number of degrees and other awards conferred by Title IV participating, degree-granting institutions located within the 50 states and District of Columbia during academic year 1997-98. Included are summaries by level of degree, field of study, race/ethnicity and gender of recipients, and state. |
3/22/2001 |
| NCES 2000071 | Projections of Education Statistics to 2010
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and institutions of higher education. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2010. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2010. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections. |
8/21/2000 |
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