Search Results: (1-15 of 36 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008174 | Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later
Using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), this report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. The report describes the background, academic preparation, and experience of these beginning students over 3 academic years, from July 2003 to June 2006, and provides information about their rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions. Some highlights: Most of the first-time students who began at 4-year institutions in 2003-04 were age 19 or younger (85 percent) compared to 54 percent of students who began at 2-year institutions and 32 percent who began at less-than-2-year institutions. Among those under age 24 who began at a 4-year institution, nearly all (94 percent) had taken algebra II or higher mathematics courses in high school, and about one-fourth had taken calculus. Of students who began at a 4-year institution, about one-half had a high school GPA of 3.5 or higher, and about one-fourth had earned credit for courses taken at a college while still in high school. Eighteen percent of the students who began at a 4-year institution in 2003-04 transferred from the institution where they had started. |
7/30/2008 |
| 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 2008184 | 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report
This report describes and evaluates the methods and procedures used in the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), the first follow-up of the cohort of first-time beginning students who were identified as part of the 2003–04 National Postsecondary Student Aid Study (NPSAS:04). This cohort was first interviewed in 2004 and identified as first-time beginners (FTBs). An FTB was defined as an individual who began his or her postsecondary education during the 2003–04 academic year. BPS:04/06 is the first of two scheduled follow-up studies that will follow these students through college and into the workforce. The second, and final, follow-up is scheduled to take place in 2009. The BPS study is unique in that it includes both traditional and nontraditional students, follows their paths through postsecondary education over the course of 6 years, and is not limited to enrollment at a single institution. |
12/11/2007 |
| NPEC 2008850 | Deciding on Postsecondary Education
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families. |
12/11/2007 |
| NCES 2007185 | 2004/06 Beginning Postsecondary Students Longitudinal Study Data Analysis System
The BPS:04/06 DAS contains data on a sample of about 18,600 students who first entered postsecondary education in the 2003-04 academic year and were first surveyed as part of the National Postsecondary Student Aid Study. The BPS:04/06 study is the first follow-up of these students three years later in 2006. Data contained on the DAS pertain to the experiences of students over three academic years and provide information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions. |
10/11/2007 |
| NCES 2007169 | Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years
This First Look report provides a brief description of the persistence and degree attainment of a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year. The report provides a first look at the experience of these students over three academic years, from July 2003 to June 2006, and provides information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Findings showed that among the beginning students who were recent (2003) high school graduates, enrolled full time in the fall of 2003, and had bachelor’s degree plans, 70 percent were still enrolled at their first institution without a degree, 4 percent had attained a degree or certificate at their first institution, and 20 percent had transferred elsewhere without a degree by June 2006. |
8/15/2007 |
| 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 2007165 | Part-Time Undergraduates in Postsecondary Education: 2003–04
This report uses data from the 2003–04 National Postsecondary Student Aid Study (NPSAS:2004) to profile part-time undergraduates enrolled in U.S. postsecondary institutions in 2003–04. About 49 percent of undergraduates were enrolled exclusively full time in the 2003–04 academic year, 35 percent were enrolled exclusively part time, and 16 percent had mixed enrollment intensity. Part-time undergraduates, especially exclusively part-time students, were at a distinct disadvantage relative to those who were enrolled full time: they came from minority and low-income family backgrounds; they were not as well-prepared for college as their full-time peers; they were highly concentrated in 2-year colleges and nondegree/certificate programs; and many of them worked full time while enrolled and were not enrolled continuously. Using longitudinal data from the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the report also found that part-time enrollment was negatively associated with persistence and degree completion six years after beginning postsecondary education even after controlling for a wide range of factors related to these outcomes. This was the case even for the group of students with characteristics that fit the typical profile of a full-time student (i.e., age 23 or younger, financially dependent on parents, graduated from high school with a regular diploma, and received financial help from parents to pay for postsecondary education). Regardless of whether they resembled full-time students, part-time students (especially exclusively part-time students) lagged behind their full-time peers in terms of their postsecondary outcomes even after controlling for a variety of related factors. |
6/27/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| 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 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 200601 | 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Field Test Methodology Report
This report describes the methodology and findings for the field test of the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). These students, who started their postsecondary education during the 2002-03 academic year, were first interviewed as part of the 2004 National Postsecondary Student Aid Study (NPSAS:04) field test. BPS:04/06 is the first follow-up of this cohort. The BPS:04/06 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2005-06 school year. The report provides the sampling design and methodologies used in the field test. It also describes data collection outcomes, including response rates, interview burden, and results of incentive and prompting experiments. In addition, the report provides details on the evaluation of data quality for reliability of responses, item nonresponse, and question delivery and data entry error. Recommendations for the full-scale study are provided for the sampling design, locating and tracing procedures, interviewer training, data collection, and instrumentation. |
5/17/2006 |
| 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 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2005095 | The Condition of Education in Brief 2005
The Condition of Education 2005 in Brief contains a summary of 19 of the 40 indicators in The Condition of Education 2005. The topics covered include: public and private enrollment in elementary/secondary education, the racial/ethnic distribution of public school students, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading and mathematics, international comparisons of mathematics literacy, annual earnings of young adults by education and race/ethnicity, status dropout rates, immediate transition to college, availability of advanced courses in high school, inclusion of students with disabilities in regular classrooms, school violence and safety, faculty salary and total compensation, early development of children, expenditures per student in elementary and secondary education, and public effort to fund postsecondary education. |
6/1/2005 |
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