Search Results: (1-15 of 30 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 200801 | 2008 National Postsecondary Student Aid Study (NPSAS:08) Field Test Methodology Report
This report describes the methodology and findings of the NPSAS:08 field test, which took place in the 2006-07 school year. The NPSAS:08 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 2007-08 school year. |
9/10/2008 |
| NCES 2008173 | Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 and 2003 Cohorts; and Financial Statistics, Fiscal Year 2006
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2007 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 & 2003 Cohorts; and Financial Statistics, Fiscal Year 2006. These data were collected through the IPEDS web-based data collection system. Findings include: In fall 2006, Title IV institutions in the United States enrolled a total of 18 million individual graduate and undergraduate students; 62 percent were enrolled in 4-year institutions, 37 percent in 2-year institutions, and 2 percent in less-than-2-year institutions. Graduation rates of bachelor's-seeking students at 4-year institutions were higher at private not-for-profit institutions than at public or private for-profit institutions (table 6). For example, the 4-year graduation rate of all bachelor's-seeking students was 50 percent at private not-for-profit institutions, 29 percent at public institutions, and 26 percent at private, for-profit institutions. During 2005-06 academic year, 75 percent of the 2.7 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid. |
6/3/2008 |
| NCES 2008079 | Parent Expectations and Planning for College: Statistical Analysis Report
This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in this report are based on a sample of students in grades 6 through 12 who represented the 28,182,000 students in grades 6 through 12 in the United States in early 2003. The data revealed that roughly nine out of every 10 students (91 percent) in grades 6 through 12 had parents who expected them to continue their education beyond high school, with about two-thirds (65 percent) having had parents who expected them to finish college. Other findings presented in this report show that about one-third (32 percent) of students had parents who perceived that their child’s school did very well at providing information to help their child plan for postsecondary education. Finally, among students whose parents expected them to continue their education after high school, 82 percent had parents who reported that the family was planning on helping to pay for their child’s postsecondary education costs, and among those whose parents reported that the family was planning on helping to pay the costs, 66 percent had parents who reported that they had enough information about postsecondary education costs to begin planning. |
4/22/2008 |
| 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 2008179REV | Trends in Undergraduate Borrowing II: Federal Student Loans in 1995-96, 1999-2000, and 2003-04
This Postsecondary Education Descriptive Analysis Report uses data from the National Postsecondary Student Aid Studies (NPSAS:96, NPSAS:2000 and NPSAS:04) to examine trends in Stafford loan borrowing among undergraduates. Since 1995-96, borrowing of subsidized Stafford loans increased among low-income dependent undergraduates and among independent students at all income levels. The rate of borrowing any Stafford loan (subsidized or unsubsidized) increased among all but those in the lowest income category, for both dependent and independent undergraduates alike. While the average amount of subsidized loans has leveled off over time, unsubsidized loans have continued to grow both in the amount of the average loan as well as in the percentage of borrowers. Unlike subsidized loans, interest on an unsubsidized loan accrues and is usually added to the principal of the loan while the student is enrolled in school and not yet in repayment. This study found that between 1995-96 and 2003-04, an increasing proportion of both dependent and independent student borrowers at all income levels took out unsubsidized loans either alone or in addition to their subsidized loans. This was true particularly among independent students whose higher loan limits allow more of them to take out both types of loans. The Stafford loan program permits dependent students to take out both subsidized and unsubsidized loans, but the combined amount cannot exceed the maximum amount of a single loan. In 2003-04, about three-fourths (73 percent) of all dependent student borrowers took out the annual maximum amount allowed in subsidized and unsubsidized Stafford loans combined. This was an increase from 57 percent in 1995-96. |
3/18/2008 |
| 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 2007154 | Enrollment in Postsecondary Institutions, Fall 2005; Graduation Rates, 1999 and 2002 Cohorts; and Financial Statistics, Fiscal Year 2005
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2006 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2004-05 academic year; Enrollment for fall 2005 and 12-month counts for 2004-05; Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1999 at 4-year institutions or in 2002 at less-than-4-year institutions; and Finance for fiscal year 2005. These data were collected through the IPEDS web-based data collection system. Major findings: * Title IV institutions in the United States enrolled 18 million students in fall 2005; 61 percent were enrolled in 4-year institutions, 37 percent were enrolled in 2-year institutions, and 2 percent were enrolled in less-than-2-year institutions. * Overall graduation rates at 4-year institutions were higher than at 2-year institutions (56 percent and 33 percent, respectively). * During 2004-05, nearly 75 percent of the 2.6 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid. Among full-time, first time undergraduates, the proportion of students receiving financial aid varied by sector of institution: 76 percent of those attending public 4-year institutions; 80 percent of those attending private for-profit 4-year institutions; and 85 percent of those attending private not-for-profit 4-year institutions. |
5/9/2007 |
| NCES 2006158 | 2003–04 National Postsecondary Student Aid Study (NPSAS:04): Undergraduate Financial Aid Estimates for 12 States: 2003–04
This E.D. TAB presents selected findings about the price of attendance and the types and amounts of financial aid received by in-state undergraduates enrolled in public 2-year, public 4-year, and private not-for-profit 4-year institutions during the 2003–04 academic year in 12 selected states. It is based on the undergraduate data in the 2003–04 National Postsecondary Student Aid Study (NPSAS:04), a nationally representative survey of postsecondary students. In addition to providing national estimates, the NPSAS:04 survey was designed to provide representative samples of undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in 12 states: California, Connecticut, Delaware, Georgia, Indiana, Illinois, Minnesota, Nebraska, New York, Oregon, Texas, and Tennessee. Prior NPSAS studies have not been representative at the state level. For the in-state undergraduates in each of these 12 selected states, the tables in this E.D. TAB show the average tuition and fees and total price of attendance, the percentages of undergraduates receiving various types of financial aid and the average amounts received, the average net price of attendance after financial aid, average financial need and remaining need after financial aid, cumulative student loan amounts, earnings from work while enrolled, and other aspects of financing an undergraduate education. Tables of comparable national totals limited to in-state undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in the 50 states, DC, and Puerto Rico are also provided to allow for comparisons of undergraduate financing patterns in each of the 12 selected states and the entire nation. |
10/24/2006 |
| 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 2006180 | 2004 National Postsecondary Student Aid Study (NPSAS:04) Full-scale Methodology Report
This report describes the methods and procedures used for the 2004 National Postsecondary Student Aid Study (NPSAS:04). NPSAS:04 is a comprehensive study of financial aid among postsecondary education students in the United States and Puerto Rico that provides information on trends in financial aid and on the ways in which families pay for postsecondary education. NPSAS:04 included important changes from previous NPSAS surveys (conducted in 1987, 1990, 1993, 1996, and 2000) in its sample design and collection of data. For example, the current study is the first in the NPSAS series to utilize a web-based instrument for both self- and telephone-administration. Another important change is that NPSAS:04 was designed to provide state-level representative estimates for undergraduate students within three institutional strata—public 2-year institutions; public 4-year institutions; and private not-for-profit 4-year institutions for 12 states that were categorized into three groups based on population size—four large, four medium, and four small: California, Connecticut, Delaware, Georgia, Illinois, Indiana, Maine, Nebraska, New York, Oregon, Tennessee, and Texas. These states were chosen for this “demonstration” study from a set of volunteering states that expressed interest and a willingness to support and encourage participation by their institutions. However, sufficient comparability in survey design and instrumentation was maintained to ensure that important comparisons with past NPSAS studies could be made. |
7/18/2006 |
| NCES 2006156 | Dealing With Debt: 1992-93 Bachelor’s Degree Recipients 10 Years Later
Using data from the 1993–2003 Baccalaureate and Beyond Study (B&B:93/03), this report describes the borrowing patterns of 1992–93 bachelor’s degree recipients and examines the repayment of undergraduate Stafford loans for those who had no additional degree enrollment. About half (51 percent) of all graduates had borrowed to help pay for their undergraduate education, borrowing an average of $10,200 from all sources. Among graduates with no additional degree enrollment, 74 percent had repaid all their undergraduate loans by 2003. Of the 26 percent still repaying their loans, the median debt burden (monthly payment divided by monthly income) in 2003 was 3.3 percent. Among bachelor’s degree recipients with no further degree enrollment, 39 percent had taken out Stafford loans as undergraduates. Among these Stafford loan borrowers, 5 percent ever had a deferment, 12 percent ever had a period of forbearance, and 10 percent had defaulted at some point. Students did not tend to run into repayment problems immediately; the average length of time between graduation and the first deferment, forbearance, or default was 4–5 years. For many, the problems were temporary, with 45 percent of defaulters able to re-enter repayment later. In addition, most of those who deferred or had periods of repayment were able to recover financially and did not default. |
7/5/2006 |
| NCES 2005151 | Independent Undergraduates: 1999-2000
This report provides a comprehensive look at independent students who were enrolled in postsecondary education in the United States and Puerto Rico in 1999–2000. Independent students are assumed to be financially self-sufficient and no longer dependent upon their parents to support them or finance their education. Many independent students work full time and attend community colleges or other postsecondary institutions that are geared toward career training in specialized fields such as health, technology, and business. Working, as many hours as they do, independent students are more likely to enroll in postsecondary institutions part time. They are less likely than dependent students to apply for financial aid, and are less likely to apply for it on time, or before the typical May 1 deadline for state and institutional aid. Among those who do apply for aid, independent students are less likely than dependent students to receive state and institutional grants, more likely to receive Pell Grants and, although they are less likely to take out student loans, the average amount they borrow is larger. Being married or having children are characteristics common to independent students, and while being married can raise one’s income, having children can increase one’s living expenses considerably. |
10/21/2005 |
| 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 |
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