Search Results: (16-30 of 194 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007067 | Mini-Digest of Education Statistics 2006
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2006. |
9/6/2007 |
| REL 2007015 | New Data Needed: Improving Survey Research On Two-Year College Experiences
Research can improve understanding of two-year colleges, but new detailed indicators are needed to capture the complexities of this changing sector. |
9/5/2007 |
| NCES 2007006 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2006
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. |
8/14/2007 |
| 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 |
| REL 2007001 | High School Standards and Expectations for College and the Workplace
State standards for high schools in a majority of Central Region states cover 82 percent of the language arts topics but just 57 percent of the mathematics topics identified by both of two national studies as important for success in college and the workplace. |
7/2/2007 |
| NCES 2007175 | 2004 National Study of Postsecondary Faculty (NSOPF:04) Institution Data Analysis System
The NSOPF:04 Institution DAS contains data on 920 institutions that responded to a nationally representative sample of all public and private not-for-profit postsecondary institutions that offered an associate's or higher degree in the U.S. in fall 2003 and participated in federal Title IV student aid programs. Data contained on the NSOPF:04 Institution DAS were collected in 2004 and focus on institutional policies and practices such as recent tenure-related changes and actions, methods used to evaluate teaching performance, and benefits available to full- and part-time faculty and instructional staff by type of institution. |
4/24/2007 |
| NCES 2007150 | Employees in Postsecondary Institutions, Fall 2005, and Salaries of Full-Time Instructional Faculty, 2005-06
This report presents information from the Winter 2005-06 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2005 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2005-06 by length of contract/teaching period, academic rank, gender, and average salaries. |
3/27/2007 |
| 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 2007161 | Placing College Graduation Rates in Context: How 4-Year College Graduation Rates Vary With Selectivity and the Size of Low-Income Enrollment
This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased. |
11/16/2006 |
| NCES 2007157 | Institutional Policies and Practices Regarding Postsecondary Faculty: Fall 2003
This report describes recent hiring and retirement patterns as well as tenure-related changes and actions taken by public and private not-for-profit postsecondary institutions that offered an associate’s or higher degree in fall 2003 and participated in federal Title IV student aid programs. The 2004 National Study of Postsecondary Faculty (NSOPF:04) sampled such institutions in the 50 states and the District of Columbia both to obtain lists of faculty and instructional staff to be surveyed and also to collect data on the institution’s policies and environment for such staff. About 920 institutions completed the survey, resulting in a weighted response rate of 84 percent. In fall 2003, some 8 percent of all full-time faculty were hired the previous year from outside the institution, while 7 percent had left their institutions during the previous year. Of those who left, 36 percent retired. At least 90 percent of all doctoral or master’s institutions had tenure systems, but even among public associate’s institutions, the majority (64 percent) had a tenure system. About 64 percent of institutions with a tenure system limit time on tenure track to 6 or 7 years. One-half (52 percent) of institutions with a tenure system offered early or phased retirement to tenured faculty members between 1998 and 2003. |
11/7/2006 |
| NCES 2007178 | Economic Impact of the Nation's Historically Black Colleges and Universities
The purpose of this study was to document the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In this study, short-term economic impact was defined as the change in overall economic activity in the institutions’s community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system was used to build regional models for each of the 101 HBCUs in the 50 states and the District of Columbia and to calculate multipliers for estimating the HBCUs’ impact in terms of output, value-added, labor income, and employment. These multipliers were applied to each institution’s salary, staff, enrollment and expenditure data from the 2001 Integrated Postsecondary Education Data System (IPEDS) and data from the Bureau of Labor Statistics Consumer Expenditure Survey. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62 percent of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion with 35 percent due to the multiplier effect. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companies (Fortune Magazine, 2006). Additionally, the total employment impact of the 101 HBCUs included 180,142 total (initial and induced) full- and part-time jobs in 2001. The report includes templates that can easily be used to update impact estimates for subsequent years as new IPEDS data become available. |
10/13/2006 |
| 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 2006152 | Changes in Staff Distribution and Salaries of Full-Time Employees in Postsecondary Institutions: Fall 1993–2003
Using data from the 1993 and 2003 Fall Staff Surveys, a component of the Integrated Postsecondary Education Data System (IPEDS), this report examines the change in the number and composition of staff in U.S. postsecondary institutions and the change in average salaries of full-time staff between fall 1993 and fall 2003. Over the decade, the growth of the workforce at colleges and universities outpaced the growth of both the civilian labor force and student enrollment, continuing a pattern that began in the 1970s. The growth rate was higher for part-time employees than full-time employees, for female staff than male staff, for racial/ethnic minorities than Whites, and for professionals than nonprofessionals. Although the average salaries of full-time employees increased for each of the seven primary occupation categories, only the rate of increase for executive, administrative, and managerial positions (17 percent) exceeded the median for the overall U.S. family income (14 percent). |
8/2/2006 |
| NCES 2006309 | The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study
This E.D. Tab presents information on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in career and technical education (CTE) while in high school, including their postsecondary enrollment, coursetaking, and degree attainment patterns. The report also describes the extent to which high school CTE concentrators pursued the same field at the postsecondary level. Using data from students’ secondary transcripts collected as part of the National Education Longitudinal Study (NELS:88/2000), analyses reveal that about 20 percent of 1992 high school seniors were CTE concentrators. Of those students, roughly one-quarter were dual concentrators, completing both a CTE and college preparatory curriculum. NELS:88/2000 also collected students’ postsecondary transcripts. These data show that by 2000, the majority of CTE concentrators from the class of 1992 had enrolled in postsecondary education. More than half of these students began their postsecondary education at a community college, while 37 percent began at a 4-year institution, and 7 percent at another type of institution. Of the high school CTE concentrators who enrolled in a postsecondary institution, 50 percent earned a postsecondary certificate or degree by 2000, while 26 percent earned a bachelor’s or higher degree. About half of CTE concentrators who enrolled in a postsecondary institution earned postsecondary credits in a related field and 27 percent earned 12 or more credits in a related field, roughly the equivalent of one semester of full-time postsecondary study. About 30 percent of high school CTE concentrators who earned a postsecondary degree or certificate did so in a related field. |
7/20/2006 |
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