Search Results: (16-30 of 256 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008172 | Employees in Postsecondary Institutions, Fall 2006, and Salaries of Full-Time Instructional Faculty, 2006-07
This report presents information from the Winter 2006-07 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 2006 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 2006-07 by length of contract/teaching period, academic rank, gender, and average salaries. |
3/11/2008 |
| NCES 2008155 | Ten Years After College: Comparing the Employment Experiences of 1992-93 Bachelor’s Degree Recipients with Academic and Career-Oriented Majors
Using longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) representing about 1.2 million bachelor’s degree recipients that year, this report examines college graduates’ work experiences in 1994, 1997, and 2003, describing their labor force status, employment stability and intensity, occupations and industries, salaries and benefits, and perceptions about their jobs. It compares the experiences of graduates with academic and career-oriented undergraduate majors. About half of all the graduates (51 percent) were employed and not enrolled at all three follow-ups, but the other half moved into and out of the workforce, often to pursue further education. By 2003, some 46 percent of graduates had ever been unemployed (not working, but looking for work) since they had graduated, but unemployment became less prevalent the longer graduates had been out of college. By 2003, most graduates were settled in a job they considered a career and used their education, and the average salary for a graduate employed full time at one job, adjusted for inflation, had roughly doubled since 1994. A majority were satisfied with their pay, fringe benefits, job security, and opportunity for promotion. Compared with graduates with academic undergraduate majors, those with career-oriented majors appeared to establish themselves in the labor force earlier and relatively fewer obtained additional education. |
3/4/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| REL 2008035 | Course-taking Patterns and Preparation for Postsecondary Education in Californias Public University Systems Among Minority Youth
This report finds that the high school program for college preparation begins in 9th grade and that making up missed preparatory courses and academic content is likely to be difficult for students who put off college-preparatory work until later in their high school career. |
1/28/2008 |
| 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 2008156 | Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions
Minority-serving institutions (MSIs) are colleges and universities serving a large percentage of minority students. This study identifies six different subgroups of MSIs and analyzes them from the perspective of the institution and the student. First, using the 2004 Fall Enrollment Survey, a census survey component of the Integrated Postsecondary Education Data System (IPEDS), the study compares all subgroups of MSIs to one another and to non-MSIs. Second, from the perspective of the students, data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04) is used to examine how minority students differ, in demographic and enrollment characteristics, by the type of institution. Major findings are as follows: MSIs totaled 1,254 in 2004, accounting for just under one-third of all degree-granting Title IV institutions; they enrolled nearly sixty percent of the 4.7 million minority undergraduates. Hispanic-serving institutions and Black-serving (non-HBCUs) accounted for 27 percent and 16 percent, respectively of MSIs followed by Asian-serving (8 percent), HBCUs (5 percent), and American Indian-serving institutions (1 percent). The majority of students in Hispanic- and Black-serving MSIs were enrolled in public 2-year institutions. Four-year MSIs (except for Asian-serving) had a higher percentage of institutions with open admissions policy and institutions with at least half low-income enrollment compared with non-MSIs. |
11/27/2007 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| 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 2007328 | Interpreting 12th-Graders’ NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes From the National Education Longitudinal Study of 1988 (NELS:88)
This report utilizes four sources of NELS:88 data: questionnaire responses, tests, high school transcripts, and postsecondary education transcripts. The NELS:88 1992 12th grade mathematics assessment scores were transformed to the NAEP scale. The report relates mathematics results expressed in the NAEP metric (specifically, the NAEP achievement levels) to cross-sectional (12th grade) correlates of math achievement. It also relates 12th grade NAEP-scaled NELS:88 mathematics results (again expressed in terms of the NAEP achievement levels) to postsecondary educational outcomes. The report is divided into three chapters. Chapter 1 provides background information and an introduction. Chapter 2 examines the correlates of math achievement— student, family, and high school predictors (e.g., sex, race, socioeconomic status [SES], school sector, highest math course taken, grades, etc.) of 12th graders’ NAEP-Scaled performance. Chapter 3 relates high school seniors’ NAEP-scaled mathematics performance to later outcomes such as entry into postsecondary education, and baccalaureate attainment. These senior-year correlates (chapter 2) and future outcomes (chapter 3) are explored through bivariate tables; senior-year achievement correlates are also examined in a logistic regression. Two appendixes provide technical notes, a glossary of variables used, and tables of standard errors for all estimates contained in the report. |
9/18/2007 |
| NCES 2007166 | Postsecondary Institutions in the United States: Fall 2006 and Degrees and Other Awards Conferred:
2005-06
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2006 data collection, which included two survey components: Institutional Characteristics for the 2006-07 academic year, and Completions covering the period July 1, 2005, through June 30, 2006. These data were collected through the IPEDS web-based data collection system. |
9/11/2007 |
| 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 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 2007163 | To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-1993 Bachelor's Degree Recipients 10 Years After College
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report profiles 1992-93 bachelor’s degree recipients’ experience with K-12 teaching in the subsequent 10 years, as well as their preparation for teaching. The analysis first compares current and former teachers in this cohort on several demographic and educational measures, and contrasts these groups with 1992-93 graduates who never taught. The report provides an overview of teachers’ job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates’ preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching. |
7/31/2007 |
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