Search Results: (16-30 of 42 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 2005108 | Status and Trends in the Education of American Indians and Alaska Natives
This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives using statistical measures. It presents a selection of indicators that illustrate the educational achievement and attainment of American Indians and Alaska Natives. Over the past 20 years, American Indians/Alaska Natives have made gains in key education areas, such as increased educational attainment. However, gaps in academic performance between American Indian/ Alaska Native and White students remain. |
8/25/2005 |
| NCES 2005152 | Waiting to Attend College: Undergraduates Who Delay Their Postsecondary Enrollment
This report describes the characteristics and outcomes of students who delay enrollment in postsecondary education. It covers the ways in which the demographic, enrollment, and attendance patterns of students who delay postsecondary enrollment differ from their peers who enroll immediately after high school graduation. In addition, the report discusses how students who delay a shorter amount of time differ from those who delay longer. It is based on data from the 2000 National Postsecondary Student Aid Study (NPSAS:2000), the 2000 follow-up of the National Longitudinal Study of 1988 (NELS:88/2000), and the 2001 follow-up of the Beginning Postsecondary Students Longitudinal Study (BPS:96/01). Delayed entrants began their postsecondary education at a significant disadvantage compared to those who enrolled immediately after high school with regard to family income, parental education, academic preparation, time spent working while enrolled, and course of study. While only a quarter of those who delayed entry first enrolled in bachelor’s degree programs, over half of those who enrolled immediately did so. Further, 40 percent of delayed entrants earned some kind of postsecondary credential compared with 58 percent of immediate entrants. |
6/16/2005 |
| 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 2005157 | The Road Less Traveled? Students Who Enroll in Multiple Institutions
This report profiles students who attended multiple institutions - specifically those who co-enrolled (attended more than one institution simultaneously), transferred, or attended 2-year institutions. It looks at the extent to which undergraduates attend multiple institutions as well as the relationship between student' rates of multiple institution attendance and their persistence, attainment, and time to degree. Analysis is based on data from the 1996-01 Beginning Postsecondary Student Study and the 2000-01 Baccalaureate and Beyond Longitudinal Study. The study found that attending more than one institution during the course of undergraduate enrollment is a common practice. Among students enrolling for the first time in 1995/96, 40 percent had attended more than one institution as of 2001, while among 1999/2000 college graduates, nearly 60 percent had done so.Among those same graduates, transferring and co-enrolling were associated with longer average times to completion. |
5/31/2005 |
| NCES 2005160 | Feasibility of a Student Unit Record System Within the Integrated Postsecondary Education Data System
This report describes the feasibility of collecting individual enrollment and financial aid information for each student in postsecondary education. NCES held three public meetings with key stakeholders from institutions, states and other interested parties to get feedback on such issues as burden, cost, and privacy, and to solicit information on other technical aspects of developing such a unit record system. This report details the issues discussed in these meetings. This feasibility study is an important step to determine the problems that may be encountered and the issues to be addressed if Integrated Postsecondary Education Data System were redesigned to replace five current IPEDS surveys with a unit record system. |
3/21/2005 |
| 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 2005016 | Trends in Educational Equity of Girls & Women: 2004
This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences. This report serves as an update of an earlier publication, Trends in Educational Equity of Girls & Women (NCES 2000-030), which was prepared for Congress in 2000. |
11/19/2004 |
| NPEC 2004831 | How Does Technology Affect Access in Postsecondary Education? What Do We Really Know?
This report examines the relationship between technology and access to postsecondary education, and identifies four basic themes: technology and access to postsecondary education in general; access to technology-based learning; preparation for using technology; and the effectiveness of technology in learning. The report presents a review of the more recent literature concerning each of these themes, and in addition, offers new analyses of national data that expands and further informs the knowledge base. The report concludes with some recommendations for additional data collection through NCES surveys. |
11/13/2004 |
| NCES 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 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. |
6/1/2004 |
| NCES 2003151 | Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later
This report describes the enrollment, persistence, and degree attainment of students who began postsecondary education for the first time in the 1995–96 academic year. It covers the experiences of these first-time beginners over a period of six academic years, from 1995–96 to 2000–01, and provides information about the rates at which students completed degrees, transferred to other institutions, and left postsecondary education without attaining degrees. It provides direct comparisons of the institutional retention and completion rates of undergraduates at the first institution attended versus the persistence and attainment rates of the same group of students anywhere in postsecondary education after six years. Separate tables are presented for students who began at public 2-year, public 4-year, and private not-for-profit 4-year institutions, including information on persistence, transfers, stopouts, and degree attainment at the end of each of the six years. The report is based on the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), a National Center for Education Statistics (NCES) survey that provides data describing a nationally representative sample of first-time students who entered postsecondary education during the 1995–96 academic year. |
12/16/2002 |
| NCES 2002012 | Findings from the Condition of Education 2002: Nontraditional Undergraduates
This report contains a special analysis that is republished from the Condition of Education 2002 in a booklet form. The report describes nontraditional undergraduates in terms of their demographic characteristics, enrollment patterns, ways of combining school and work, participation in distance education, and persistence patterns. |
9/5/2002 |
| NCES 2002025 | The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. 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 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary 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 quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates. |
5/31/2002 |
| NCES 2002130 | Digest of Education Statistics, 2001
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. |
3/1/2002 |
| NCES 2001126 | Findings from the Condition of Education 2001: Students Whose Parents Did Not Go to College
This booklet contains a topical essay from the Condition of Education 2001. The essay summarizes statistical evidence on the postsecondary access, persistence, and attainment of students whose parents did not attend college. |
2/13/2002 |
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