Search Results: (1-15 of 36 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
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-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| NCES 2009155 | Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 and 2004 Cohorts; and Financial Statistics, Fiscal Year 2007
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2008 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007. These data were collected through the IPEDS web-based data collection system. Findings include: In fall 2007, Title IV institutions in the United States enrolled a total of 18.7 million graduate and undergraduate students; 62 percent were enrolled in 4-year institutions, 36 percent were enrolled in 2-year institutions, and 2 percent were enrolled in less-than-2-year institutions. Approximately 57 percent of full-time, first-time bachelor's or equivalent degree-seekers attending 4-year institutions completed a bachelor's or equivalent degree at the institution where they began their studies within 6 years. During 2006-07 academic year, 73 percent of the 2.8 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid. |
3/10/2009 |
| 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 2008153 | Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention. |
4/29/2008 |
| 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 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 |
| 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 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 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 |
| 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 2007041 | Students Entering and Leaving Postsecondary Occupational Education: 1995-2001
This report uses data from the 1995–96 to 2001 Beginning Postsecondary Students Longitudinal Study to examine three questions concerning students pursuing postsecondary certificates or associate’s degrees in career related fields (referred to here as occupational students): (1) who enters postsecondary occupational education, (2) to what extent do occupational students persist in postsecondary education and attain their credential goals, and (3) what are the labor market outcomes for occupational students who earn credentials? Occupational students were found to be more likely than academic subbaccalaureate students to be female, Black, older, have lower educational backgrounds, and self-identify as “enrolled employees” rather than “working students.” Most of these differences were due to differences between occupational certificate students and the two groups of occupational and academic associate’s degree-seeking students. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential, although occupational students were more likely to “downgrade” to a postsecondary certificate. Finally, no differences were found in the rates at which occupational completers (those who earned a credential) and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed. |
3/28/2007 |
| 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 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 |
| NCSER 20063004 | An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2)
In 2001, the U.S. Department of Education funded the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the characteristics, experiences, and outcomes of secondary school students with disabilities as they transition to young adulthood. NLTS2 includes a sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. The sample is nationally representative of youth with disabilities as a group and youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. Data are being collected in five waves over a 9-year period and include information from parents, youth, school staff, and school records. NLTS2 is the only source of information on such key aspects of youths' experiences as their academic achievement, school completion, and postsecondary education and employment. |
9/21/2006 |
| NCES 2006154 | Degree Completions in Areas of National Need, 1996-97 to 2001-02
This E.D. Tab focuses on trends in degree completions in academic programs that have been deemed areas of national need by federal legislation and include: agriculture and conservation sciences; computer and information sciences; education; engineering and engineering-related technologies; foreign languages and literature; biological and life sciences; mathematics; physical sciences; protective services and criminal justice; social work; nursing; and health professions and related sciences. The analysis focuses on data from 1996-97 and 2001-02 and examines completions at institutions granting awards of associate’s degrees and higher. In particular, it looks at the change in the total number of degrees completed in areas of national need between the two years, as well as degree completions in these areas by gender and race/ethnicity. Finally, the report examines the characteristics of students completing degrees in these areas of study. Generally, the areas of national need in which the most degrees were completed were sciences, engineering, education and health-related fields. There was some variation by degree type. Across all degree types, the number of degrees completed in many areas of national need declined or did not change between 1996-97 and 2001-02, with the exception of computer and information sciences degrees, which grew over the five-year time period. The gender distribution of degree completions in areas traditionally dominated by one sex or the other changed little between 1996-97 and 2001-02, although there was some variation by degree type. Over the same time period, the proportion of degrees awarded to non-White students increased, although patterns of over- and under-representation of non-White students persisted in certain areas. |
6/7/2006 |
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