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Author: Faimous J.L. Harrison Publisher: ISBN: Category : College campuses Languages : en Pages : 246
Book Description
Branch campuses play an important part in postsecondary degree attainment by providing place-bound students from diverse socioeconomic backgrounds in different geographical regions access to education that is convenient. Their heterogeneousness structures, including enrollment size, communities, and populations served, are not accurately reflected in the majority of the research. Currently, there is minimal performance assessment research for branch campuses. Only a small percentage of the institutions report their individual survey results to the Integrated Postsecondary Education Data System (IPEDS) separately, or to other reporting agencies. The limited research available does not provide educators, researchers, policymakers, and community stakeholders the opportunity to assess performance, or make the most appropriate data-driven decisions. The purpose of this study was to determine if there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Also, to determine if institutional size, geographic region, or student gender have an effect. This quantitative five-year exploratory and descriptive analysis were conducted utilizing the Statistical Package for the Social Sciences (SPSS) of an IPEDS dataset from the academic reporting periods that include 2008-2012. There were 1052 institutions that represented 5171 schools over the five years. Graduation rates were calculated at three years, 150% of normal time to graduate from a two-year college. The statistical procedures included a crosstabulation tested at the .05 level of significance. The contingency tables provided a platform to display the patterns of the relationship between the categorical data in a meaningful way. The P-values were set at 0.01 level of significance to control for Type 1 errors. The tests rejected the null hypothesis. A second chi-square test for homogeneity between the observed and expected frequencies of the variables was conducted. The graduations rates classified by school and enrollment size demonstrated greater success among the branch compared to the non-branch campus when the enrollment numbers were equal to or lower than 10,000 students. However, if the school had more than 10,000 students, the non-branch campus graduation rates were higher. The graduation rates classified by the school and geographic region demonstrated that Midwest branch campuses outperformed all campuses in every region. Furthermore, the results of the graduation rates classified by schools and gender of student showed that a male was more likely to graduate at a branch campus than a female. Whereas a female was more likely to graduate at non-branch campus than a male. The findings suggest there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Additionally, institutional size, geographic region, and student gender did have an effect. Given the pervasive nature of performance outcomes in higher education, including graduation rates, time-to-degree completion, transparency, accountability, and the increasing demand for persistence, retention, and attainment, the results demonstrates the need for additional branch campus research to expand upon this study. This study advocates for mandatory, accurate, and transparent reporting of branch campus data separately to IPEDS and other reporting agencies. (Contains 166 references).
Author: Faimous J.L. Harrison Publisher: ISBN: Category : College campuses Languages : en Pages : 246
Book Description
Branch campuses play an important part in postsecondary degree attainment by providing place-bound students from diverse socioeconomic backgrounds in different geographical regions access to education that is convenient. Their heterogeneousness structures, including enrollment size, communities, and populations served, are not accurately reflected in the majority of the research. Currently, there is minimal performance assessment research for branch campuses. Only a small percentage of the institutions report their individual survey results to the Integrated Postsecondary Education Data System (IPEDS) separately, or to other reporting agencies. The limited research available does not provide educators, researchers, policymakers, and community stakeholders the opportunity to assess performance, or make the most appropriate data-driven decisions. The purpose of this study was to determine if there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Also, to determine if institutional size, geographic region, or student gender have an effect. This quantitative five-year exploratory and descriptive analysis were conducted utilizing the Statistical Package for the Social Sciences (SPSS) of an IPEDS dataset from the academic reporting periods that include 2008-2012. There were 1052 institutions that represented 5171 schools over the five years. Graduation rates were calculated at three years, 150% of normal time to graduate from a two-year college. The statistical procedures included a crosstabulation tested at the .05 level of significance. The contingency tables provided a platform to display the patterns of the relationship between the categorical data in a meaningful way. The P-values were set at 0.01 level of significance to control for Type 1 errors. The tests rejected the null hypothesis. A second chi-square test for homogeneity between the observed and expected frequencies of the variables was conducted. The graduations rates classified by school and enrollment size demonstrated greater success among the branch compared to the non-branch campus when the enrollment numbers were equal to or lower than 10,000 students. However, if the school had more than 10,000 students, the non-branch campus graduation rates were higher. The graduation rates classified by the school and geographic region demonstrated that Midwest branch campuses outperformed all campuses in every region. Furthermore, the results of the graduation rates classified by schools and gender of student showed that a male was more likely to graduate at a branch campus than a female. Whereas a female was more likely to graduate at non-branch campus than a male. The findings suggest there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Additionally, institutional size, geographic region, and student gender did have an effect. Given the pervasive nature of performance outcomes in higher education, including graduation rates, time-to-degree completion, transparency, accountability, and the increasing demand for persistence, retention, and attainment, the results demonstrates the need for additional branch campus research to expand upon this study. This study advocates for mandatory, accurate, and transparent reporting of branch campus data separately to IPEDS and other reporting agencies. (Contains 166 references).
Author: Van McKell Crawford Publisher: ISBN: Category : Bachelor of arts degree Languages : en Pages : 242
Book Description
This study compared the five-year baccalaureate degree graduation rates--as measured by overall degree attainment rates and time-to-degree rates--of three fall 1995 junior-status cohorts at Idaho State University (ISU). These cohorts were transfer juniors from the College of Southern Idaho, transfer juniors from Ricks College, and native ISU juniors. Subgroups within the two transfer junior cohorts and subgroups among all three cohorts were formed for additional baccalaureate graduation rate comparisons. Transfer junior subgroups consisted of associate degree earned or not earned prior to transferring to ISU and receiving or not receiving core certification upon entering ISU. The subgroups among the three cohorts were classified based on the number of academic credits taken and part-time or full-time status in the fall of 1995. This study utilized a descriptive research design methodology to analyze baccalaureate graduation patterns from the fall of 1995 to the final summer term in 2000. The results of this study showed that the three junior cohorts had near identical five-year baccalaureate attainment rates and time-to-degree rates. ISU native students, however, graduated faster in the second year than the two transfer cohorts. Similar graduation rates were found within and among the transfer junior subgroups with some variation. Earning an associate degree prior to transferring to ISU resulted in receiving a baccalaureate degree faster than for those who had not earned an associate degree. Likewise, junior transfer students who were core certified graduated faster than those who were not core certified. Other graduation variations were found on this measure between and within the transfer cohorts. The greatest variations in baccalaureate graduation rates within and among the three cohorts were found in the subgroups of fall 1995 number of credits taken and part-time versus full-time status. As the number of credits taken increased so did the graduation attainment rates and time-to-degree rates among all three cohorts and transfer student subgroups. The part-time subgroups among the three cohorts had an average five-year graduation rate of 54%, while full-time subgroups had an average graduation rate of 82%.
Author: Pamela J. Schield Publisher: ISBN: Category : College dropouts Languages : en Pages : 113
Book Description
Current graduation rates indicate a lack of persistence at public two-year community and technical colleges. This study identifies promising practices found to be effective in the way they help improve graduation rates at public two-year colleges in the United States. The research outcomes recommend effective strategies of practice targeting increased student persistence. A National longitudinal dataset, the Integrated Postsecondary Education Data System (IPEDS), was queried for graduation rates that increased significantly between 2009 and 2014. The colleges demonstrating significant increases in graduation rates were surveyed, and interviews were conducted with those self-selecting to participate by providing a context to the student success experience on their campuses. Graduation rates of all 910 public two-year colleges consistently demonstrated a negatively skewed 21 percent mean graduation rate in 150 percent of completion time associated with first-time, full-time students. The research determined that coaching and advising, in addition to supplemental instruction and tutoring intervention, had the largest impact of the programs, processes, and practices identified by colleges surveyed and having significant graduation rate increases between 2009 and 2014. There were enduring themes that emerged from the iterative process of thematic analysis employed in the qualitative aspect of this mixed methods study.
Author: Michael C. Morrison Publisher: ISBN: Category : Languages : en Pages : 26
Book Description
This study examines graduation rates at public two-year, public four-year and private four-year colleges in the United States. Its major purpose is to account for the variance in graduation rates taking into account several institutional and institutionally-related student financial aid predictor variables. United States colleges and universities are the unit of analysis. College graduation rates are viewed as a function of structural differences between institutions. Of the 3,072 colleges in the sample 20.4% are public four-year institutions, 42.5% are private four-year colleges, and 37.1% are public two-year colleges. All 50 states are represented in the sample. Collectively, these colleges enrolled 10,416,131 full-time equivalent students in 2003-04, the year for the analysis. A "recursive path analysis model" was constructed to provide a means to test the hypotheses and to visually interpret the results. Structural differences between institutions of higher education explain a significant amount of the observed variation in both retention and graduation rates. Goodness of fit indexes support the proposition that the model fits the data quite well. The overall conclusion of the study is that structural differences between institutions may be as important to college persistence and graduation rates as differences in individual students' experiences and commitments. (Contains 8 tables and a bibliography.).
Author: Laura Horn Publisher: ISBN: Category : Languages : en Pages : 115
Book Description
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. In the end, the results indicate that serving large numbers of low-income students does not necessarily lead to low graduation rates. Appended are: (1) A Glossary; and (2) Technical Notes and Methodology. (Contains 14 tables and 8 figures.).
Author: Publisher: ISBN: 9781878477538 Category : College attendance Languages : en Pages : 55
Book Description
"The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Author: Faimous J.L. Harrison
Author: Faimous J.L. Harrison
Author: Van McKell Crawford
Author: Pamela J. Schield
Author: Brenda Arndt Bailey
Author: Michael C. Morrison
Author: 
Author: 
Author: California State University. Division of Academic Affairs
Author: Laura Horn
Author: