Analysis of Access and Graduation Rates PDF Download

Author: California State University. Division of Academic Affairs
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 28

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Author:
Publisher:
ISBN: 9781878477538
Category : College attendance
Languages : en
Pages : 55

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"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: Gillian Violette
Publisher:
ISBN:
Category :
Languages : en
Pages : 203

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The purpose of this study was to examine the relationship between school district spending on Internet access and student achievement, defined by graduation rates, in the state of Florida. Internet funding received for Internet access from E-rate funding administered by the Universal Service Administration Company (USAC) and graduation rates of the 67 school districts in the state of Florida were compared. Further, the data were adjusted for socio-economic status (SES) to determine the relationship between school districts' SES and spending on Internet access. Lastly, school district connectivity and bandwidth were examined to determine whether the ConnectED initiative requirements were related to student achievement and the implementation of school district digital learning programs. E-rate funding and graduation rates were not correlated. Regression and multiple regression analyses demonstrated that Internet spending, bandwidth, and ratio of computers to students did not statistically predict graduation rates during the years of the study.

Author: Faimous J.L. Harrison
Publisher:
ISBN:
Category : College campuses
Languages : en
Pages : 246

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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: Michael C. Morrison
Publisher:
ISBN:
Category :
Languages : en
Pages : 26

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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: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154

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High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.

Author: Edward P. St. John
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 232

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Volume 19 of Readings on Equal Education takes a hard look at the impact of state and federal policies on college access. Since passage of the Higher Education Act of 1965, differences in access for low-income and middle-income families have been an important issue. This volume suggests a new approach to policy research on college access and provides information on the impact of federal and state financial and school reform policies. Statistics (NCES) studies and expose the serious errors made in these studies. These chapters show how the errors were made, consider the implications for federal higher education policy, demonstrate the critical need for a reanalysis of the NCES databases, and reanalyze the access challenge using NCES databases. Section II examines changes in the state role in promoting access to higher education. Articles focus on the impact of change in state policies on state student grant programs, academic preparation, and postsecondary encouragement.

Author: Brynn L. Munro
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author's request; PREDICTING GRADUATION RATES OF FIRST-GENERATION COLLEGE STUDENTS by BRYNN MUNRO (Under the Direction of Juliann Sergi McBrayer) ABSTRACT In the 2015-2016 academic year, 56% of college students fit the federal government’s definition of first-generation college student status, meaning that neither parent has earned a baccalaureate degree. The success of this student population is crucial for institutional success. There are few studies which follow first-generation college students and continuing-generation college students longitudinally over six years at the same institution to examine graduation outcomes. This study utilized archival data at an access institution in the Southeastern United States in a causal comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. While findings from this study do not entirely align with prior research, a future qualitative study may provide context for the student experience and what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes

Author: Carolyn H. Livingston
Publisher:
ISBN: 9780549206927
Category :
Languages : en
Pages : 330

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The variables that "best" predicted baccalaureate degree completion in six years was high school grade point average and total family income. Those students who had high high grade point averages and came from families with higher total family incomes were more likely to complete a baccalaureate degree. Furthermore, students who did not require financial aid or work-study were more likely to graduate within six years.

Author: Terence Yip-hung Fung
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 260

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