College Enrollment Patterns for Rural Indiana High School Graduates PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download College Enrollment Patterns for Rural Indiana High School Graduates PDF full book. Access full book title College Enrollment Patterns for Rural Indiana High School Graduates by Mathew R. Burke. Download full books in PDF and EPUB format.
Author: Mathew R. Burke Publisher: ISBN: Category : Languages : en Pages : 11
Book Description
Postsecondary education is a fundamental tool for achieving upward mobility and economic growth. Students with an associate's or bachelor's degree earn substantially more in a lifetime and experience better working conditions and job benefits than students with only a high school diploma. This study examines differences in public college enrollment rates as well as the usefulness of previously identified early college success predictors in predicting presumptive college eligibility for 2010 graduates of Indiana public rural and nonrural high schools. The report also presents methodologies that could be useful for examining rural-nonrural college enrollment patterns outside Indiana. The study explored five research questions on 2010 graduates of Indiana public rural and nonrural high schools who enrolled in Indiana public colleges: (1) What proportion of graduates of rural and nonrural high schools enrolled in college, enrolled in different types of colleges (two- or four-year colleges of varying selectivity), and enrolled full-time?; (2) Did graduates of rural and nonrural high schools differ in their academic preparation or eligibility for the school lunch program (a proxy for low-income status)?; (3) Where are two- and four-year colleges located, and how does distance from high schools to colleges vary for graduates of rural and nonrural high schools who enrolled in Indiana public colleges?; (4) What proportion of rural and nonrural high school graduates who enrolled in college had academic characteristics that made them "presumptively eligible" (see box 1) for two- or four-year public colleges of varying selectivity? What proportion who enrolled in a college undermatched with their level of presumptive eligibility?; and (5) After student- and school-level characteristics were controlled among high school graduates who enrolled in a public college, did any rural-nonrural differences remain with respect to enrolling in a two-year program? Study used administrative data from the Indiana state longitudinal data system and the Indian Commission for Higher Education. A similar proportion of graduates of rural and nonrural Indiana public high schools enrolled in college. However, rural graduates were more likely than nonrural graduates to enroll in a two-year college and less likely to enroll in a very selective four-year college.
Author: Mathew R. Burke Publisher: ISBN: Category : Languages : en Pages : 11
Book Description
Postsecondary education is a fundamental tool for achieving upward mobility and economic growth. Students with an associate's or bachelor's degree earn substantially more in a lifetime and experience better working conditions and job benefits than students with only a high school diploma. This study examines differences in public college enrollment rates as well as the usefulness of previously identified early college success predictors in predicting presumptive college eligibility for 2010 graduates of Indiana public rural and nonrural high schools. The report also presents methodologies that could be useful for examining rural-nonrural college enrollment patterns outside Indiana. The study explored five research questions on 2010 graduates of Indiana public rural and nonrural high schools who enrolled in Indiana public colleges: (1) What proportion of graduates of rural and nonrural high schools enrolled in college, enrolled in different types of colleges (two- or four-year colleges of varying selectivity), and enrolled full-time?; (2) Did graduates of rural and nonrural high schools differ in their academic preparation or eligibility for the school lunch program (a proxy for low-income status)?; (3) Where are two- and four-year colleges located, and how does distance from high schools to colleges vary for graduates of rural and nonrural high schools who enrolled in Indiana public colleges?; (4) What proportion of rural and nonrural high school graduates who enrolled in college had academic characteristics that made them "presumptively eligible" (see box 1) for two- or four-year public colleges of varying selectivity? What proportion who enrolled in a college undermatched with their level of presumptive eligibility?; and (5) After student- and school-level characteristics were controlled among high school graduates who enrolled in a public college, did any rural-nonrural differences remain with respect to enrolling in a two-year program? Study used administrative data from the Indiana state longitudinal data system and the Indian Commission for Higher Education. A similar proportion of graduates of rural and nonrural Indiana public high schools enrolled in college. However, rural graduates were more likely than nonrural graduates to enroll in a two-year college and less likely to enroll in a very selective four-year college.
Author: Matthew R. Burke Publisher: ISBN: Category : Languages : en Pages : 71
Book Description
This study examined (1) average distances traveled to attend college, (2) presumptive college eligibility, (3) differences between two-year and four-year college enrollment, (4) differences in enrollment related to differences in colleges' selectivity, and (5) degree of "undermatching" (i.e., enrolling in a college less selective than one's presumptive eligibility suggested) for rural and nonrural graduates among Indiana's 2010 high school graduates. "Presumptive eligibility" refers to the highest level of college selectivity for which a student is presumed eligible for admission, as determined by academic qualifications. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 64,534 students who graduated from high school in 2010. Of the original sample, 30,624 graduates entered a public two-year or four-year college in the fall immediately after high school graduation. Data were analyzed using Chi-square tests, GIS analysis, and hierarchical generalized linear models. Rural and nonrural graduates enrolled in college at similar rates, but rural graduates enrolled more frequently in two-year colleges than nonrural graduates. About one third of rural graduates enrolled in colleges that were less selective than colleges for which they were presumptively eligible. Rural graduates travel farther to attend both two-year and less selective four-year colleges than nonrural graduates. More information is needed about how students learn about their college options, what support structures are in place in order to assist students in enrolling in college, and how these processes and supports differ between rural and nonrural schools. The following are appended: (1) Literature review; (2) Data and methodology; (3) Additional results; and (4) Additional results from regression analyses.
Author: Laura Holian Publisher: ISBN: Category : Languages : en Pages : 24
Book Description
Using data from the National Student Clearinghouse and the Virginia Department of Education, this report examines college enrollment rates overall and by student academic and demographic characteristics for the Virginia public high school class of 2008. College enrollment is an issue of national concern. And many states, including Virginia, use college enrollment data to understand what types of students are ready for college--to prepare them for enrollment and improve their outcomes when they get there. But historically, Virginia state and local officials have had to rely on limited information (such as the state and national average percentages of high school students who enroll in college immediately after graduation) to identify enrollment patterns. These averages can be informative, but they mask substantial demographic variation and say little about what types of students enroll. This report uses the best available data on college enrollment from the National Student Clearinghouse (NSC) and on high school graduates from the Virginia Department of Education to disaggregate enrollment by academic characteristics (diploma type, career and technical education [CTE] completer status, proficiency on state end-of-course assessments) and by demographic characteristics (race/ethnicity, sex, economically disadvantaged status, limited English proficiency status). It compares these data for enrollment in both two- and four-year colleges within one year of high school graduation. Cross-group differences identified in this report can serve as a benchmark for assessing rates of change over time as new data become available. Data sources and methodology are appended. (Contains 7 notes, 2 boxes, 3 tables, and 12 figures.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Regional Educational Laboratory Appalachia administered by the CNA Corporation. For the summary, see ED515847.].
Author: Michael Corbett Publisher: Springer Nature ISBN: 9811525609 Category : Education Languages : en Pages : 332
Book Description
This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field – contributed by teachers, administrators, and superintendents – on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.
Author: Education Department Publisher: ISBN: 9781636710129 Category : Languages : en Pages : 346
Book Description
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of 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 Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Author: Mathew R. Burke
Author: Mathew R. Burke
Author: Matthew R. Burke
Author: Laura Holian
Author: Otis E. Young
Author: 
Author: Michael Corbett
Author: Betty M. Suddarth
Author: 
Author: Education Department
Author: Carol Frances