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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: 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: 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: 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: Jennifer L. Stephan Publisher: ISBN: Category : Languages : en Pages : 56
Book Description
This study examined whether data on Indiana high school students, their high schools, and the Indiana public colleges and universities in which they enroll predict their academic success during the first two years in college. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 68,802 students who graduated high school in 2010. For the 32,564 graduates who first entered a public 2-year or 4-year college, the researchers examined their success during the first two years of college using four indicators of success: (1) enrolling in only nonremedial courses, (2) completion of all attempted credits, (3) persistence to the second year of college, and (4) an aggregation of the other three indicators. HLM was used to predict students' performance on indicators using students' high school data, information about their high schools and information about the colleges they first attended. Half of Indiana 2010 high school graduates who enrolled in a public Indiana college were successful by all indicators of success. College success differed by student demographic and academic characteristics, by the type of college a student first entered, and by the indicator of college success used. Academic preparation in high school predicted all indicators of college success, and student absences in high school predicted two individual indicators of college success and a composite of college success indicators. While statistical relationships were found, the predictors collectively only predicted less than 35 percent of the variance. The predictors from this study can be used to identify students who will likely struggle in college, but there will likely be false positive (and false negative) identifications. Additional research is needed to identify other predictors--possibly non-cognitive predictors--that can improve the accuracy of the identification models. The following are appended: (1) Literature Review; (2) Data and methodology; and (3) Additional results.
Author: Education Department Publisher: Bernan Press ISBN: 9781641433877 Category : Education Languages : en Pages : 345
Book Description
The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 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: 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: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Nces Publisher: Claitor's Pub Division ISBN: 9781598049398 Category : Education Languages : en Pages : 394
Book Description
The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.
Author: Publisher: ISBN: Category : Education Languages : en Pages : 148
Book Description
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
Author: Matthew R. Burke
Author: Matthew R. Burke
Author: Mathew R. Burke
Author: Laura Holian
Author: Jennifer L. Stephan
Author: Education Department
Author: Education Department
Author: George D. Kuh
Author: 
Author: Nces
Author: