Credits and Attainment PDF Download

Author: Brian J. Zucker
Publisher: DIANE Publishing
ISBN: 1428926100
Category : College credits
Languages : en
Pages : 86

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Author: Brennan Jeremy Carr
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 190

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Book Description
This study examined the impact of Career & Technical Education (CTE) credit accumulation on the persistence and academic attainment of student service members/veterans (SSM/V) within the 2-year public postsecondary education segment. SSM/V are a small but significant population of underrepresented non-traditional students within postsecondary education. This study sought to explore the effect of CTE credit accumulation on SSM/V performance in five key dichotomous outcome areas: (a) persistence, (b) degree attainment, (c) certificate attainment, (d) any award attainment, and (e) vertical transfer. Data from the Beginning Postsecondary Students Longitudinal Study (BPS), which are maintained by the National Center for Education Statistics within the U.S. Department of Education, were analyzed using linear probability modeling. The results of this study found no association between CTE credits earned and SSM/V status on four of the five dichotomous outcomes examined: persistence, degree attainment, certificate attainment, and any award attainment. The fifth outcome, vertical transfer, showed a statistically significant and positive relationship to CTE credits earned and SSM/V status. As SSM/V accumulated CTE credits, the probability of vertical transfer increased. Results in each of the first four outcomes also showed a significant and positive relationship with CTE credit accumulation. As students' CTE credit accumulation increased, the probability of persistence, degree, certificate, and any award attainment also increased. With the vertical transfer outcome, the results showed a significant but negative association to CTE credits earned. In this case, increased CTE credit accumulation resulted in decreased vertical transfer probability.The implications from this study are likely to be of interest to CTE and SSM/V researchers, as well as 2-year postsecondary policy and decision makers. Researchers, for example, may want to replicate this study using datasets containing larger SSM/V participants, which may produce results with stronger statistical power. CTE and community college policy and decision makers may want to consider the results of this study as they focus on serving the needs of the SSM/V community on their campuses, and as they strive to create CTE learning opportunities that improve overall student success.

Author: Peter Hernon
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 255

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Book Description
This book discusses recent trends in outcomes assessment, examines how state governments are reshaping the national discussion with higher education, and explains how libraries must respond to these changes. Higher Education Outcomes Assessment for the Twenty-first Century focuses on recent developments in outcomes assessment, especially from the perspectives of the federal government and state governments, as well as foundations concerned about the state of higher education. The authors identify the significant changes that these stakeholders call for—information that academic librarians and anyone following outcomes assessment need to be aware of—and interpret the discussions to identify implications for libraries. Building upon the foundation of knowledge presented in the previous two Libraries Unlimited Outcomes Assessment in Higher Education titles, this book provides readers with up-to-date coverage of topics such as the emerging metrics used to define student and institutional success; the increased importance of accountability and the need to compare and assess the performance of programs and institutions rather than individual courses; and the shift in prioritizing student outcomes over student learning outcomes. The authors also spotlight the critical need for libraries to fit their role within the national discussion and suggest ways in which library managers and directors can play a role in redirecting the discussion to their benefit.

Author: Christine Arnold
Publisher: McGill-Queen's Press - MQUP
ISBN: 1553395557
Category : Education
Languages : en
Pages : 161

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Book Description
There is increasing interest in the use of learning outcomes in postsecondary education, and deliberations have surfaced with regard to their potential to serve as a tool for advancing credit transfer. Learning Outcomes, Academic Credit, and Student Mobility assesses the conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of postsecondary credit transfer and student mobility. Through a critical review of current approaches to the use of learning outcomes across national and international jurisdictions, scholars and practitioners in postsecondary education provide a multivalent examination of their potential impacts in the unique context of Ontario and recommend future directions for the system. The collected works are the culmination of a multi-year study entitled Learning Outcomes for Transfer, funded by the Ontario Council on Articulation and Transfer. Contributions are authored by prominent international scholars across countries with significant outcomes-based experience and education reforms (South Africa, the United States, Australia, Europe, and the United Kingdom) and an Ontario research consortium comprising college and university experts working to advance student pathways.

Author: United States. President
Publisher:
ISBN:
Category :
Languages : en
Pages : 528

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Author: University of Washington. College of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 152

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Author: Jennifer Berktold
Publisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 84

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Book Description
This study uses data from the 1988 National Education Longitudinal Study and its 1994 followup to examine the educational and employment attainment of 1988 eighth graders who dropped out of high school. About half of them ultimately completed high school. By 1994, 16% had completed a high school diploma, 29% had completed a General Educational Development (GED) or equivalency certificate, and 24% were working on a diploma or GED. The remaining one-third of dropouts had no credential and were not pursuing any further education. High school completion among dropouts was associated with socioeconomic status. Dropouts who had demonstrated academic ability, although not necessarily academic performance, were most likely to complete high school. By 1994, 2 years after most of the"cohort" had completed high school, high school completion among dropouts was associated with some educational, but few employment, characteristics. In 1994, most dropouts were either working, looking for work, or at home. About the same proportion of dropouts as 1988 eighth graders who had never dropped out reported working full time or part time in 1994, but those who had never dropped out were more likely to be taking academic courses. More than half of those who had never dropped out were enrolled in 2-year or 4-year postsecondary institutions. About one in four dropouts had enrolled in a postsecondary institution by 1994. One appendix is a glossary, and the other contains technical notes and remarks on methodology. (Contains 19 tables, 7 figures, and 12 references.) (SLD)

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 560

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Author: Jeanne H. Ballantine
Publisher: SAGE
ISBN: 1452275831
Category : Education
Languages : en
Pages : 504

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Book Description
Undergraduate students of the sociology of education, education and society and education studies.

Author: United States. National Survey of the Education of Teachers
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 720

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