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PEDAR: Executive Summary What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000
Executive Summary
Research Methodology
References
Full Report (PDF)
Executive Summary (PDF)
Footnotes

1 Sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), NSOPF:99 was conducted in 1999 and asked a nationally representative sample of faculty and instructional staff about their employment and work activities in fall 1998.(return to text)

2 Using teaching assistants for undergraduate instruction has become increasingly common in many postsecondary institutions and has recently received much attention from the media (Robin 1999). However, there is little information available concerning the extent to which teaching assistants are being used. Although NSOPF:99 is a survey of faculty (i.e., it did not include teaching assistants in its sample), it did ask several questions about teaching assistants (e.g., whether faculty had teaching assistants in their classes; what percentage of undergraduate student credit hours were assigned to teaching assistants). These questions allowed some analysis of teaching assistants in this report.(return to text)

3 "Undergraduate teaching activities" were defined broadly and included teaching classes, grading papers, preparing courses, developing new curricula, advising or supervising students, supervising student teachers and interns, and working with student organizations or intramural athletics.(return to text)

4 Examples of individual instruction include independent study, supervising student teachers or interns, or one-on-one instruction, such as working with individual students in a clinical or research setting.(return to text)

5 Examples of undergraduate academic committees include thesis honors committees, comprehensive exams or orals committees, and examination/certification committees.(return to text)

6 The term "for credit" may be omitted for brevity throughout this report, but all classes examined are for credit.(return to text)

7 The terms "full time" and "part time" in this report refer to the employment status of the person at the sampled institution rather than the amount of time devoted to instruction.(return to text)

8 When taking into consideration a number of academic and demographic variables, these variables accounted for 18 percent of the variance in faculty teaching at least one undergraduate class and 21 percent of the variance in faculty teaching undergraduate classes exclusively. Bivariate correlations showed that the effect sizes of the independent variables on faculty teaching at least one undergraduate class or teaching undergraduate classes exclusively were small to moderate, with correlations ranging in absolute value from .004 to .285. The most important factor in accounting for the variance was type of institution, with a correlation of -.230 with faculty teaching at least one undergraduate class and -.285 with faculty teaching undergraduate classes exclusively.(return to text)

9 Undergraduate student classroom contact hours were calculated as follows: For each undergraduate class taught (a maximum of five classes could be reported by respondents), the number of hours per week spent teaching the class was multiplied by the number of students in the class. The products were then summed to obtain the total number of undergraduate student classroom contact hours.(return to text)

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education