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NPSAS:
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| 1 |
Definitions
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text table |
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Disability by student characteristics |
tab2 |
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|
tab2a |
| 3 |
Gender |
tab3 |
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|
tab3a |
| 4 |
Race
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tab4 |
| 5 |
Income percentile*
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tab5 |
| 6 |
Age dist |
tab6 |
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Age average
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tab6a |
| 7 |
Married/ dependents
|
tab7 |
| 8 |
Institution type |
tab8 |
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|
tab8a |
| 9 |
Enrollment intensity |
tab9 |
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|
tab9a |
| 10 |
Major
|
tab10 |
| 11 |
Remedial coursework
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tab11 |
| 12 |
Special services—counseling |
tab12a |
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Sports |
tab12b |
| |
Job placement |
tab12c |
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Cultural activities
|
tab12d |
| 13 |
Hours worked
|
tab13 |
| 14 |
volunteer work
|
tab14 |
| 15 |
Dependency status
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tab15 |
| 16 |
Financial aid—dependents: percentages |
tab16 |
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tab16a |
| 17 |
Financial aid—dependents: amounts |
tab17 |
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tab17a |
| 18 |
Financial aid—independents: percentages |
tab18 |
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tab18a |
| 19 |
Financial aid—independents: amounts |
tab19 |
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tab19a |
NELS:
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| 20 |
HS completion status
|
tab20 |
| 21 |
PSE enrollment |
tab21 |
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tab21a |
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tab21b |
| 22 |
Ed aspirations
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tab22 |
| 23 |
College qualification
|
tab23 |
| 24 |
PSE enrollment by qualification |
tab24 |
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tab24a |
| 25 |
PSE by 8th grade test scores
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tab25 |
| 26 |
Remedial / advanced placement
|
tab26 |
| 27 |
GPA/ SAT scores |
tab27 |
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tab27a |
BPS:
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| 28 |
First institution attended
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tab28 |
| 29 |
Persistence |
tab29 |
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tab29a |
| 30 |
Highest degree attained |
tab30 |
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tab30a |
| 31 |
Risk characteristics
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tab31 |
| 32 |
Multivariate table: file not available. |
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B&B:
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| 33 |
Employment status
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tab33 |
| 34 |
Salary |
tab34 |
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Relation to BA
|
tab34a |
| 35 |
Occupation
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tab35 |
| 36 |
Further education
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tab36 |
| 37 |
Graduate school application/acceptance |
tab37 |
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*The NPSAS income quartile variable, which was used for this report, has been modified. The modified variable (PCTALL2) ranks dependent students (based on students' family income) and independent students (based on student income only) separately, whereas the original variable (PCTALL) ranked all undergraduates together. Since there are more independent students with disabilities, the numbers from PCTALL2 may be more directly comparable to students without disabilities. Though, as stated in the report, the sample sizes of student with disabilities (especially for disability type) are very small and what appear to be large differences may not be significant, so caution should be used in interpreting comparisons. |
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