Publications & ProductsSearch Results: (1-15 of 97 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2024401 | Beginning Postsecondary Students Longitudinal Study (BPS:20/22): Persistence and Attainment of 2019–20 First-Time Postsecondary Students After 3 Years
This report describes the outcomes of first-time beginning students (FTBs) who entered postsecondary education for the first time during the 2019–2020 academic year. Outcomes include students' postsecondary enrollment patterns, persistence and attainment, social and academic experiences and activities, and employment history. |
9/19/2024 |
| NCES 2023009 | Digest of Education Statistics, 2021
The 57th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/8/2023 |
| NCES 2022009 | Digest of Education Statistics, 2020
The 56th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
2/10/2022 |
| WWC 2022005 | Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment. |
1/19/2022 |
| WWC 2022006 | Growth Mindset Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Growth Mindset interventions that support postsecondary success. Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. Based on the research, the WWC found that Growth Mindset interventions have potentially positive effects on academic achievement and have no discernible effects on college enrollment and progressing in college. |
1/19/2022 |
| NCEE 2022002 | Study of Enhanced College Advising in Upward Bound: Impacts on Where and How long Students Attend College
Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families "undermatch"they do not enroll at all or not in the most selective college they likely could attend. This report examined whether promising advising strategies, bundled in a package called Find the Fit, could improve college choices and persistence for rising high school seniors in the federal college access program Upward Bound. |
11/16/2021 |
| NCES 2021178 | 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile
The 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile is a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year. Efforts, albeit unsuccessful, were made to collect student level data on enrollment, student budget, and financial aid from postsecondary education institutions attended between the 201112 and 201617 academic years. |
6/21/2021 |
| NCES 2021524 | 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection Data File Documentation: Research Data File Documentation
This publication describes the methodology used in the 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile, a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year. Efforts, albeit unsuccessful, were made to collect student level data on enrollment, student budget, and financial aid from postsecondary education institutions attended between the 201112 and 201617 academic years. |
6/21/2021 |
| NCES 2021009 | Digest of Education Statistics, 2019
The 55th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
2/25/2021 |
| NCES 2021176 | 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Postsecondary Education Transcript Study (PETS): Data File Documentation
This publication describes the methodology used in the 2012/17 Beginning Postsecondary Students Longitudinal Study Postsecondary Education Transcript Study. BPS:12 PETS is the third data release for a study of a nationally representative sample of first-time beginning postsecondary students who were surveyed 3 times over 6 academic years, in 2011-12, 2014, and 2017. Postsecondary academic transcripts were requested from all institutions attended by sample members. These transcript data include detailed information, by institution attended and by time periods, on enrollment, degree programs, fields of study, course taking, credit accumulation, and academic performance. |
12/4/2020 |
| NCES 2021177 | 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Postsecondary Education Transcript Study (PETS) Restricted-use Data
BPS:12 PETS is the third data release for a study of a nationally representative sample of first-time beginning postsecondary students who were surveyed 3 times over 6 academic years, in 2011-12, 2014, and 2017. Postsecondary academic transcripts were requested from all institutions attended by sample members. These transcript data include detailed information, by institution attended and by time periods, on enrollment, degree programs, fields of study, course taking, credit accumulation, and academic performance. |
12/4/2020 |
| REL 2021043 | College Enrollment and Completion among Texas High School Graduates with a Disability
Higher education stakeholders often have limited information about the extent to which their institutions serve students with different types of disabilities and the pipeline of students with disabilities from high school to college entry and completion. This study used longitudinal administrative data from Texas to examine college enrollment and completion among four statewide cohorts of Texas public high school graduates (2006/07 through 2009/10) by disability status in high school, type of disability, and other student characteristics. The population included 106,736 high school graduates with disabilities and 902,672 graduates without disabilities. The findings demonstrate that 30.6 percent of graduates with designated disabilities in grade 12 enrolled in a Texas institution of higher education within two years. A large majority of the high school graduates with disabilities who enrolled in higher education (90.2 percent) initially enrolled in a public two-year institution. Enrollment in four-year institutions was substantially lower for graduates with disabilities than for graduates without disabilities. Within four years of initial enrollment in a two-year institution, 16.5 percent of the graduates with disabilities who enrolled had attained a certificate or associate degree, or transferred to a four-year university. Within seven years of initial enrollment in a two-year or four-year institution, 15.6 percent of the high school graduates with disabilities who enrolled had attained a baccalaureate degree. Attainment of college credentials and degrees was substantially lower for graduates with disabilities than for graduates without disabilities, particularly for baccalaureate degrees. College enrollment and attainment among high school graduates with disabilities was substantially lower for students eligible for the federal school lunch program and substantially lower for Hispanic and Black students compared to White students. College enrollment and attainment also varied by type of primary disability, higher for students with auditory, speech, visual, orthopedic and other health impairments than for students with intellectual and learning disabilities. These findings can inform efforts to identify students with disabilities in college and explore providing different services to support transition from high school and college success, particularly at two-year institutions, where most of the Texas students with disabilities enrolled. |
11/23/2020 |
| NCES 2020501 | Courses Taken, Credits Earned, and Time to Degree: A First Look at the Postsecondary Transcripts of 2011–12 Beginning Postsecondary Students
Drawing on data collected through the Postsecondary Education Transcript Study (PETS) for the 201112 cohort of the Beginning Postsecondary Students Longitudinal Study, this First Look report examines 6-year coursetaking experiences, postsecondary attainment, and time to degree of U.S. undergraduates who began their postsecondary education for the first time in the 201112 academic year. |
4/27/2020 |
| NCES 2020009 | Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
12/24/2019 |
| WWC 2020002 | InsideTrack Coaching
This What Works Clearinghouse (WWC) intervention report summarizes the research on InsideTrack Coaching, an intervention designed to provide proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. InsideTrack partners with universities to deliver its coaching to students through phone, video, email, text, and mobile apps. Based on the research, the WWC found that InsideTrack Coaching may increase persistence, and may result in little to no change in degree completion for four-year college students. |
11/12/2019 |
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