Publications & ProductsSearch Results: (16-30 of 42 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRTC693 | Summer Counseling: Transition to College
This What Works Clearinghouse (WWC) intervention report summarizes the WWC’s examination of the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. After reviewing the current research the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment. |
3/27/2018 |
| NCES 2018411 | 1996/2001 Beginning Postsecondary Students Longitudinal Study Restricted-Use Data File (including the 2015 Federal Student Aid Supplement)
The 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) restricted-use data file contains data on a nationally representative sample of students who began postsecondary education for the first time in the 1995-96 academic year. These sample members were interviewed in their first, third, and sixth year since entering college. These record-level data are based on student interviews and other administrative data sources and allow users to examine topics related to enrollment, persistence, and degree attainment over six academic years, from 1995-96 to 2000-01. The file includes data from 2015 Federal Student Aid Supplement, which appended student loan data from the National Student Loan Data System through 2015. |
11/9/2017 |
| NCES 2018412 | 2004/2009 Beginning Postsecondary Students Longitudinal Study Restricted-Use Data File (including the 2015 Federal Student Aid Supplement and postsecondary education transcripts)
The 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) restricted-use data file contains data on a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year. These sample members were interviewed in their first, third, and sixth year since entering college. These record-level data are based on student interviews and other administrative data sources and allow users to examine topics related to enrollment, persistence, and degree attainment over six academic years, from 2003-04 to 2008-09. The file includes data from the postsecondary education transcripts (PETS) and the 2015 Federal Student Aid Supplement (which appended student loan data from the National Student Loan Data System through 2015). |
11/9/2017 |
| NCES 2018409 | 2015 Federal Student Aid Supplement for the 1996 and 2004 Beginning Postsecondary Students Longitudinal Study Cohorts
This publication provides guidance and documentation to users of the 2015 Federal Student Aid (FSA) Supplements. The 2015 FSA Supplements append data from the National Student Loan Data System (NSLDS) to the 1996/2001 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) and the 2004/2009 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Restricted Use Data Files. |
10/5/2017 |
| NCES 2018410 | Repayment of Student Loans as of 2015 Among 1995–96 and 2003–04 First-Time Beginning Students
This First Look report presents selected findings about the repayment of federal student loans using data from the 2015 Federal Student Aid Supplements to two Beginning Postsecondary Students Longitudinal Studies (BPS) conducted by the National Center for Education Statistics (NCES). The report focuses on two cohorts of borrowers: those who began their postsecondary education in the 1995–96 academic year (BPS:96/01) and those who began in the 2003–04 academic year (BPS:04/09). The report presents estimates of both cohorts’ cumulative borrowing, repayment, and default statuses as of June 30, 2015, some 20 years after the 1995–96 cohort and 12 years after the 2003–04 cohort began postsecondary education. |
10/5/2017 |
| REL 2017204 | Scaling academic planning in community college: A randomized controlled trial
Community college students often lack an academic plan to guide their choices of coursework to achieve their educational goals, in part because counseling departments typically lack the capacity to advise students at scale. This randomized controlled trial tests the impact of guaranteed access to one of two alternative counseling sessions (group workshops or one-on-one counseling), each of which was combined with targeted “nudging." Outcome measures included scheduling and attending the counseling session, completing an academic plan, and re-enrolling in the following semester. Evidence suggests that both variations on the intervention increase academic plan completion rates by over 20 percentage points compared to a control group that did not receive guaranteed access to a counseling session or the automated nudges. Exploratory evidence suggests that when combined with nudging, the guarantee of workshop counseling is as effective as the guarantee of one-on-one counseling in causing students to schedule and attend academic planning appointments. |
11/9/2016 |
| NCES 2016136 | First-Time Postsecondary Students in 2011–12: A Profile
This set of Web Tables is the first in a series of four that together provide key information about first-time postsecondary students' characteristics and their 3-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. This particular set of Web Tables provide a profile of America's first-time postsecondary students' personal and enrollment characteristics within the institutions and degree programs they first attended or pursued and the cost of college and receipt of various types of financial aid for first-time students. The second set of Web Tables in this series, entitled First-Time Postsecondary Students in 2011–12: Three-Year Retention and Attainment at First Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016137), presents 3-year retention and attainment rates at the first institution students attended. The third set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Persistence and Attainment at Any Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016138), highlights 3-year persistence and attainment rates at any institution attended. The final set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Withdrawal, Stopout, and Transfer Rates (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016139), presents the year-by-year cumulative rates at which first-time students withdrew from postsecondary education without a degree and the rate at which students stopout or transfer. |
9/26/2016 |
| NCES 2016137 | First-Time Postsecondary Students in 2011–12: Three-Year Retention and Attainment at First Institution
This set of Web Tables is the second in a series of four that together provide key information about first-time postsecondary students' characteristics and their 3-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. This particular set of Web Tables presents 3-year retention and attainment rates at the first institution students attended for all 2011–12 first-time postsecondary students and for students beginning at institutions of different control (i.e., public, private nonprofit, and for-profit) and level (e.g., less-than-2-year, 2-year, 4-year). The tables indicate the percentages of 2011–12 first-time postsecondary students who attained a certificate, an associate's degree, or a bachelor's degree by spring 2014 at the institution where they first enrolled. If they had not attained a credential at the first institution, these tables specify whether they were still enrolled at the first institution, had enrolled at a different institution, or had not enrolled at any institution after leaving the first institution. The first set of Web Tables in this series, entitled First-Time Postsecondary Students in 2011–12: A Profile (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016136), provides a profile of America's first-time postsecondary students. The third set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Persistence and Attainment at Any Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016138), highlights 3-year persistence and attainment rates at any institution attended. The final set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Withdrawal, Stopout, and Transfer Rates (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016139), presents the year-by-year cumulative rates at which first-time students withdrew from postsecondary education without a degree and the rate at which students stopout or transfer. |
9/26/2016 |
| NCES 2016138 | First-Time Postsecondary Students in 2011–12: Three-Year Persistence and Attainment at Any Institution
This set of Web Tables is the third in a series of four that together provide key information about first-time postsecondary students' characteristics and their 3-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. This particular set of Web Tables highlights 3-year persistence and attainment rates at any institution attended for all 2011–12 first-time postsecondary students; for students beginning at institutions of different control (i.e., public, private nonprofit, and for-profit) and level (e.g., less-than-2-year, 2-year, 4-year); for students beginning in different degree programs; and for recent high school graduates starting in a bachelor's degree program. The tables indicate the percentage of 2011–12 first-time postsecondary students who attained a certificate, an associate's degree, or a bachelor's degree at any institution by spring 2014. They also show whether those who had not yet attained a credential were enrolled at a 4-year institution, enrolled at a less-than-4-year institution, or not enrolled in spring 2014. The first set of Web Tables in this series, entitled First-Time Postsecondary Students in 2011–12: A Profile (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016136), provides a profile of America's first-time postsecondary students. The second set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Retention and Attainment at First Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016137), presents 3-year retention and attainment rates at the first institution students attended. The final set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Withdrawal, Stopout, and Transfer Rates (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016139), presents the year-by-year cumulative rates at which first-time students withdrew from postsecondary education without a degree and the rate at which students stopout or transfer. |
9/26/2016 |
| NCES 2016139 | First-Time Postsecondary Students in 2011–12: Three-Year Withdrawal, Stopout, and Transfer Rates
This set of Web Tables is the fourth in a series of four that together provide key information about first-time postsecondary students' characteristics and their 3-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. This particular set of Web Tables has two sections. Section 1 focuses on withdrawal, presenting the year-by-year cumulative rates at which first-time students withdrew from postsecondary education without a degree for all 2011–12 first-time postsecondary institution and for students at institutions that vary by control (i.e., public, private nonprofit, and for-profit) and level (e.g., less-than-2-year, 2-year, 4-year). Section 2 of these Web Tables explores stopout and transfer. The first set of Web Tables in this series, entitled First-Time Postsecondary Students in 2011–12: A Profile (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016136), provides a profile of America's first-time postsecondary students. The second set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Retention and Attainment at First Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016137), presents 3-year retention and attainment rates at the first institution students attended. The third set of Web Tables, entitled First-Time Postsecondary Students in 2011–12: Three-Year Persistence and Attainment at Any Institution (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016138), highlights 3-year persistence and attainment rates at any institution attended. |
9/26/2016 |
| NCES 2016062 | 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) Data File Documentation
This publication describes the methodology used in the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). BPS:12/14 is the first follow-up study of students who began postsecondary education in the 2011 – 12 academic year. These students were first interviewed as part of the 2011 – 12 National Postsecondary Student Aid Study (NPSAS:12). In particular, this report details the methodology and outcomes of the BPS:12/14 sample design, student interview design, student interview data collection processes, administrative records matching, data file processing, and weighting procedures. |
5/31/2016 |
| NCES 2016404 | 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) Restricted-Use Data File
The 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) restricted-use data file contains data on a nationally representative sample of students who began postsecondary education for the first time in the 2011–12 academic year. These students were first surveyed as part of the National Postsecondary Student Aid Study and BPS:12/14 is the first follow-up of these students three years later in 2014. These record-level data allow users to explore topics related to persistence, attainment, and retention in postsecondary education over three academic years, from 2011–12 to 2013–14. |
5/31/2016 |
| NCES 2016144 | The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data. |
5/26/2016 |
| NCES 2016401 | Persistence and Attainment of 2011–12 First-Time Postsecondary Students After 3 Years (BPS:12/14)
This publication provides descriptive findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) focusing on attainment, persistence, and retention in postsecondary education. BPS:12/14 is a nationally representative longitudinal sample survey of students who began postsecondary education for the first time during the 2011–12 academic year; this first follow-up represents students’ experiences about 3 years after their initial enrollment. Among 2011–12 first-time postsecondary students, 7 percent had completed a certificate, 7 percent had completed an associate’s degree, and 1 percent had completed a bachelor’s degree at any institution within 3 years. Another 39 percent had not earned a credential and were enrolled at a 4-year institution, 16 percent were enrolled at a less-than-4-year institution, and 30 percent were not enrolled at any institution by the spring of 2014. |
1/12/2016 |
| REL 2015081 | What predicts participation in developmental education among recent high school graduates at community college? Lessons from Oregon
This study examines the extent of developmental education participation among Oregon high school graduates students who attend community college and the relationship between high school experiences and subsequent developmental education course-taking. An analysis of state and national data from more than 101,000 Oregon public high school graduates who enrolled in the state’s community colleges shows that 65 percent of high school graduates took at least one developmental education course. Mirroring findings from across the country, the study also finds that students who started at lower levels of developmental education were less likely to stay in college and earn a degree. Finally, the study shows that individual high school academic achievement and enrollment in certain dual-credit courses decreases developmental education course-taking. Overall, the findings emphasize the need to target academic underpreparedness at the high school level and to strengthen partnerships between high schools and colleges in addressing this issue. |
5/5/2015 |
