Search Results: (1-15 of 18 records)
|NCES 2022109||Graduation Rates for Selected Cohorts, 2013-18; Outcome Measures for Cohort Year 2013-14; Student Financial Aid, Academic Year 2020-21; and Admissions in Postsecondary Institutions, Fall 2021
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2021-22 data collection, which included four survey components: Graduation Rates for selected cohorts 2013-2018, Outcome Measures for cohort year 2013-14, Student Financial Aid data for the academic year 2020-21, as well as Admissions for Fall 2021.
|NCES 2021105||Graduation Rates for Selected Cohorts, 2012-17; Outcome Measures for Cohort Year 2012-13; Student Financial Aid, Academic Year 2019-20; and Admissions in Postsecondary Institutions, Fall 2020
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2020-21 data collection, which included four survey components: Graduation Rates for selected cohorts 2012-2017, Outcome Measures for cohort year 2012-13, Student Financial Aid data for the academic year 2019-20, as well as Admissions for Fall 2020.
|NCES 2019037||IPEDS Admissions Brochure
IPEDS brochures inform data users (e.g., researchers, policy makers, members of the media, the general public, etc.) about the Integrated Postsecondary Education Data System.
The Admissions Brochure uses graphics and plain language to describe the data related to the number of students that applied to a school, were admitted, and eventually enrolled. It provides prospective students with a range of factors used by selective institutions in their admissions process.
|WWC IRTC0419||Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT)/Take Stock in Children (TSIC)
The intervention report summarizes the WWC’s examination of the impact of Take Stock in Children's (TSIC's) FLIGHT program on high schools students' college access and enrollment, general achievement, and attendance.
The FLIGHT intervention is designed to provide students with wrap-around case-management services including college preparation assistance, academic monitoring, and behavioral monitoring. Eligible students are connected with volunteer mentors, student advocates, and provided a two-year scholarship to college. FLIGHT also provides students and parents with workshops that cover a range of topics such as goal setting, study skills, and college preparation and applications. FLIGHT students also have access to college transition and retention services in their first three semesters of college.
Based on the most recent available evidence, the WWC found that FLIGHT had potentially positive effects on college access and enrollment for recent high school graduates. There were no discernible effects on general achievement or attendance for high school students.
|NCES 2018151||Graduation Rates for Selected Cohorts, 2009-14; Outcome Measures for Cohort Year 2009-10; Student Financial Aid, Academic Year 2016-17; and Admissions in Postsecondary Institutions, Fall 2017 (Provisional Data)
This First Look includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2017-18 data collection, which included four survey components: Graduation Rates for selected cohorts 2009-2014, Outcome Measures for cohort year 2009-10, Student Financial Aid data for the academic year 2016-17, as well as Admissions for Fall 2017.
|NCEE 20194002||Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College
The U.S. Department of Education tested a set of promising, low-cost advising strategies, called Find the Fit, designed to help low-income and "first generation" students enrolled in the Department's Upward Bound program choose more selective colleges and stay in until they complete a degree. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive Find the Fit to supplement their regular college advising (treatment group) or to offer their regular advising (control group). This first of three reports looks at Find the Fit's effects on students' steps toward enrolling in a more selective college. The study found that the enhanced advising increased the number and selectivity of colleges to which students applied.
|REL 2018290||Impact of providing information to parents in Texas about the role of Algebra II in college admission
This study examines the impact of providing parents with an informational brochure about the role of algebra II in college access on students’ grade 11 algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study. Parents in the 54 treatment schools were mailed brochures containing information about the role of algebra II in college access and success, as well as information about the new high school graduation options, while parents in the 55 control schools received brochures only about changes in the high school graduation requirements. The study used data from the Texas Education Agency’s Public Education Information Management System, statewide assessment files, and Texas Academic Performance Report files. A multilevel regression model was used to compare algebra II completion rates during grade 11 for students in participating schools that received information about the role of algebra II in college access and students in participating schools that received the alternate brochure. Interaction terms were included in the model in order to look for differential impacts for high-minority or low-income schools. The study found no statistically significant differences in algebra II completion rates during grade 11 between students in treatment in control schools. However, the study did find a statistically significant interaction between school-level treatment and low-income status. While the estimated impacts of the treatment were not statistically significant for students in low-income schools or for students in non-low-income schools, the interaction suggested a less positive impact in the low-income schools. Additional research could help to parse this out. If parents and guardians of students in schools with and without high percentages of low-income students do respond differently to the two types of brochures, this could help TEA to better design and target informational materials for parents and guardians.
|NCES 2017150REV||Graduation Rates for Selected Cohorts, 2008-13; Outcome Measures for Cohort Year 2008; Student Financial Aid, Academic Year 2015-16; and Admissions in Postsecondary Institutions, Fall 2016: First Look (Provisional data)
This First Look is a revised version of the preliminary report released on October 12, 2017. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2016-17 data collection, which included four survey components: Graduation Rates for selected cohorts 2008-2013, Outcome Measures for cohort year 2008, Student Financial Aid data for the academic year 2015-16, as well as Admissions for Fall 2016. selected cohorts 2008-2013, Outcome Measures for cohort year 2008, Student Financial Aid data for the academic year 2015-16, as well as Admissions for Fall 2016.
|NCES 2017013||College Applications by 2009 High School Freshmen: Differences by Race/Ethnicity
This report uses data from the High School Longitudinal Study of 2009 (HSLS:09) 2013 Update collection to look at college applications by high school freshmen four years later.
|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.
|REL 2015083||College Enrollment Patterns for Rural Indiana High School Graduates
This study examined 1) average distances traveled to attend college, (2) presumptive college eligibility, (3) differences between two-year and four-year college enrollment, (4) differences in enrollment related to differences in colleges' selectivity, and (5) degree of "undermatching" (i.e., enrolling in a college less selective than one's presumptive eligibility suggested) for rural and nonrural graduates among Indiana's 2010 high school graduates. "Presumptive eligibility" refers to the highest level of college selectivity for which a student is presumed eligible for admission, as determined by academic qualifications. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 64,534 students who graduated from high school in 2010. Of the original sample, 30,624 graduates entered a public two-year or four-year college in the fall immediately after high school graduation. Data were analyzed using Chi-square tests, GIS analysis, and hierarchical generalized linear models. Rural and nonrural graduates enrolled in college at similar rates, but rural graduates enrolled more frequently in two-year colleges than nonrural graduates. About one third of rural graduates enrolled in colleges that were less selective than colleges for which they were presumptively eligible. Rural graduates travel farther to attend both two-year and less selective four-year colleges than nonrural graduates. More information is needed about how students learn about their college options, what support structures are in place in order to assist students in enrolling in college, and how these processes and supports differ between rural and nonrural schools.
|NCES 2012046||Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|NCES 2011388||ELS:2002 Updated First Look Tables for 2003-2004 High School Graduates: Postsecondary Attendance and Expectations for Further Education
These web tables report estimates of postsecondary enrollment, type of institution, selectivity of institution, highest level of education attempted and expectations for further education for ELS:2002 respondents who were high school graduates in 2003-2004.
|NCES 2010338||Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce.
|NCES 2010203||The High School Senior Class of 2003−04: Steps Toward Postsecondary Enrollment
This set of Issue Tables draws upon data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which students in the senior class of 2003−04 took various steps toward postsecondary enrollment. These steps include preparing for and taking college entrance tests, seeking information about college entrance requirements, and applying for college admission. The tables present estimates for all students and by a wide range of student, family, and high school characteristics.
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