Search Results: (1-11 of 11 records)
|NPEC 2018023||The History and Origins of Survey Items for the Integrated Postsecondary Education Data System
This report updates the 2011–12 Integrated Postsecondary Education Data System (IPEDS) survey components report—The History and Origins of Survey Items for the Integrated Postsecondary Education Data System—in order to reflect the 2016–17 data collection. The report was developed to document the sources of current IPEDS data items as background information for interested parties and to provide guidance when NCES, technical review panels, and others are considering potential changes to the IPEDS data collection.
|NPEC 2012835||Defining and Reporting Subbaccalaureate Certificates in IPEDS
Subbaccalaureate certificates, postsecondary awards conferred as the result of successful completion of a formal program of study below the baccalaureate level, have become more prominent in higher education over the last decade. Institutions of all sectors offer subbaccalaureate certificates, which can range in length from a few months to more than 2 years. Subbaccalaureate certificates provide individuals with a means for gaining specific skills and knowledge that can be readily transferred to the workforce. As part of its mission to promote the quality, comparability, and utility of postsecondary data, the National Postsecondary Education Cooperative (NPEC) convened a working group to examine subbaccalaureate certificates and how they are reported in the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS).
|NPEC 2012831||Information Required to Be Disclosed Under the Higher Education Act of 1965: Suggestions for Dissemination – A Supplemental Report
In 2009, the National Postsecondary Education Cooperative (NPEC) issued a report that provided suggestions on how postsecondary institutions could meet disclosure requirements under the Higher Education Act of 1965 (HEA), as amended by the Higher Education Opportunity Act (HEOA) of 2008. This paper was commissioned by NPEC to determine if institutions were implementing the suggestions in its 2009 report. This paper identifies how institutions have implemented the NPEC’s 2009 report suggestions on presenting disclosure requirements. Additionally, this report identifies other resources and tools that could be used by institutions to present disclosure requirements in a consumer-friendly manner.
|NPEC 2012833||The History and Origins of Survey Items for the Integrated Postsecondary Education Data System
This project was conducted to determine the origin of items in the 2011-12 Integrated Postsecondary Education Data System (IPEDS) survey components. The report was developed to document the sources of current IPEDS data items as background information for interested parties and to provide guidance when NCES, technical review panels, and others are considering potential changes to the IPEDS data collection.
|NPEC 2012834||Suggestions for Improvements to the Collection and Dissemination of Federal Financial Aid Data
Several offices within the U.S. Department of Education collect and disseminate data about student financial aid. However, limitations of these data sources may make it difficult for consumers, policymakers, and researchers to gain a complete picture of the sources, types, and amounts of aid going to students at institutions of higher education and the relationship between aid and policy goals such as access and success. This report presents the findings and recommendations of the National Postsecondary Education Cooperative (NPEC) Working Group on Financial Aid Data, which sought to identify potential improvements to the collection and dissemination of federal financial aid data.
|NPEC 2010832||Suggestions for Improving the IPEDS Graduation Rate Survey Data Collection and Reporting
In 1990, Congress enacted the Student Right-to-Know (SRTK) Act which requires colleges and universities to disclose the rate students complete academic programs at postsecondary education institutions. The National Center for Education Statistics (NCES) at the U.S. Department of Education developed the Graduation Rate Survey (GRS) to help institutions comply with the SRTK requirements. The purpose of this paper is to present recommendations for reducing complexity and confusion of completing the GRS survey as well as improve the standardization of data. The paper summarizes findings from two activities: deliberations of the NPEC GRS Working Group (with feedback from the full NPEC membership) and an analysis of graduation rate survey perceptions using entries in the Common Dataset listserve.
|NPEC 2010831REV||Information Required to Be Disclosed Under the Higher Education Act of 1965: Suggestions for Dissemination
This report is the output of a National Postsecondary Education Cooperative (NPEC) Working Group on the Higher Education Opportunity Act of 2008 (HEOA).The purpose of the document is to help colleges and universities successfully identify and meet their obligation to disclose information as required under the Higher Education Act of 1965 (HEA), as amended by the HEOA. It includes suggestions to help institutions make the HEA-required disclosure information more accessible and understandable to consumers and more comparable across institutions. A summary of HEA institutional disclosure requirements and a list of HEA-required disclosures by the required methods of dissemination are also included.
This publication was updated November 2009.
|NPEC 2008850||Deciding on Postsecondary Education
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families.
|IES 20076004||IES 2007 Biennial Report to Congress
The Institute of Education Sciences has issued the Director's Biennial Report to Congress, covering activities and accomplishments of the Institute in 2005 and 2006.
Transmitted by Director Grover J. (Russ) Whitehurst as required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000.
Since IES's first Biennial Report two years ago, said Whitehurst, "IES has been transformed from an organization under construction to one that is fully formed and operational."
|NPEC 2005832||NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills
The NPEC Sourcebook on Assessment provides descriptive information about commercially developed instruments that are designed to assess communication skills, leadership skills, information literacy, quantitative reasoning, and quantitative skills for use in postsecondary education settings. The information provided for each instrument includes the content area it assesses, its cost, content, its reliability and validity, strengths, and limitations when this information was available. This sourcebook also examines definitions and important student outcomes in each of the 5 areas and cites resources that provide more in-depth information about the issues involved in measuring these 5 areas. Audiences who might find this publication helpful include faculty, assessment professionals, institutional researchers, and others who are involved in selecting assessments and developing assessment processes.
|NPEC 2004831||How Does Technology Affect Access in Postsecondary Education? What Do We Really Know?
This report examines the relationship between technology and access to postsecondary education, and identifies four basic themes: technology and access to postsecondary education in general; access to technology-based learning; preparation for using technology; and the effectiveness of technology in learning. The report presents a review of the more recent literature concerning each of these themes, and in addition, offers new analyses of national data that expands and further informs the knowledge base. The report concludes with some recommendations for additional data collection through NCES surveys.