Search Results: (16-30 of 135 records)
|NCES 2019467||Profile of Undergraduate Students: Attendance, Distance and Remedial Education, Degree Program and Field of Study, Demographics, Financial Aid, Financial Literacy, Employment, and Military Status: 2015–16
These Web Tables provide comprehensive information on undergraduate students who were enrolled in postsecondary institutions during the 2015–16 academic year. Using data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), these tables include topics on attendance, average grades, credit card debt, participation in distance and remedial education, degree program, field of study, financial aid, financial literacy, military service and veteran status, and student characteristics (including sex, race/ethnicity, age, dependency status, disability status, income, marital status, and parents’ education).
|NCES 2019469||Profile and Financial Aid Estimates of Graduate Students: 2015–16
These Web Tables provide a profile of the demographic and enrollment characteristics of graduate students during the 2015–16 academic year and information on how these students financed their education. Using data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), the tables include information on graduate students’ distribution across degree programs and fields of study; demographic, family, and employment characteristics; educational expenses; and financial aid by source and type.
|NCES 2018428||Working Before, During, and After Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students
This Statistics in Brief report describes the employment of students attending public 2-year institutions before they enrolled in postsecondary education for the first time, as well as while they were enrolled in their first year. The report also examines how employment is related to these students’ postsecondary experiences and employment outcomes after exiting postsecondary education. The analyses use data from the 2012/14 Beginning Postsecondary Student Longitudinal Study (BPS:12/14), a nationally representative study of first-time postsecondary students who were interviewed up to 3 years after they began postsecondary education.
|NCES 2018435||Four Years Later: 2007–08 College Graduates' Employment, Debt, and Enrollment in 2012
This Statistics in Brief examines the employment, education debt, and additional postsecondary enrollment experiences of a cohort of students 4 years after they received their bachelor’s degrees in 2007–08.
|NCES 2018401||Debt After College: Employment, Enrollment, and Student-Reported Stress and Outcomes
These Web Tables present information obtained from the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12) and provide estimates of financial, employment, and enrollment outcomes in the 4 years following graduation for graduates with various levels of student loan debt. The outcomes and decisions of 2007–08 bachelor’s degree recipients are of particular interest because this cohort completed college during the most recent economic recession, which can have implications for outcomes related to employment and additional education (Grusky, Western, and Wimer 2011). B&B:08/12 is a nationally representative, longitudinal sample survey of students who completed the requirements for a bachelor’s degree during the 2007–08 academic year. The data for this report are drawn from the second follow-up, which was conducted in 2012–13. Results are presented by the amount students borrowed, ratio of loan payment to monthly salary, occupation, postbaccalaureate enrollment characteristics, undergraduate institution control, bachelor’s degree major, and demographic characteristics.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd 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.
|NCES 2018421||First-Generation Students: College Access, Persistence,
and Postbachelor’s Outcomes
This Statistics in Brief focuses on students whose parents have not attended college and examines these students’ high school success and postsecondary enrollment, persistence and degree completion once they enrolled in college, and graduate school enrollment and employment outcomes after they attained a bachelor’s degree. Their outcomes are compared to those of their peers whose parents had attended or completed college. This report draws on data from three nationally representative studies from the National Center for Education Statistics: the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
|NCEE 20184007||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time
The third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) presents information on the changes over time in the characteristics and high school experiences of secondary students participating in special education. NLTS 2012 is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004) and is the third longitudinal study conducted by the U.S. Department of Education over several decades focused on youth with an individualized education program (IEP) supported by IDEA. This third volume compares survey data in 1987, 2003, and 2012 from the three NLTS, focusing on 15- to 18-year olds with an IEP overall and in 12 federal disability groups. Where comparable data are available, the volume also examines trends for 19- to 21-year olds who are still enrolled in high school.
Findings from the third volume suggest that, over the past decade (2003-2012), youth with an IEP have become more engaged in school and increased their use of school supports. At the same time, youth with an IEP are less likely than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance and youth with intellectual disability experienced more positive changes over the past decade than youth in other disability groups.
|NCES 2018139||High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up:
A First Look at Fall 2009 Ninth-Graders in 2016
This publication provides descriptive findings from the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
|NCES 2017051||Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
|NCES 2017005||The Education and Work Plans of Public High School Students
This Data Point looks at public high school students’ education and work plans as of 2012.
|NCEE 20174016||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012.
This multi-volume descriptive report presents information from the National Longitudinal Transition Study 2012 (NLTS 2012), the third longitudinal study conducted by the U.S. Department of Education over several decades to examine the characteristics, experiences, and post-high school outcomes of youth with an individualized education program (IEP). NLTS 2012 collects information on a nationally representative set of nearly 13,000 youth who were ages 13-21 when selected for the study and, for the first time, includes a small sample of students without disabilities so that youth with an IEP can be compared to youth who receive accommodations through a plan developed under Section 504 of the Rehabilitation Act and to youth with neither an IEP nor a 504 plan. Among youth with an IEP are students who represent each of the disability categories recognized by IDEA 2004.
The first two volumes of the report present updated information on secondary school youth with disabilities across the country based on 2012-2013 surveys collected from youth and parents. Volume 1 compares the characteristics and experiences of youth with an IEP to their non-IEP peers, and Volume 2 compares youth across disability groups. Overall, youth with an IEP feel positive about school but are more likely than their peers to struggle academically and to lag behind in taking key steps towards postsecondary education and jobs. Among youth with an IEP, those with autism, deaf-blindness, intellectual disability, multiple disabilities, and orthopedic impairments are most at-risk for not transitioning successfully beyond high school.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st 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.
|NCES 2016058REV||Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Restricted Use Data Files-Prison
The 2014 PIAAC U.S. Prison Study Restricted Use File (RUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the Prison Study PUF (NCES 2016-337REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036REV).
|NCES 2016107||Employment Status of Postsecondary Completers in 2009: Examination of Credential Level and Occupational Credentials
This Data Point uses data from the 2009 follow-up to the 2004 Beginning Postsecondary Students Longitudinal Study to examine the rates of employment among students who do and do not earn a postsecondary credential, and among those who earn a credential in an occupational versus academic field. The Data Point also looks at the percent of students who get a job related to their field of study.
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