Search Results: (16-30 of 124 records)
|REL 2016150||Stated Briefly: College enrollment patterns for rural Indiana high school graduates
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. 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.
|NCES 2016006||Digest of Education Statistics, 2014
The 50th 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 2015073||Projections of Education Statistics to 2023
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2023. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2023. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
|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.
|NCES 2016005||Enrollment and Employees in Postsecondary Institutions, Fall 2014; and Financial Statistics and Academic Libraries, Fiscal Year 2014: First Look (Provisional Data)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2015 data collection, which included four survey components: Enrollment for fall 2014; Finance for fiscal year 2014; data on employees in postsecondary education for Fall 2014; and data for Academic Libraries for fiscal year 2014.
|NCES 2015097REV||Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Provisional Data)
This First Look is a revised version of the preliminary report released on July 23, 2015. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.
|NCES 2015025||Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12
This set of Web Tables provides an array of descriptive statistics about undergraduates with nontraditional characteristics enrolled in the 2011-12 academic year. The tables present the percentage and distribution of undergraduates who possess specific nontraditional characteristics by demographic, enrollment, and academic characteristics.
|NCES 2015097||Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Preliminary Data)
This First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection,, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.
|NFES 2015157||Forum Guide to College and Career Ready Data
The Forum Guide to College and Career Ready Data examines how data are being used to support CCR initiatives. Chapter 1 presents an overview of college and career readiness. Chapter 2 focuses on five specific uses for data to support CCR programs: fostering individualized learning for students; supporting educators in addressing student-specific needs; guiding CCR programmatic decisions through the use of postsecondary feedback loops; measuring agency progress in meeting CCR accountability and continuous improvement goals; and maximizing career opportunities for all students. Each of the use cases includes policy and program questions to consider, a list of key data needs, useful analytics, suggested feedback to request from data users, and emerging needs related to the data use. Chapter 3 outlines a number of overarching issues for the use of CCR data, and Chapter 4 summarizes key points and emerging needs identified throughout the Guide.
|NCES 2015144||The Condition of Education 2015
The Condition of Education 2015 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. In addition, 3 spotlight indicators are featured that describe selected issues of current policy interest.
|NCES 2015011||Digest of Education Statistics, 2013
The 49th 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 2015091||IPEDS Analytics: Delta Cost Project Database 1987-2012: Data File Documentation
The IPEDS Analytics: Delta Cost Project Database was created to make data from the Integrated Postsecondary Education Data System (IPEDS) more readily usable for longitudinal analyses. Currently spanning the period from 1987 through 2012, it has a total of 215,613 observations and 974 variables derived from the institutional characteristics, finance, enrollment, completions, graduation rates, student financial aid, and human resources IPEDS survey components and a limited number of outside sources
|NCES 2015012||Enrollment in Postsecondary Institutions, Fall 2013; Financial Statistics, Fiscal Year 2013; Employees in Postsecondary Institutions, Fall 2013: First Look (Provisional Data)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2014 data collection, which included three survey components: Enrollment for fall 2013; Finance for fiscal year 2013; and data on employees in postsecondary education for Fall 2013.
|REL 2015053||College Enrollment and Persistence in Rural Pennsylvania Schools
The purpose of this study was to examine the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes. The study used extant data from the National Student Clearinghouse, the National Center for Education Statistics, and the Pennsylvania Department of Education. In phase I, descriptive statistics were conducted to compare rural and non-rural immediate and delayed college-going rates, persistence rates, and types of postsecondary enrollment. In phase II, variations among Pennsylvania rural schools with higher and lower college-going rates were examined by grouping schools into quartiles based on college enrollment rates, then comparing the characteristics of the different quartiles. In phase III, multivariate logistic regression analyses were conducted to examine the individual and combined influence of student-, school-, and college-level variables on college enrollment and persistence rates. Results indicate that rural high schools have higher rates of enrollment than city schools, but lower rates than suburban and town schools; rural schools located in closer proximity to urban areas have better postsecondary outcomes than more remote rural schools; rural schools with higher rates of economically disadvantaged students tend to have lower enrollment and persistence rates; and, regardless of locale, Pennsylvania high schools send the large majority of their students to public 4-year colleges and in-state colleges. Results suggest that the lower enrollment and persistence rates are associated with factors identified in the literature as key influences, particularly poverty. Educators and policymakers should focus attention on economically disadvantaged rural students to improve college enrollment and persistence.
|NCES 2015167||Profile of Undergraduate Students: 2011-12 (Web Tables)
These Web Tables are a comprehensive source of information on undergraduate students attending postsecondary institutions in the United States during the 2011–12 academic year. Data presented in these tables are from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12). Topics include enrollment and attendance status, degree program, major field of study, average grades, student characteristics (including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parents’ education), financial aid status and credit card debt, work, disability status, and participation in distance and remedial education.