Search Results: (16-30 of 379 records)
|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.
|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).
|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.
|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.
|NCES 2018009||First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences
This Statistics in Brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees. The brief also explores how postsecondary plans, attendance, and completion varies between these two groups of students. In addition, the brief presents the reasons why some 2002 high school sophomores who were postsecondary enrollees did not obtain a credential by 2012.
|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 2017137||IPEDS Enrollment 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 Enrollment Brochure uses graphics and plain language to describe how enrollment data from Title IV postsecondary institutions are collected in IPEDS. It compares the enrollment counts from the Fall Enrollment and 12-month Enrollment survey components; cites key differences and advantages to each; and provides a timeline for the release of the data, along with key terms.
|NCES 2017078||2016-17 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2016-17 Integrated Postsecondary Education Data System (IPEDS) data collection.
|NCES 2017438||Four Years After a Bachelor’s Degree: Employment, Enrollment, and Debt Among College Graduates
Based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables present information on the employment, enrollment, and debt of first-time bachelor’s degree recipients 4 years after graduation. The tables describe graduates’ employment history and status after 4 years, their current or most recent occupation and salary, and their experiences with unemployment after college. In addition, some tables focus on steps taken toward further education, including enrollment after the 2007–08 bachelor’s degree and attainment of additional degrees. Finally, the tables present information on graduates’ borrowing for postsecondary education and repayment of education loans.
|NCES 2017436||The Debt Burden of Bachelor's Degree Recipients
This Statistics in Brief examines the student loan repayment status and outstanding debt of 2007–08 bachelor’s degree recipients 4 years after they completed their degree. The data used in this study are drawn from a nationally representative, longitudinal survey of students who completed the requirements for a bachelor’s degree during the 2007–08 academic year—the Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
|REL 2017216||Earning college credits in high school: Options, participation, and outcomes for Oregon students
To increase students' postsecondary attainment, many states are promoting accelerated college credit (ACC) options in high school such as Advanced Placement, International Baccalaureate, and dual-credit courses. This study describes the various ACC options available to Oregon students and the characteristics of the students who enroll in them. Using information from college websites and dual-credit coordinators--along with data from state agency and community college databases in Oregon--the study explores which students participate in ACC and examines participation by gender, racial/ethnic group, and eligibility for free or reduced-price lunch. Findings show that Oregon has a variety of ACC options available at public institutions, but cost, eligibility requirements, and geographic coverage of these options vary greatly across institutions. In addition, Oregon has higher rates of community college dual-credit participation than the national average and Oregon students taking dual-credit courses through a community college typically enroll and earn credit in multiple courses. While most students earn credit after enrolling in a community college dual-credit course, students eligible for free or reduced-price lunch pass those courses at lower rates than students who are not eligible. Also, community college dual-credit participants are more likely to be White, female, high achievers, and not eligible for free or reduced-price lunch. Males of all racial and ethnic groups participate in community college dual credit at lower rates than females; in each racial or ethnic group, the gender gap in participation is similar. Oregon stakeholders can use the study findings to better understand ACC options in the state and gaps in access that currently exist. Nationally, this study provides an example for other states of potentially useful data collection and analyses that could inform improvements to ACC programs.
|NCES 2017416||A Profile of the Enrollment Patterns and Demographic Characteristics of Undergraduates at For-Profit Institutions
This Statistics in Brief profiles the demographic, background, and enrollment characteristics of undergraduates attending for-profit postsecondary institutions in 2012. Based on data from the National Postsecondary Student Aid Study (NPSAS), the report examines the change in for-profit enrollment over time and the degree programs and fields in which students at for-profit institutions were enrolled in 2012, as well as students’ demographic, socioeconomic, family, and background characteristics. The report includes comparisons among levels of for-profit institutions (i.e., less-than-2-year, 2-year, and 4-year) and comparisons of students enrolled in for-profit institutions with students enrolled in public and nonprofit institutions.
|REL 2017254||Changes in financial aid and student enrollment at historically Black colleges and universities after the tightening of PLUS credit standards: An update for the 2013/14 school year
In 2011, the U.S. Department of Education tightened the credit history standards for obtaining Parent Loans for Undergraduate Students (PLUS). Concerned about the possible effects of this change on historically Black colleges and universities (HBCUs), REL Mid-Atlantic's HBCU Research Alliance wanted to measure and understand changes in financial aid and student enrollment at HBCUs during the first full year after the new credit standards were imposed. The resulting report found declines in the number of PLUS recipients and enrollment at HBCUs (Johnson, Bruch, & Gill, 2015). This follow-up study looks at changes in financial aid and enrollment after the summer of 2013, when the Department of Education changed the appeals process for families denied PLUS loans. The study found that the number of PLUS recipients at HBCUs increased in 2013/14, though the number of recipients remained substantially below the level before PLUS credit standards were tightened in 2011. Enrollment at HBCUs continued to decline in 2013/14, as did the enrollment of Black students nationwide.
|NCES 2017047||IPEDS Media Primer
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 Media Primer describes data collected through IPEDS and when they become available. It also lists ways in which members of the press can interact with the data.
|NCES 2017046||IPEDS Graduation Rates 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 Graduation Rates (GR) Brochure explains to a non-technical audience how cohorts are established and graduation rates are calculated in IPEDS. It also provides timelines for the release of GR data and a list of key terms.