Search Results: (16-30 of 370 records)
|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.
|NCES 2016332||NCES-Barron's Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, , 2008, 2014
The NCES−Barron’s Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008, 2014 (NCES 2015-332) contain the Barron’s college admissions competitiveness selectivity ratings for 1972, 1982, 1992, 2004, 2008, 2014 along with the NCES Higher Education Information System (HEGIS) FICE ID and Integrated Postsecondary Education Data System (IPEDS) UNITID codes and the Office of Postsecondary Education OPEID codes of each postsecondary institution included. Also included are the city and state of each institution included in the Barron’s lists. The years selected correspond to the years that students in the longitudinal studies (NLS-72, HS&B, NELS:88, ELS-2000,HSLS:09, and BPS) initially attended the 4-year postsecondary institutions. Each of the six NCES−Barron’s index files is available in a separate worksheet in an Excel workbook file that is in Excel 1997–2003 compatible format.
|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 2017420||Use of Private Loans by Postsecondary Students: Selected Years 2003–04 through 2011–12
This Statistics in Brief examines the use of private education loans by both undergraduate and graduate students in the 2003–04, 2007–08, and 2011–12 academic years. The data used in this study are nationally representative of U.S. postsecondary students and are drawn from three administrations of the National Postsecondary Student Aid Study (NPSAS)—NPSAS:04, NPSAS:08, and NPSAS:12.
|NCES 2017414||New American Undergraduates: Enrollment Trends and Age at Arrival of Immigrant and Second-Generation Students
This Statistics in Brief profiles the demographic and enrollment characteristics of New Americans (undergraduates who are immigrants or children of immigrants). Based on data from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the report examines how the proportions of immigrants (first generation) and children of immigrants (second generation) in postsecondary education have changed over time and compares the demographic characteristics, academic preparation, and postsecondary enrollment of these New Americans with other undergraduates (third generation or higher). The core analysis compares the demographic characteristics, academic preparation, and enrollment characteristics of New American students with a focus on Asian and Hispanic undergraduates. The report also examines immigrant students’ age at arrival in the United States and its association with their academic preparation and enrollment.
|NCEE 20174005||Upward Bound at 50: Reporting on Implementation Practices Today
Launched in 1965, Upward Bound (UB) is one of the flagship federal college access programs targeted to low-income or potential first-generation college students. This evaluation report is based on a on a 2013 survey of regular UB project directors and examines the approaches that UB projects use to provide core program services. While legislation prescribes the seven core services to be offered to students, findings suggest similarities in how Upward Bound projects focus and deliver only some core services and variation across projects operated ("hosted") by different kinds of institutions and in different locales.
|NCES 2016112REV||Postsecondary Institutions and Price of Attendance in 2015-16; Degrees and Other Awards Conferred: 2014-15; and 12-Month Enrollment: 2014-15: First Look (Provisional Data)
This First Look is a revised version of the preliminary report released on July 14, 2016. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2015 collection, which included three survey components: Institutional Characteristics for the 2015-16 academic year, Completions covering the period July 1, 2014, through June 30, 2015, and data on 12-Month Enrollment for the 2014-15 academic year.
|NCES 2017407||Employment and Enrollment Status of Baccalaureate Degree Recipients 1 Year After Graduation: 1994, 2001, and 2009
These Web Tables present information on the employment and enrollment status of first-time bachelor’s degree recipients one year after graduation. The analysis uses data collected in the first follow-up surveys of three administrations of the Baccalaureate and Beyond Longitudinal Study (B&B). The first follow-up studies, conducted in 1994, 2001, and 2009, respectively, collected data on graduates’ undergraduate education experiences and their early postbaccalaureate employment and enrollment.
|NCES 2016408||Reaching the Limit: Undergraduates Who Borrow the Maximum Amount in Federal Direct Loans: 2011–12
This Statistics in Brief examines students who took out their individual maximum amount in Stafford loans in 2011-12 compared with those who did so in 2007-08, by dependency status, income level, institution type, and attendance status. The report also investigates whether students borrowed their eligible maximum before turning to other sources of funds such as Parent PLUS or private loans.
|NCES 2016111||2015-16 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2015-16 Integrated Postsecondary Education Data System (IPEDS) data collection.