Search Results: (16-30 of 44 records)
|NCES 2010331||NCES-Barron's Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008
The NCES−Barron’s Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008 (NCES 2010-331) contain the Barron’s college admissions competitiveness selectivity ratings for 1972, 1982, 1992, 2004, 2008, 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, and BPS) initially attended the 4-year postsecondary institutions. Each of the five NCES−Barron’s index files is available in a separate worksheet in an Excel workbook file that is in Excel 1997–2003 compatible format.
|WWC 20094066||Helping Students Navigate the Path to College: What High Schools Can Do
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college.
|NCES 2008033||Community Colleges:
Special Supplement to The 2008 Condition of Education
This Special Supplement to The Condition of Education 2008 provides a descriptive profile of community colleges in the United States, examines the characteristics of students who entered community college directly from high school, and looks at rates of postsecondary persistence and attainment among community college students in general. It also compares the characteristics of these institutions and of the students who enroll in them with those of public and private 4-year colleges and universities.
|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.
|NCES 2008308||Education Longitudinal Study of 2002 (ELS:2002):
A First Look at the Initial Postsecondary Experiences of the High School Sophomore
Class of 2002
This First Look report provides selected, nationally representative information about the about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately 2 years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and 4 percent had earned a General Education Development certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July). High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at 4-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively). Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective 4-year institutions and 19 percent enrolled in a moderately selective 4-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective 4-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up.
|NCES 2008346||Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CDROM contains a revised version of the restricted-use base-year to second follow-up data that were previously released. Manuals documenting the sample design of these data, how they were collected, and how they should be used are included. This documentation is public use and can be downloaded directly from the ELS website (http://nces.ed.gov/surveys/els2002 /manuals.asp).
The ELS:2002 longitudinal study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. By the third follow-up in 2012, these young people will be in their mid-twenties.
Users of the original second follow-up restricted-use data (NCES 2008-346) can obtain this revised version (NCES 2008-346r) by requesting it from the IES Data Security Office (IESData.Security@ed.gov). Nearly all of the changes that have been made in the original data are in base year and first follow-up variables and not transcript or second follow-up variables.
However, none of these changes affect data that were originally released in the base year to first follow-up restricted-use data (NCES 2006-430 ), or the transcript restricted-use data (NCES-2006-351).
|REL 2007001||High School Standards and Expectations for College and the Workplace
State standards for high schools in a majority of Central Region states cover 82 percent of the language arts topics but just 57 percent of the mathematics topics identified by both of two national studies as important for success in college and the workplace.
|NCES 2005050||Youth Indicators, 2005: Trends in the Well-Being of American Youth
Youth Indicators contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
|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.
|NCES 2004062||Historically Black Colleges and Universities, 1976 to 2001
Historically Black Colleges and Universities, 1976 to 2001 is a tabular report that presents a quarter-century of trend information on HBCUs. The report contains summary information for HBCUs on enrollment, degrees, staff, salaries, and finances, with comparisons to other colleges and universities. In addition, the report contains detailed information on individual HBCUs, with trends in enrollment, and detailed data on degrees, staff, and finances for recent years.
|NCES 2003034||Status and Trends in the Education of Blacks
Status and Trends in the Education of Blacks draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make statistical information about the educational status of Blacks easily accessible to a variety of audiences.
|NCES 2002025||The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in 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. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates.
|NCES 76216||A Capsule Description Of First Followup Survey Data, National Longitudinal Study Of The High School Class Of 1972
This report is a capsule description of 1972 high school seniors in 1973 based on the first-followup (1973) collection of the National Longitudinal Study of the High School Class of 1972.
|NCES 78212||The Influence Of High School Racial Composition On Black College Attendance And Test Performance
This report, based on the National Longitudinal Study of the High School Class of 1972, examines the impact of high school racial composition on the college attendance rates of black students for the first three years after high school graduation. It also explores the relationship of high school racial composition to the achievement scores of blacks in their last year of high school.
|NCES 2001205||Paving the Way to Postsecondary Education: K-12 Intervention Programs for Underrepresented Youth
This report describes K-12 intervention programs designed to increase rates of college-going for groups historically underrepresented in postsecondary education and identifies the data and information necessary for evaluating these programs.