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|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 2016405||Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions: Scope, Experiences, and Outcomes
This Statistical Analysis Report provides a descriptive analysis of beginning postsecondary students’ coursetaking spanning the 6 year period between 2003 and 2009, documenting the scope, intensity, timing, and completion of remedial coursetaking and its association with various postsecondary outcomes among students who began at public 2 and 4 year institutions. The analysis uses nationally representative data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and its associated 2009 Postsecondary Education Transcript Study (PETS:09).
|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.
|NCES 2013157||Web Tables—Characteristics of Certificate Completers With Their Time to Certificate and Labor Market Outcomes
These Web Tables provide estimates of certificate credit requirements, certificate completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003–04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003–04 academic year and followed over a period of 6 academic years.
|NCES 2013013||First-Year Undergraduate Remedial Coursetaking: 1999-2000, 2003-04, and 2007-08
This Statistics in Brief uses the National Postsecondary Student Aid Study (NPSAS) to measure the frequency and change of remedial coursetaking in U.S. postsecondary institutions.
|NCES 2012046||Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|NCES 2012271||Characteristics of Associate’s Degree Attainers and Time to Associate’s Degree
These Web Tables provide estimates on completion times for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose first degree attained by spring 2009 was an associate’s degree using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study. Results are shown by enrollment, demographic, and employment characteristics and are presented separately for students who attended exclusively full time and students who ever attended part time.
|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.
|REL 2008058||Examining the Links Between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics.
|REL 2008036||What States Can Learn About State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. It examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the challenges states face in developing and implementing approved systems.
|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).
|NCES 2007164REV||Differential Characteristics of 2-Year Postsecondary Institutions
Two-year institutions, including community colleges and career schools, have become increasingly important in American higher education. Many classification systems for 2-year institutions use a wide array of characteristics and perspectives to differentiate between 2-year institutions. This report uses a classification system for 2-year institutions that uses number of variables available on the Integrated Postsecondary Education Data System (IPEDS) to identify seven groups of 2-year institutions: small publics; medium-sized publics; large publics; allied health not-for-profits; other not-for-profits; degree-granting for-profits; and other for-profits. The report presents brief profiles for each classification type, then focuses on four broad topic areas (institutional resources, student characteristics, institutional affordability, and measures of student success) to highlight the key differences that set a particular institutional type apart. The analysis found that among public institutions, small and large institutions differed in key areas; for example, large public schools tended to offer lower tuition and more services and to be located in urban areas. Private for-profit schools appear quite similar to one another with the exception of the types of credentials offered and completed, which reflect the classification itself. In most other aspects---such as tuition, location, finances, student characteristics, and student financial aid---these institutions exhibited few differences. Other not-for-profits appeared to be similar to for-profits, but slightly more traditional. Allied health institutions differed from other not-for-profit institutions---and the other institutions in the classification system---in terms of the programs offered, funding streams, student characteristics, student costs and the types of awards granted. These schools appeared to be between public institutions and other private schools in terms of affordability and financial aid. Students at allied health institutions were more likely to be older, independent with dependents, and female than their counterparts at other 2-year schools.
|NCES 2005094||The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. 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 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
|NCES 2004077||The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
|NCES 2004010||Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000
This report provides national estimates on the prevalence and characteristics of remedial courses and enrollments in degree-granting institutions in fall 2000 and changes from fall 1995. The report compares data from the 1995 and 2000 surveys on remedial course offerings, student participation in remedial programs, institutional structure of remedial programs, and the delivery of remedial courses through distance education. It also examines two additional issues in fall 2000: types of technology used in the delivery of remedial education through distance education courses, and the use of computers as a hands-on instructional tool for on-campus remedial education.