Search Results: (1-15 of 538 records)
|NCES 2021476REV||2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017–18
This First Look publication provides the first results of the 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC), the most comprehensive national study of student financing of postsecondary education in the United States. The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state (for undergraduate students), and by type of institution, attendance pattern, graduate program, and income level (for graduate students).
|NCES 2022071||Use of Supports among Students with Disabilities and Special Needs in College
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether students informed colleges of their disabilities or special needs and who received accommodations for them. It also describes whether students used academic support services, sought help, or enrolled in remedial courses during college.
|NCEE 2022003||Enhancing the Generalizability of Impact Studies in Education
This guide will help researchers design and implement impact studies in education so that the findings are more generalizable to the study’s target population. Guidance is provided on key steps that researchers can take, including defining the target population, selecting a sample of schools—and replacement schools, when needed—managing school recruitment, assessing, and adjusting for differences between the sample and target population, and reporting information on the generalizability of the study findings.
|NCES 2022009||Digest of Education Statistics, 2020
The 56th 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.
|WWC 2022005||Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
|WWC 2022006||Growth Mindset Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Growth Mindset interventions that support postsecondary success. Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. Based on the research, the WWC found that Growth Mindset interventions have potentially positive effects on academic achievement and have no discernible effects on college enrollment and progressing in college.
|NCEE 2022001||How to Text Message Parents to Reduce Chronic Absence Using an Evidence-Based Approach
Chronic absence is a nationwide problem, even among young students. A recent Institute of Education Sciences (IES) study found that a carefully designed text messaging strategy improved attendance in elementary schools. Based on the study, this guide provides districts with information and tools for carrying out their own evidence-based attendance text messaging.
|REL 2022131||Estimating Changes to Student Learning in Illinois Following Extended School Building Closures due to the COVID-19 Pandemic
The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4–8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6–8 than in grades 4 and 5. Students in grades 3–8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students.
|NCES 2022478||2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC) Restricted-Use Data File
The 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC) restricted-use data file contains administrative record data on student financial aid, enrollment, demographic characteristics, institution characteristics, and income for approximately 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. Data on undergraduate students are nationally representative, as well as state-representative for 30 states overall, 36 states for public 2-year institutions, and 45 states for public 4-year institutions. NPSAS covers topics pertaining to student enrollment with a focus on how individuals and families finance postsecondary education. NPSAS:18-AC is based solely on data collected from administrative data sources and, unlike other NPSAS studies, does not include student survey data.
|NCES 2022477||2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC) Data File Documentation
This publication describes the methods and procedures used for the 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). It also provides information that will be helpful to analysts in accessing and understanding the restricted-use files containing the NPSAS:18-AC data. NPSAS:18-AC includes cross-sectional, nationally representative samples of undergraduate and graduate students enrolled in postsecondary education in the United States. NPSAS:18 AC also includes state-representative samples of undergraduate students in some states, as well as in public 2 year and in public 4 year institution sectors within some states. The study covers topics pertaining to student enrollment with a focus on how individuals and families finance postsecondary education. NPSAS:18-AC is based solely on data collected from administrative data sources and, unlike other NPSAS studies, does not include student survey data.
|REL 2022127||Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors
A large proportion of high schools across the country have adopted education and career planning requirements intended to help students prepare for postsecondary education and to facilitate successful transitions to the labor market. This study used student and counselor survey responses from a nationally representative longitudinal dataset to examine the relationships between students’ participation in three core elements of education and career planning during high school and their application, coursetaking, and enrollment behaviors associated with the transition to college. Students who developed an education or career plan upon first entering high school in grade 9 were no more or less likely to submit the Free Application for Federal Student Aid, complete a college preparatory curriculum, apply to college, or enroll in college than students who did not develop a plan. However, for students who received support from a teacher or a parent to develop their plan and for students who met with an adult in school to review the plan at least once a year, developing a plan was significantly associated with several college-going behaviors.
|WWC 2022002||Year Up Intervention Report
Year Up is an intervention that provides six months of occupational and technical training in the information technology and financial service sectors followed by six-month internships, together with other supports that ensure students have strong connections to employment. Based on the research, the WWC found that Year Up has positive effects on short-term earnings and no discernable effects on short-term employment, medium-term earnings, industry-recognized credential, certificate, or license completion, or medium-term employment.
|NCEE 2022002||Study of Enhanced College Advising in Upward Bound: Impacts on Where and How long Students Attend College
Decisions about whether and where to go to college can make a difference in students' later success. However, many students from low-income families "undermatch"—they do not enroll at all or not in the most selective college they likely could attend. This report examined whether promising advising strategies, bundled in a package called Find the Fit, could improve college choices and persistence for rising high school seniors in the federal college access program Upward Bound.
|REL 2022119||What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years?
In 2015 Oregon became the second state in the country to implement a statewide promise program. Its program, Oregon Promise, seeks to promote students' postsecondary attainment by covering nearly all community college tuition. This study used student data from K–12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. While applicant characteristics were similar in the first and second years, there were fewer eligible applicants and recipients in the second year, when an expected family contribution limit was added, than in the first year, and they were more likely to be from low-income households and to be students of color. Using grade point average (GPA) data from the Portland metropolitan area, the study also found that lowering the GPA requirement would have increased the overall applicant pool, as well as the number of applicants from low-income households and applicants of color. Just over half of recipients in the first year of the program renewed their award and received it in their second year at a community college. These recipients had better high school attendance and were more likely to have participated in college-level coursework during high school than recipients who received an award only in their first year. Finally, among high school graduates in the Portland metropolitan area with a GPA close to the eligibility cutoff (2.5), the offer of an award had a positive impact on first-year persistence and on persistence or college completion within four years of high school graduation. Findings from the statewide exploratory analysis also found positive program impacts on first-year persistence and persistence or college completion within three or four years of high school graduation for all 2015/16 and 2016/17 seniors in the state. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program, implications of program requirements on the number and composition of applicants and recipients, and the high school experiences of recipients who renewed their award.
|REL 2022123||Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School
Middle school is an important crossroad in a student’s academic journey. As students enter middle school, their academic achievement and engagement frequently declines. This is true particularly for Black and Latinx students. Poor middle school grades are often a harbinger of poor performance in high school and beyond. In particular, having a grade point average (GPA) below 2.0 is a strong signal of continuing negative academic outcomes. Previous research has found that academic outcomes around the transition to middle school are related to, and might even be driven by, academic mindsets, including growth mindsets (such as beliefs about the malleability of academic ability and the payoff to effort) and performance avoidance (fears of failure and the desire to avoid academic effort), and resulting academic behaviors (such as completing homework).
This study examined the relationship between 2016/17 grade 5 student responses to a Clark County School District (Nevada) survey on levels of academic mindsets and behaviors and the predicted probability of earning a low GPA (below 2.0) at the end of the first semester of grade 6 (the first year of middle school) in 2017/18. Grade 5 students who reported high levels of growth mindset and academic behavior and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6. Once student scores on grade 5 state standardized math and English language arts achievement exams were accounted for, levels of academic mindsets and behaviors among grade 5 students with scores at or above the district median did not predict meaningful differences in the probability of having a GPA below 2.0 in the first semester of grade 6. However, among grade 5 students with prior academic achievement below the district median, students who reported high levels of growth mindset and academic behaviors and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6, even after differences in individual grade 5 prior academic achievement were accounted for. These patterns were essentially the same for all racial/ethnic groups as well as for both English learner students and non–English learner students.