About NPEC
The National Postsecondary Education Cooperative (NPEC) was established by NCES in 1995 as a voluntary organization that encompasses all sectors of the postsecondary education community including federal agencies, postsecondary institutions, associations and other organizations with a major interest in postsecondary education data collection. NPEC's mission is to "promote the quality, comparability and utility of postsecondary data and information that support policy development at the federal, state, and institution levels." NPEC is composed of two panels — NPEC - IPEDS and NPEC - Sample Surveys.
NPEC - IPEDS
NCES has assigned NPEC the specific responsibility for developing a research and development agenda for the Integrated Postsecondary Education Data System (IPEDS). IPEDS is the core postsecondary education data collection program for NCES. NPEC also intermittently produces products for use by postsecondary data providers, users, and institutional representatives.
NPEC - Sample Surveys
NPEC - Sample Surveys (NPEC-S) is designed to provide high level guidance on the evolution of a suite of studies that include the National Postsecondary Student Aid Study (NPSAS), the Beginning Postsecondary Students Longitudinal Study (BPS), the Baccalaureate and Beyond Longitudinal Study (B&B), and other survey and administrative data collections.
R & D Panel Members (IPEDS)
To view the National Postsecondary Education Cooperative (NPEC)- Members click here.
Focus and Activities
The information on NPEC Focus and Activities is divided into two sections:
- NPEC - IPEDS Focus and Activities
NPEC - Sample Surveys Focus and Activities
NPEC - Sample Surveys is responsible for developing a research and development agenda for Postsecondary, Adult, and Career Education sample surveys and longitudinal studies, including the National Postsecondary Student Aid Study (NPSAS), the Beginning Postsecondary Students Longitudinal Study (BPS), and the Baccalaureate and Beyond Longitudinal Study (B&B). NPEC-S anticipates addressing a subset of the following issues in 2012-2015:
The feasibility of a nationally-representative study of student learning, presumably following a cohort of secondary students for a period of no fewer than six years;
Identifying the strengths and weaknesses of shortening the periodicity of NPSAS from four years to two years, including potential consequences for its longitudinal follow-up studies; and/or
Evaluating the breadth and quality of information collected by NCES and the National Science Foundation on key topics related to STEM education and the STEM workforce, and resulting implications for existing and new collections.
Recent Products
The information on NPEC Products is divided into two sections:
- NPEC - IPEDS Products
- NPEC - Sample Surveys Products
NPEC - Sample Surveys Products
Issues of postsecondary education access and attainment have a direct impact on individuals' social and economic mobility, the labor market, and the nation's ability to stay globally competitive. Surveys on pre-college experiences and preparation, postsecondary enrollment and persistence, and workforce transitions are relevant across federal agencies, many of which rely on these data to inform policy and planning decisions. The National Postsecondary Education Cooperative - Sample Surveys (NPEC-S) commissioned this paper to provide a holistic view of the policy questions guiding existing federally-funded sample surveys on postsecondary activity, assess where their survey components align and vary, and determine whether they overlook some aspects and outcomes of the postsecondary education experience.
In an effort to improve the relevancy of NCES postsecondary survey data to current higher education data needs, this paper examines the ways in which the postsecondary landscape has changed since the inception of the first NCES longitudinal survey. This paper reviews the sociocultural and historical context surrounding the NCES postsecondary sample surveys, examines whether the current data collections address current needs and anticipate future needs, and provides recommendations including realignment of survey content with the current postsecondary landscape. This paper was commissioned by the National Postsecondary Education Cooperative - Sample Surveys (NPEC-S).
Administrative data sources might further benefit the NCES postsecondary sample surveys program, the institutions and students it surveys, and the education researchers it supports. This paper explores how NCES can leverage linkages to federal and non-federal data sources to improve understanding of the price of college, students' post-college wage outcomes, the educational experiences of veterans or active duty military, the acquisition of industry-recognized certifications, and major life events. This paper was commissioned by the National Postsecondary Education Cooperative - Sample Surveys (NPEC-S).
This paper, commissioned by NPEC-Sample Surveys, summarizes a series of interviews related to the usability of web-based data collection systems developed for the 2011-12 National Postsecondary Student Aid Study (NPSAS). More than two dozen professionals at institutions across the country were interviewed by Westat, Inc., about their experience with NPSAS:12 computer-aided data extraction (CADE) processes in an effort to improve those processes for future administrations of NPSAS. Recommendations include providing participating institutions additional explanation in four areas: (1) scheduling, (2) data field definition, (3) how participation is determined, and (4) the value and/or importance of participation.
This paper, commissioned by NPEC-Sample Surveys, considers issues important to any effort in which NCES chose to engage the higher education community in a deliberative process that explores the development of data on student learning through a nationally-representative sample survey that can generalize to undergraduate students enrolled in all institutional sectors. It briefly addresses what might be measured, what measurement instruments already exist, potential constructs for measurement, and issues related to study design. Finally, the paper outlines challenges associated with measuring student learning in the postsecondary context, as well as potential limitations associated with such a study.