Download or read book Analysis of Access and Graduation Rates written by California State University. Division of Academic Affairs and published by . This book was released on 2005 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Completing College written by and published by . This book was released on 2011 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Download or read book A Study of Internet Spending and Graduation Rates written by Gillian Violette and published by . This book was released on 2017 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between school district spending on Internet access and student achievement, defined by graduation rates, in the state of Florida. Internet funding received for Internet access from E-rate funding administered by the Universal Service Administration Company (USAC) and graduation rates of the 67 school districts in the state of Florida were compared. Further, the data were adjusted for socio-economic status (SES) to determine the relationship between school districts' SES and spending on Internet access. Lastly, school district connectivity and bandwidth were examined to determine whether the ConnectED initiative requirements were related to student achievement and the implementation of school district digital learning programs. E-rate funding and graduation rates were not correlated. Regression and multiple regression analyses demonstrated that Internet spending, bandwidth, and ratio of computers to students did not statistically predict graduation rates during the years of the study.
Download or read book A National Five Year Exploratory and Descriptive Analysis of Two Year Public College Graduation Rates at Branch Compared to Non Branch Campuses written by Faimous J.L. Harrison and published by . This book was released on 2015 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Branch campuses play an important part in postsecondary degree attainment by providing place-bound students from diverse socioeconomic backgrounds in different geographical regions access to education that is convenient. Their heterogeneousness structures, including enrollment size, communities, and populations served, are not accurately reflected in the majority of the research. Currently, there is minimal performance assessment research for branch campuses. Only a small percentage of the institutions report their individual survey results to the Integrated Postsecondary Education Data System (IPEDS) separately, or to other reporting agencies. The limited research available does not provide educators, researchers, policymakers, and community stakeholders the opportunity to assess performance, or make the most appropriate data-driven decisions. The purpose of this study was to determine if there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Also, to determine if institutional size, geographic region, or student gender have an effect. This quantitative five-year exploratory and descriptive analysis were conducted utilizing the Statistical Package for the Social Sciences (SPSS) of an IPEDS dataset from the academic reporting periods that include 2008-2012. There were 1052 institutions that represented 5171 schools over the five years. Graduation rates were calculated at three years, 150% of normal time to graduate from a two-year college. The statistical procedures included a crosstabulation tested at the .05 level of significance. The contingency tables provided a platform to display the patterns of the relationship between the categorical data in a meaningful way. The P-values were set at 0.01 level of significance to control for Type 1 errors. The tests rejected the null hypothesis. A second chi-square test for homogeneity between the observed and expected frequencies of the variables was conducted. The graduations rates classified by school and enrollment size demonstrated greater success among the branch compared to the non-branch campus when the enrollment numbers were equal to or lower than 10,000 students. However, if the school had more than 10,000 students, the non-branch campus graduation rates were higher. The graduation rates classified by the school and geographic region demonstrated that Midwest branch campuses outperformed all campuses in every region. Furthermore, the results of the graduation rates classified by schools and gender of student showed that a male was more likely to graduate at a branch campus than a female. Whereas a female was more likely to graduate at non-branch campus than a male. The findings suggest there is a relationship between two-year public college graduation rates at branch compared to non-branch campuses. Additionally, institutional size, geographic region, and student gender did have an effect. Given the pervasive nature of performance outcomes in higher education, including graduation rates, time-to-degree completion, transparency, accountability, and the increasing demand for persistence, retention, and attainment, the results demonstrates the need for additional branch campus research to expand upon this study. This study advocates for mandatory, accurate, and transparent reporting of branch campus data separately to IPEDS and other reporting agencies. (Contains 166 references).
Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Download or read book Structural Determinants of Graduation Rates written by Michael C. Morrison and published by . This book was released on 2006 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines graduation rates at public two-year, public four-year and private four-year colleges in the United States. Its major purpose is to account for the variance in graduation rates taking into account several institutional and institutionally-related student financial aid predictor variables. United States colleges and universities are the unit of analysis. College graduation rates are viewed as a function of structural differences between institutions. Of the 3,072 colleges in the sample 20.4% are public four-year institutions, 42.5% are private four-year colleges, and 37.1% are public two-year colleges. All 50 states are represented in the sample. Collectively, these colleges enrolled 10,416,131 full-time equivalent students in 2003-04, the year for the analysis. A "recursive path analysis model" was constructed to provide a means to test the hypotheses and to visually interpret the results. Structural differences between institutions of higher education explain a significant amount of the observed variation in both retention and graduation rates. Goodness of fit indexes support the proposition that the model fits the data quite well. The overall conclusion of the study is that structural differences between institutions may be as important to college persistence and graduation rates as differences in individual students' experiences and commitments. (Contains 8 tables and a bibliography.).
Download or read book Public Policy and College Access written by Edward P. St. John and published by . This book was released on 2004 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Volume 19 of Readings on Equal Education takes a hard look at the impact of state and federal policies on college access. Since passage of the Higher Education Act of 1965, differences in access for low-income and middle-income families have been an important issue. This volume suggests a new approach to policy research on college access and provides information on the impact of federal and state financial and school reform policies. Statistics (NCES) studies and expose the serious errors made in these studies. These chapters show how the errors were made, consider the implications for federal higher education policy, demonstrate the critical need for a reanalysis of the NCES databases, and reanalyze the access challenge using NCES databases. Section II examines changes in the state role in promoting access to higher education. Articles focus on the impact of change in state policies on state student grant programs, academic preparation, and postsecondary encouragement.
Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting Graduation Rates of First generation College Students written by Brynn L. Munro and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's request; PREDICTING GRADUATION RATES OF FIRST-GENERATION COLLEGE STUDENTS by BRYNN MUNRO (Under the Direction of Juliann Sergi McBrayer) ABSTRACT In the 2015-2016 academic year, 56% of college students fit the federal government’s definition of first-generation college student status, meaning that neither parent has earned a baccalaureate degree. The success of this student population is crucial for institutional success. There are few studies which follow first-generation college students and continuing-generation college students longitudinally over six years at the same institution to examine graduation outcomes. This study utilized archival data at an access institution in the Southeastern United States in a causal comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. While findings from this study do not entirely align with prior research, a future qualitative study may provide context for the student experience and what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes
Download or read book An Analysis of the Factors Shaping Student Graduation Rates for Virginia s Public Colleges and Universities written by Carolyn H. Livingston and published by . This book was released on 2007 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: The variables that "best" predicted baccalaureate degree completion in six years was high school grade point average and total family income. Those students who had high high grade point averages and came from families with higher total family incomes were more likely to complete a baccalaureate degree. Furthermore, students who did not require financial aid or work-study were more likely to graduate within six years.
Download or read book Analysis of Graduation Rates for Four year Colleges written by Terence Yip-hung Fung and published by . This book was released on 2010 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Community College Career and Technical Education Course and Completion Rate written by Garry Douglas Tomerlin and published by . This book was released on 2012 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of low college completion rates, the focus in higher education has shifted from encouraging students to enroll in college to getting students to complete college. In essence, the paradigm has shifted from student access to student success or completion. In addition to a national agenda focusing on higher education with an emphasis on degree or certificate completion, the Texas Higher Education Coordinating Board (THECB) recently published its recommendations outlining reforms purposely aimed at increasing the number of certificates and degrees awarded from Texas colleges and universities. According to the latest Closing the Gaps Progress Report (2010), only 29.4% of first-time college, full-time students earned a degree or certificate within six years for the cohort completing six years in fiscal year 2008. The study tested three null hypotheses; alpha for the study was .05. The partial correlation for Group 1 was r(269) = .231, p.000. The results show a relationship between the average number of courses offered and the average graduation rate when students must select from the fewest number of course choices and average college enrollment and average enrollment with each career cluster are controlled. The conclusion drawn from the analysis of the data is to reject the null hypothesis. The partial correlation for Group 2 was r(264) = .151, p.05. The results suggest there is not a relationship between the average number courses offered and the average graduation rate when students must select from the fewest number of course choices and average college enrollment, and average enrollment with each career cluster are controlled. The conclusion drawn from the analysis of the data is not to reject the null hypothesis. The partial correlation for Group 3 was r(269) = .255, p
Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Download or read book Equitable Access to the Career and Technical Education Graduation Pathway for Students Receiving Special Education Services written by Michael K. Snow and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore the access of the Career and Technical Education (CTE) graduation pathway for students who receive special education services in a selected school district. Analyzing the course taking of three cohorts of high school students, who had individualized education plans, involved a deep dive into each one of their transcripts. This type of analysis enabled me to compare and contrast the course taking between students served in special education who lost an elective opportunity to receive additional IEP services to those who did not. Did the students who lost an elective to receive additional special education services, specifically in the class named Resource Study Skills, have the same access to the CTE graduation pathway compared to those who did not take the resource class? In addition, the study looked to see if these same students were negatively impacted in their ability to attend the local CTE skill center during their high school career and if there was an impact on their graduation rate. The study found that students who lost an elective to receive additional IEP services in a special education class named Resource Study Skills, had a decrease in percent of students who qualified for the CTE graduation pathway, with a decrease in enrollment to the local CTE skill center and in graduation rates when compared to their peers with an IEP, who did not take the resource class. A recommendation is made to the State of Washington to conduct a similar study that allows the state to not only find discrepancies between groups of students, but also why the differences exist. Recommendations for the district involved in this study includes sharing the findings with appropriate staff so they can learn the impact of course taking has on their students' high school and post-high school lives. Further research that includes not only the student's high school course taking, but also includes the student's special education qualifying areas and High School and Beyond Plan is suggested as it will provide more specific insights as to why a student may have been assigned the resource class in question. This specific type of insight may provide the school district with more actionable information that would allow them to remove any identified systemic barriers.
Download or read book Black Male Collegians Increasing Access Retention and Persistence in Higher Education written by Robert T. Palmer and published by John Wiley & Sons. This book was released on 2014-06-24 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Predicting Graduation Rates An Analysis of Student and Institutional Factors at University Council for Educational Administration Public Universities written by Linda M. Creighton and published by . This book was released on 2006 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords. Graduation rates, Student factors, and Institutional factors.
Download or read book Opportunity Or Not written by Christopher R. Powers and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student retention and the factors that impact it is one of the most significant issues facing higher education today. Countless hours and funding have been spent in an attempt to find why some students decide to leave college, while others remain. The majority of previous studies have focused primarily on traditional students from four-year, residential colleges. However, research at non-residential two-year open-access colleges is lacking, and with that population increasing in the United States, more research is required to understand how to increase retention and graduation rates. The purpose of this study was to use data from a suburban, regional, open-access college of a midwestern research I university to determine factors that impact student retention. In this study, the relationships among these variables were examined: (a) student demographic characteristics -- age, race, gender, high school attended, household income level by FAFSA (EFC), (b) academic performance -- grade point average, academic action, English placement test, and math placement test, and (c) number of quarters attended, and (d) transfer/graduation rate. The variables examined were applied to two groups, low income students and high income students. These variables were included with the goal of discovering challenges that interfered with successful academic performance. There was an interaction between race and gender. Income made a large difference in scores, and low income African American students had slightly lower GPAs than low income Caucasian students, but high income African American students had slightly higher GPAs than high income Caucasian students. When examining student retention and academic performance, income plays a significant role in success or failure.
