Download or read book Four Year Colleges 2012 written by Peterson's and published by Peterson's. This book was released on 2011-12-01 with total page 9178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Four-Year Colleges 2012 is the trusted guide of high school guidance counselors, parents, and students. This valuable resource includes information on accredited four-year undergraduate institution in the United States and Canada (and many international schools)-more than 2,500 institutions in all. It also includes detailed two-page descriptions, written by admissions personnel, for more than 400 colleges and universities. Inside you'll find: Detailed profile information including campus setting, enrollment, academic programs, entrance difficulty, expenses, student-faculty ratio, application deadlines, and contact information. The Advice Center provides insider info on specialized college options, such as Honors Programs and Colleges, Online Learning, Women's Colleges, and Public vs. Private institutions. Helful articles offer advice on making a list of your "Top-Ten" colleges, surviving standardized tests, preparing to get into college, paying for college, scholarship guidance and more. Indexes include Majors or Fields of Study, Entrance Difficulty, Cost Ranges, and geographic and alphabetical listings of all schools.

Download or read book Peterson s Four year Colleges 2012 written by and published by . This book was released on 2011 with total page 1987 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College written by Andrew Delbanco and published by Princeton University Press. This book was released on 2023-04-18 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: The strengths and failures of the American college, and why liberal education still matters As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential. The traditional four-year college experience—an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers—is in danger of becoming a thing of the past. In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise. In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America’s colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.

Download or read book Two Year Colleges 2012 written by Peterson's and published by Peterson's. This book was released on 2011-12-15 with total page 2364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Two-Year Colleges 2012 includes information on more than 1,800 accredited two-year undergraduate institutions in the United States and Canada, as well as some international schools. It also includes detailed two-page descriptions written by admissions personnel. Inside you'll also find: Detailed information on campus setting, enrollment, majors, expenses, student-faculty ratio, application deadline, and contact information. Helpful articles on what you need to know about two-year colleges: advice for adult students on transferring and returning to school ; how to survive standardized tests; what international students need to know about admission to U.S. colleges; how to manage paying for college; and interesting "green" programs at two-year colleges State-by-state summary table allows comparison of institutions by a variety of characteristics, including enrollment, application requirements, types of financial aid available, and numbers of sports and majors offered Informative data profiles for more than 1,800 institutions, listed alphabetically by state (and followed by other countries) with facts and figures on majors, academic programs, student life, standardized tests, financial aid, and applying and contact information Indexes offering valuable information on associate degree programs at two-year colleges and four-year colleges-easy to search alphabetically

Download or read book Colleges That Change Lives written by Loren Pope and published by Penguin. This book was released on 2006-07-25 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prospective college students and their parents have been relying on Loren Pope's expertise since 1995, when he published the first edition of this indispensable guide. This new edition profiles 41 colleges—all of which outdo the Ivies and research universities in producing performers, not only among A students but also among those who get Bs and Cs. Contents include: Evaluations of each school's program and "personality" Candid assessments by students, professors, and deans Information on the progress of graduates This new edition not only revisits schools listed in previous volumes to give readers a comprehensive assessment, it also addresses such issues as homeschooling, learning disabilities, and single-sex education.

Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Download or read book A Comprehensive Analysis of Small Independent Four year Institutions in the United States written by Melissa P. Tarrant and published by . This book was released on 2015 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1972, Alexander Astin and Calvin Lee authored "The Invisible Colleges: A Profile of Small, Private Colleges of Limited Resources." Written as part of a series for the Carnegie Commission on Higher Education, this work identified and examined the status of private colleges. They identified 494 colleges as "Invisible" based on low enrollment and low selectivity. (This number was amended to 491 in an unpublished appendix to the original work.) A contrasting group of institutions with high selectivity was also identified as "Elite Colleges." At the time, the Higher Education Act of 1965 was up for reauthorization, and part of the rationale for the study was to influence federal policy regarding finance of private higher education. Astin and Lee concluded that many of these institutions were having serious financial struggles, and were in "real danger of extinction." In the four decades since Astin and Lee's publication, there have been no empirically based, quantitative studies to determine the status of these institutions, even though a spate of reports consistently asserts their impending demise or extinction. The first article in this study undertakes an empirical examination of those 491 institutions initially identified by Astin and Lee as "Invisible" using a combination of student selectivity (based upon ACT and SAT scores) and enrollment size (under 2,500 students), and contrasting them with those 44 institutions initially identified as "Elite." As of 2012-13, a total of 354 of the original 491 Invisible Colleges and 43 of the original 44 Elite Colleges continued to operate as accredited private, four-year institutions. Only 80 of the original Invisible Colleges had closed; 35 had merged with other institutions, 10 remained open but were not accredited, 6 had converted to public status, 5 had become for-profit institutions, and 1 had become a 2-year private institution. Thus, among those 354 Persisting Invisible Colleges, 145 no longer met the criteria to be classified as "Invisible" in 2012-13. Changes in religious affiliation, geographic location, gender of students enrolled, enrollment of full-time and part-time students, and in Historically Black Colleges and Universities identified as invisible are examined in this article. Astin and Lee had recommended that institutions enrolling fewer than 1,000 students increase their enrollments. In 1967-68, 70% of the 491 Invisible Colleges had enrollments under 1,000; by 2012-13, 30% of the 354 Persisting Invisible Colleges did. The second article in this study examines the financial conditions of these 354 Persisting Invisible Colleges and 43 Persisting Elite Colleges in 2012-13, and compares them to the original 491 invisible and 44 Elite Colleges. Astin and Lee declared in 1972 that the lack of resources at the Invisible Colleges put them in danger of failure. In 2012-13, many of the 354 Persisting Invisible Colleges were still struggling financially. The 43 Persisting Elite Colleges, however, not only were financially stable, they enjoyed substantial other revenue streams, including federal research grants, and possessed sizeable endowments, with total assets almost 90% higher than the total assets at the Persisting Invisible Colleges. An examination of student financial aid revealed that the Persisting Invisible Colleges are functioning as access institutions, with an average of 41% of their students receiving Pell grants, compared to only 16% of students at Elite Colleges. That public institutions for the first time in 2012 generated more revenue from tuition than from state support represents an unprecedented shift in American higher education funding; perhaps these institutions can learn from strategies adopted by both the Persisting Invisible and Persisting Elite Colleges to maintain solvency in a growing tuition-dependent environment. The third article in this study presents an analysis of those institutions in 2012-13 which can be classified as Invisible or Elite Colleges, using the exact same methodology as Astin and Lee to identify them. A total of 547 institutions were identified as New Invisible Colleges and 61 as New Elite Colleges. These numbers were then compared to the 491 institutions identified by Astin and Lee in 1972 as issues of religious affiliation, curriculum, enrollment, revenues, expenses, and financial aid were examined. In addition, distance learning, retention and faculty information were considered. A majority of the New Invisible Colleges is located in the south, more have a religious affiliation in 2012-13 than in 1972, and over half offer distance education. The New Invisible Colleges have larger percentages of their students on Pell than do the New Elite Colleges--46% compared to 15%--and they are loan dependent as well (61% compared to 38%). It is quite possible that the substantial growth of the for-profit sector has had an effect on these institutions. These three articles present a comprehensive analysis of small, independent, four-year institutions in the United States. Invisible Colleges were deemed at great risk of failure in the early 1970s, particularly those with enrollments under 1,000. The methodology used to identify the nonprofit colleges at risk in 1972 was used to identify today's New Invisible Colleges and New Elite Colleges in 2012-13. Clear evidence is presented indicating the extreme differences in the financial status of the two groups. Recommendations include the suggestion that, as state funding for public higher education sadly continues to decrease, public institutions should look at the survival strategies employed by the Invisible Colleges to identify those which could be beneficial. In addition, the question is raised whether distributing federal financial aid to institutions with substantial endowments, such as the 61 New Elite Colleges, is in fact sound public policy. As the landscape of higher education in America continues to change, particularly with the sharp increase of for-profit institutions and the sharp decrease in state funding, this study provides a clear evaluation of the status of small, private, four-year institutions, highlighting the narrow financial margins at the New Invisible Colleges, compared to the substantial revenues of the New Elite Colleges.

Download or read book Education at a Glance 2018 written by OECD and published by Org. for Economic Cooperation & Development. This book was released on 2018-09-19 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: - Foreword - Editorial - Education's promise to all - Introduction: The Indicators and their Framework - Reader's guide - Executive summary - Equity in the Education Sustainable Development Goal - Indicator A1 To what level have adults studied? - Indicator A2 Transition from education to work: Where are today's youth? - Indicator A3 How does educational attainment affect participation in the labour market? - Indicator A4 What are the earnings advantages from education? - Indicator A5 What are the financial incentives to invest in education? - Indicator A6 How are social outcomes related to education? - Indicator A7 To What extent do adults participate equally in education and learning? - Indicator B1 Who participates in education? - Indicator B2 How do early childhood education systems differ around the world? - Indicator B3 Who is expected to graduate from upper secondary education? - Indicator B4 Who is expected to enter tertiary education? - Indicator B5 Who is expected to graduate from tertiary education? - Indicator B6 What is the profile of internationally mobile students? - Indicator B7 How equitable are entry and graduation in tertiary education? - Indicator C1 How much is spent per student on educational institutions? - Indicator C2 What proportion of national wealth is spent on educational institutions? - Indicator C3 How much public and private investment on educational institutions is there? - Indicator C4 What is the total public spending on education? - Indicator C5 How much do tertiary students pay and what public support do they receive? - Indicator C6 On what resources and services is education funding spent? - Indicator C7 Which factors influence teachers' salary cost? - Indicator D1 How much time do students spend in the classroom? - Indicator D2 What is the student-teacher ratio and how big are classes? - Indicator D3 How much are teachers and school heads paid? - Indicator D4 How much time do teachers spend teaching? - Indicator D5 Who are the teachers? - Indicator D6 Who makes key decisions in education systems? - Characteristics of Education Systems - Reference Statistics - Sources, Methods and Technical Notes - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Denmark - Estonia - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Israel - Italy - Japan - Korea - Latvia - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States - Argentina - Brazil - China - Colombia - Costa Rica - India - Indonesia - Lithuania - Russian Federation - Saudi Arabia - South Africa - Ibero-American countries

Download or read book The Condition of Education 2021 written by Education Department and published by Bernan Press. This book was released on 2022-03-31 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2021 summarizes important developments and trends in education using the latest available data. The report presents numerous indicators on the status and condition of 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 Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Download or read book Projections of Education Statistics To 2022 written by William J. Hussar and published by . This book was released on 2014-06-19 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees and conferred at postsecondary degree-granting institutions. Included are national data on enrollment and graduates for the past 15 years and projections to the year 2022. Also included are state-level data on enrollment in public elementary and secondary enrollment and public high schools from 2004, with projections to 2022. In addition, a methodology section describes models and assumptions used to develop national and state-level projections. The projections in this report are based on the 2010 census and assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. Tables and figures. This is a print on demand report.

Download or read book Mismatch written by Richard Sander and published by Basic Books. This book was released on 2012-10-09 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.

Download or read book Crossing the Finish Line written by William G. Bowen and published by Princeton University Press. This book was released on 2009-09-08 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.

Download or read book Demographics and the Demand for Higher Education written by Nathan D. Grawe and published by JHU Press. This book was released on 2018 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The economics of American higher education are driven by one key factor--the availability of students willing to pay tuition--and many related factors that determine what schools they attend. By digging into the data, economist Nathan Grawe has created probability models for predicting college attendance. What he sees are alarming events on the horizon that every college and university needs to understand. Overall, he spots demographic patterns that are tilting the US population toward the Hispanic southwest. Moreover, since 2007, fertility rates have fallen by 12 percent. Higher education analysts recognize the destabilizing potential of these trends. However, existing work fails to adjust headcounts for college attendance probabilities and makes no systematic attempt to distinguish demand by institution type. This book analyzes demand forecasts by institution type and rank, disaggregating by demographic groups. Its findings often contradict the dominant narrative: while many schools face painful contractions, demand for elite schools is expected to grow by 15+ percent. Geographic and racial profiles will shift only slightly--and attendance by Asians, not Hispanics, will grow most. Grawe also use the model to consider possible changes in institutional recruitment strategies and government policies. These "what if" analyses show that even aggressive innovation is unlikely to overcome trends toward larger gaps across racial, family income, and parent education groups. Aimed at administrators and trustees with responsibility for decisions ranging from admissions to student support to tenure practices to facilities construction, this book offers data to inform decision-making--decisions that will determine institutional success in meeting demographic challenges"--

Download or read book College Handbook 2012 written by The College Board and published by College Board. This book was released on 2011-06-21 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the only guide available that contains objective information on every accredited college in the United States—2,150 four-year colleges and universities, and 1,650 two-year community colleges and technical schools. With its clearly laid-out entries and more than 40 indexes, the College Handbook 2012 is the fastest, easiest way for students to narrow a college search and compare the schools that they're interested in. • targeted information for homeschooled students and students considering community college as an option • useful features for black and Hispanic students • tables of early-decision and wait-list outcomes show information that can't be found in any other guide • comprehensive listings of student services, majors, athletics, oncampusactivities, and campus computing • planning calendar and worksheets help students organize their applications and stay on track • purchasers qualify for a $10 discount on The Official SAT Online CourseTM, the only course offered by the test maker • updated annually by a team of editors who verify information with each college—making the College Handbook 2012 the best college reference guide

Download or read book The Insider s Guide to the Colleges 2012 written by Yale Daily News Staff and published by St. Martin's Griffin. This book was released on 2011-07-05 with total page 1024 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Insider's Guide to the Colleges has been, for 38 years, the most relied-upon resource for high school students looking for honest reports on colleges from their fellow students. Having interviewed hundreds of their peers on more than 330 campuses and by getting the inside scoop on everything from the nightlife and professors to the newest dorms and wildest student organizations, the reporters at the Yale Daily News have created the most candid college guide available. In addition to the well-rounded profiles, this edition has been updated to include: * Essential statistics for every school, from acceptance rates to popular majors * A "College Finder" to help students zero in on the perfect school * FYI sections with student opinions and outrageous off-the-cuff advice The Insider's Guide to the Colleges cuts through the college brochures to uncover the things that matter most to students, and by staying on top of trends, it gives both students and parents the straightforward information they need to choose the school that's right for them.

Download or read book The American Freshman written by John H. Pryor and published by Higher Education Research Institute. This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This annual series, initiated in 1966, is a project of the Cooperative Institutional Research Program (CIRP), the longest-running and largest longitudinal study of the American higher education system. It provides national normative data on the characteristics of students attending American colleges and universities as first-time, full-time freshmen (demographic characteristics; expectations of college; degree goals and career plans; college finances; attitudes, values and life goals).

Download or read book Higher Education Outcomes Assessment for the Twenty First Century written by Peter Hernon and published by Bloomsbury Publishing USA. This book was released on 2013-05-09 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses recent trends in outcomes assessment, examines how state governments are reshaping the national discussion with higher education, and explains how libraries must respond to these changes. Higher Education Outcomes Assessment for the Twenty-first Century focuses on recent developments in outcomes assessment, especially from the perspectives of the federal government and state governments, as well as foundations concerned about the state of higher education. The authors identify the significant changes that these stakeholders call for—information that academic librarians and anyone following outcomes assessment need to be aware of—and interpret the discussions to identify implications for libraries. Building upon the foundation of knowledge presented in the previous two Libraries Unlimited Outcomes Assessment in Higher Education titles, this book provides readers with up-to-date coverage of topics such as the emerging metrics used to define student and institutional success; the increased importance of accountability and the need to compare and assess the performance of programs and institutions rather than individual courses; and the shift in prioritizing student outcomes over student learning outcomes. The authors also spotlight the critical need for libraries to fit their role within the national discussion and suggest ways in which library managers and directors can play a role in redirecting the discussion to their benefit.