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1
Van Overschelde, James P. "Project Lead The Way Students More Prepared For Higher Education." American Journal of Engineering Education (AJEE) 4, no. 1 (2013): 1–12. http://dx.doi.org/10.19030/ajee.v4i1.7854.
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Project Lead the Way (PLTW) is a hands-on, project-based engineering curriculum for high school and middle school students, which has quadrupled annual enrollment in Texas in five years to over 23,000 students. The diversity of students participating has also increased dramatically. Using six years of longitudinally-linked student data, the academic outcomes of cohorts of PLTW students were compared to matched cohorts of non-PLTW students. Matching was based on Grade 8 state math assessment scores and demographic and program participation variables. Findings show that PLTW students scored significantly higher on the state’s Grade 11 mathematics assessment, a higher percentage met the college-ready criterion, a higher percentage enrolled in Texas higher education institutions, and the non-college-bound PLTW students earned higher wages.
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Goodman, Joshua. "Skills, Schools, and Credit Constraints: Evidence from Massachusetts." Education Finance and Policy 5, no. 1 (2010): 36–53. http://dx.doi.org/10.1162/edfp.2009.5.1.5103.
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Low college enrollment rates among low-income students may stem from a combination of credit constraints, low academic skill, and low-quality schools. Recent Massachusetts data allow the first use of school district fixed effects in the analysis of credit constraints, leading to four findings. First, low-income students in Massachusetts have lower intended college enrollment rates than higher income students but also have dramatically lower skills and attend lower-quality school districts. Second, inclusion of skill controls greatly reduces but does not eliminate this intended enrollment gap. Third, inclusion of school district fixed effects has little further impact, with low-income students eight percentage points less likely to intend enrollment than higher income students of the same skill and from the same school district. Fourth, medium- and high-skilled low-income students appear the most constrained. State governments could use the methods employed here to target financial aid more efficiently.
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Vargas, Joel, Sarah Hooker, and Carol Gerwin. "Blending high school and college can sharpen the focus of each." Phi Delta Kappan 99, no. 3 (2017): 13–18. http://dx.doi.org/10.1177/0031721717739587.
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With a postsecondary credential essential to finding a good job but the cost of college beyond the means of many families, a growing number of high schools are offering their students a powerful head start on higher education. About 1.3 million U.S. teens participate in dual enrollment, up from 680,000 when the century began. Critics worry that this trend could lead to an erosion of college standards, but the evidence to date has been entirely positive. Researchers have found that dual enrollment has strong effects on high school graduation, college enrollment, and college completion, particularly for low-income youth and others underrepresented in higher education.
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Gerber, Brian, and Edmund A. Marek. "A Model Intervention Program for Secondary School Education." Education Research International 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/189630.
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Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.
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Chumbley, Steven Boot. "The Impact of a Career and Technology Education Program." SAGE Open 6, no. 4 (2016): 215824401667803. http://dx.doi.org/10.1177/2158244016678036.
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There continues to be a shortage of qualified graduates for agriculture jobs within the United States. One reason for this shortage is the decline in student enrollment in colleges of agriculture. One tool that can increase college preparation for future graduates and help students succeed is the agriculture dual-enrollment program. Dual enrollment allows high-school students to take courses while dually enrolled in a corresponding college course. The program was found to have a positive impact on students taking more rigorous courses and gaining in-depth knowledge of agriculture. Teachers felt that this program helped in establishing higher standards in coursework and in feeling satisfied about their job. It enhanced prestige and program reputation. Dual enrollment was seen to have little to no impact on school counselors. Research focused on the pedagogical approaches of these course offerings will benefit the creation of future high-quality dual credit courses.
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Zhang, Xihui, Carol Gossett, Jill Simpson, and Ron Davis. "Advising Students for Success in Higher Education: An All-Out Effort." Journal of College Student Retention: Research, Theory & Practice 21, no. 1 (2017): 53–77. http://dx.doi.org/10.1177/1521025116689097.
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Advising students for success in higher education has always been an important and challenging task. This becomes even more critical nowadays as most higher education institutions are trying to boost their enrollment and improve their retention so that they can be self-sufficient financially and sustainable economically. Research studies on student advising in higher education are abundant. A comprehensive literature review, however, shows that these research studies tend to be myopic in scope and quantitative in methodology. In this research, we attempt to depict a holistic view of an all-out effort on advising students for success, by describing practical approaches and collecting relevant narratives at four levels, including university, college, department, and faculty. It is our hope that this research can help people—whether they are school administrators, faculty members, or college students—have a holistic view of student advising and be successful in their role in higher education.
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Ryu, Wonsun, Jorge Burmicky, Victor B. Sáenz, José R. Del Real Viramontes, Rodrigo Aguayo, and Jorge Segovia. "The Role of High School Counselors in Increasing Latino Male College Enrollment: Moving From College Aspirations to Access." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040004.
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Even as the number of Latina/o students going to college has increased in recent years, Latino male students continue to face barriers in accessing America’s institutions of higher education, a topic that remains complex and understudied. Using national survey data from the High School Longitudinal Study of 2009, we sought to understand the role of high school counselors in increasing Latino male college enrollment. Results suggest that Latino male college enrollment increased when high school counselors provided a higher degree of financial aid preparation. We discuss implications for practice tailored to high school counselors.
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Villarraga-Orjuela, Alexander, and Brinck Kerr. "Educational Effects of Banning Access to In-State Resident Tuition for Unauthorized Immigrant Students." Educational Evaluation and Policy Analysis 39, no. 4 (2017): 620–43. http://dx.doi.org/10.3102/0162373717704303.
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This research examines the effects of state laws banning access to in-state resident tuition for unauthorized immigrant students in the United States. These laws were implemented between 2005 and 2012. We evaluate the policy effects on (a) college enrollment, (b) school dropout rates of unauthorized immigrants, and (c) the enrollment of U.S. citizens in higher education. Multivariate triple-differences models are used. We find significant negative effects on the college attendance rates of unauthorized immigrants. Policies have primarily affected recent high school graduates. With regard to dropping out of school, we find no evidence of dynamic effects. Nor do we find evidence of benefits in college attendance for non-Hispanic, Hispanic, or Mexican naturalized citizens.
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Dutkowsky, Donald H., Jerry M. Evensky, and Gerald S. Edmonds. "Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach." Education Finance and Policy 4, no. 3 (2009): 263–77. http://dx.doi.org/10.1162/edfp.2009.4.3.263.
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This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.
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Brewer, Dominic J., Stefanie Stern, and June Ahn. "An Introduction to “Early College”." Education Finance and Policy 2, no. 2 (2007): 175–87. http://dx.doi.org/10.1162/edfp.2007.2.2.175.
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Several national and international assessments have demonstrated that there has been little improvement in the performance of American high school students in recent decades. High school students are increasingly underprepared for transition into college-level course-work. One new approach to high school redesign, “early college,” seeks to address these issues. The model features a rigorous academic course of study that engages students in college-level work in grades nine through fourteen. Early college is a subset of dual enrollment programs providing opportunities for students to complete high school and college credits with the same courses. The goal is to prepare students academically for college-level coursework while easing the transition to higher education. Early college offers promise in directly addressing student academic performance, attrition rates, and readiness for college, but further research is needed to determine its efficacy and scalability.
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Tian, Guijuan. "How to Integrate Ideological and Political Education into Mathematics Course of Vocational Education." Journal of Educational Theory and Management 4, no. 1 (2020): 51. http://dx.doi.org/10.26549/jetm.v4i1.2496.
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With the increasing enrollment of general higher vocational colleges every year, the inconsistency between the knowledge level and ability of the enrolled students and ideological and political education hinders the realization of the teaching purpose of the school to a great extent. Advanced mathematics is a compulsory basic course for college students and an important subject for realizing the teaching purpose. In order to achieve the teaching purpose and improve the teaching quality and level of mathematics in higher vocational colleges, we must deepen the reform of teaching contents in advanced mathematics courses in colleges, and integrate mathematical knowledge with ideological and political education organically, giving full play to the teaching characteristics of advanced mathematics courses while fulfilling the ideological and political education for students. Moreover, ideological and political education is also combined with interactive advantages by means of interactive teaching. This paper briefly discusses how to integrate advanced mathematics course with ideological and political education. By analyzing the actual teaching cases of ideological and political education and advanced mathematics courses, the content of classroom teaching is discussed.
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Park, Rina Seung Eun, and Judith Scott-Clayton. "The Impact of Pell Grant Eligibility on Community College Students’ Financial Aid Packages, Labor Supply, and Academic Outcomes." Educational Evaluation and Policy Analysis 40, no. 4 (2018): 557–85. http://dx.doi.org/10.3102/0162373718783868.
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In this article, we examine the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students. Using administrative data from one state, we compare students just above and below the expected family contribution cutoff for receiving a Pell Grant. We find that other financial aid adjusts in ways that vary by institution: Students at schools that offer federal loans borrowed more if they just missed the Pell eligibility threshold, but at other schools, students were instead compensated with higher state grants. Focusing on the loan-offering schools, we find suggestive evidence that receiving a modest Pell Grant leads students to reduce labor supply and increase enrollment intensity. We also provide indirect evidence that students’ initial enrollment choices are influenced by an offer of Pell Grants versus loans.
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Kim, Soobin, Gregory Wallsworth, Ran Xu, et al. "The Impact of the Michigan Merit Curriculum on High School Math Course-Taking." Educational Evaluation and Policy Analysis 41, no. 2 (2019): 164–88. http://dx.doi.org/10.3102/0162373719834067.
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Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.
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Lee, Chang Hyung. "Minimum Wage Policy and Community College Enrollment Patterns." ILR Review 73, no. 1 (2019): 178–210. http://dx.doi.org/10.1177/0019793919855003.
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In this article, the author studies the effect of the minimum wage on community college enrollment using cross-border variation in state minimum wages. To address spatial correlation in local labor market conditions, schools are paired on either side of state borders based on geographic proximity using the Integrated Postsecondary Education Data System. Comparing paired schools, the author finds a substantial reduction in enrollment at community colleges in areas with a higher minimum wage. This effect is observed only among part-time students, which suggests that the minimum wage primarily affects students at the margin between work and postsecondary education.
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Hurtado, Luis Fernando Perez. "Transnationalizing Mexican Legal Education: But, What About Students' Expectations?" German Law Journal 10, no. 6-7 (2009): 767–82. http://dx.doi.org/10.1017/s2071832200001322.
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The number of Mexican institutions of higher education (hereinafter also referred to as “Institutions” or “IHE”) offering Bachelor's Degrees in Law has increased rapidly. For example, in the 1997–1998 academic year, there were 364 Institutions offering the basic law degree; by the 2006–2007 academic year, the number had increased to 930. It is as if, over the last ten years, each week a new IHE began offering a Bachelor's Degree in Law. During that same period, law school enrollment in Mexico increased from 170,210 to approximately 240,000. By 2003, the Bachelor's Degree in Law was the degree program with the highest enrollment in the country – 11 out of 100 students at the college level chose it.
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Haskell, Richard E. "The Effects of Dual-Credit Enrollment on Underrepresented Students: The Utah Case." International Journal of Economics and Finance 8, no. 1 (2015): 144. http://dx.doi.org/10.5539/ijef.v8n1p144.
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<p class="abstractclass">This study considers the effects of Utah’s Dual-Credit Enrollment (DCE) and Early College High School (ECHS) programs on underrepresented students’ performance via an examination of the Utah Data Alliance longitudinal public education dataset. The study assesses standardized testing scores, high school graduation rates, dual course credits earned, higher education enrollment, time-to-completion, and degree attainment outcomes for various minority and low income student groups enrolled in DCE and ECHS programs.</p><p class="abstractclass">To limit the endogeneity and self-selection bias present in non-experimental data, the study employs Propensity Score Matching method (PMS) as a quasi-experimental design methodology. Although PMS offers many advantages, its strength as an estimator is dependent on the existence of complete and quality matching variables. To assure accurate model specifications given the available data, Receiving Operator Characteristic (ROC) Analysis is applied to variations on the PMS models.</p>Estimated outcomes reflect positive effects for each of the examined student populations differentiated by gender, race, income and English Language Learner status. The economic effects of accumulating higher education course credits and decreases in higher education time-to-completion may yield the most interesting outcomes, enjoy the strongest causal claims, and result in measurable household and state level savings. These outcomes may also reveal potential weakness in the structure of higher education course and major programming, and the difficulty presented as high school students make higher education decisions.
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Clotfelter, Charles T., Steven W. Hemelt, and Helen F. Ladd. "Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements." Education Finance and Policy 14, no. 3 (2019): 492–521. http://dx.doi.org/10.1162/edfp_a_00258.
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We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to four-year public universities in North Carolina. Using data on cohorts of eighth-grade students from 1999 to 2006, we exploit variation by district over time in the math course-taking environment encountered by students. Purely as a result of a student's year of birth and location, students faced different probabilities of encountering a sequence of math courses sufficient to qualify for admission. Within an instrumental variables setup, we examine effects of this policy shift. We find that students took more math courses in high school following the state's announcement, with relatively larger increases for students in the middle and bottom quintiles of their eighth-grade math test scores. Our results suggest this increased math course-taking led to higher high school graduation rates. It also led to increases in enrollment rates at universities in the University of North Carolina system, with the largest increases being in the quintiles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, we find scant evidence of boosts in post-enrollment college performance due to increased math course-taking in high school.
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Theobald, Roddy J., Dan D. Goldhaber, Trevor M. Gratz, and Kristian L. Holden. "Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities." Journal of Learning Disabilities 52, no. 2 (2018): 109–19. http://dx.doi.org/10.1177/0022219418775121.
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We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a “concentration” of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.
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Obach, Heidi, Angran Li, and Simon Cheng. "Boys, Girls, and the Second Shift: Paid and Unpaid Labor in High School and Adolescents’ Enrollment in College." Social Currents 5, no. 2 (2017): 173–92. http://dx.doi.org/10.1177/2329496517725328.
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Sociological research examines the gender gap reversal in higher education and the gender division in paid and unpaid labor for adult women, especially “the second shift literature,” as two distinct topics. In this study, we extend the insights of the second shift literature to research on youth labor and adolescents’ enrollment in higher education. Using data from the Youth Development Study from 1988 to 1992, we find that the negative association of unpaid labor with adolescents’ college enrollment odds was at least as large as, if not greater than, that of paid labor. Although labor engagement had adverse impacts both for female and male adolescents during this time, the negative associations of youth labor with college enrollment were more pronounced for male students. We discuss the implications of these findings and explain their relevance to more contemporary cohorts of high school students in the conclusion.
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Ngo, Federick, and Samantha Astudillo. "California DREAM: The Impact of Financial Aid for Undocumented Community College Students." Educational Researcher 48, no. 1 (2018): 5–18. http://dx.doi.org/10.3102/0013189x18800047.
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Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community college students’ enrollment behaviors and postsecondary outcomes. The availability of CA-DREAM aid for these students, in the form of enrollment fee waivers, drew in undocumented Hispanic male students, students with lower average incoming high school GPAs, and those who increased their 11th to 12th grade achievement. Receiving DREAM aid significantly increased the average number of units attempted and completed and, in some cases, improved persistence and attainment outcomes. Undocumented students receiving aid achieved at similar levels as U.S. citizen peers receiving aid and better than their undocumented peers not receiving aid.
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Villalobos, Amber D. "College-Going in the Era of High Expectations: Racial/Ethnic Disparities in College Enrollment, 2006 to 2015." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110099. http://dx.doi.org/10.1177/23780231211009994.
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Adolescents with high educational expectations are more likely to enroll in college. Although most adolescents today report high educational expectations, there remains important racial/ethnic heterogeneity in college enrollment patterns. In particular, at every level of socioeconomic status, minority youth have higher educational expectations than their white peers yet enroll in college at lower rates. The rapidly increasing size and college enrollment of the Hispanic population motivate renewed examination of the expectation-enrollment relationship. Using data from the Education Longitudinal Study (ELS) and the High School Longitudinal Study (HSLS), the author examines whether the relationship between adolescent educational expectations and enrollment in a four-year college within two years of high school graduation differs by race/ethnicity and whether this relationship changed over time. The author finds that the expectation-enrollment relationship is positive for all students but is smaller for black and Hispanic students in the ELS cohort. However, by the HSLS cohort, the gaps have largely closed.
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Maxwell, Sarah P. "Parental and Familial Factors Among Latino/a Youths’ Successful Matriculation into Postsecondary Education." Advances in Social Work 14, no. 1 (2013): 125–45. http://dx.doi.org/10.18060/3581.
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Extant research focuses on the “educational attainment gap,” documenting the lack of parity among Latino youth and other high school graduates in college matriculation. This study reversed that question, and asked instead, what factors, and specifically what parental or family-related factors, contribute to Latino/a youth enrolling in four-year post-secondary institutions where future earnings tend to be higher than two-year colleges. Data from the Texas Higher Education Opportunity Project (THEOP, 2004) were analyzed to identify parental contributors to successful matriculation into post-secondary education. Findings indicate that parents attending college was one of the most important indicators of Latino/a enrollment in either a two- or four-year college or university. Also significant, and potentially critical in social welfare policy, was rewarding students for grades. Parents helping with and checking homework were not helpful in youths’ progression to postsecondary education.
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Rodriguez, Paul J., and Felecia Briscoe. "“This Is Your Worth”: Is the Catholic School Advantage in Urban Catholic Schools’ College Culture Disappearing in a Neoliberal Era?" Education and Urban Society 51, no. 1 (2017): 3–32. http://dx.doi.org/10.1177/0013124517714847.
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This ethnographic study of an urban Catholic high school examines its college culture, particular in regard to the Catholic School Advantage (CSA). We collected and critically analyzed multiple forms of data (archival, interviews, observations) at St. Peters High School (SPH) and its adjoining parish. We found a caring and holistic approach to teaching that is integral to the CSA. However, in regard to the college-going habitus, we found that neoliberal values had largely displaced earlier Catholic social values that related to the CSA. Thus, the college-going habitus was dominated by neoliberal economic values (including the worth of individual students and SPH) but largely silent about the social, academic, or spiritual values of students or institutions of higher education. We conclude that such a college-going habitus is likely not only to result in students’ high rate of college enrollment but also to jeopardize their ability to remain enrolled until they graduate.
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Bozheva, Alexandra. "Geographic Embeddedness of Higher Education Institutions in the Migration Policy Domain." Journal of International Students 10, no. 2 (2020): 443–65. http://dx.doi.org/10.32674/jis.v10i2.961.
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In 2014, Canada issued its first International Education Strategy, articulating targets for international enrollment and its economic benefits, but lacking international student retention goals. Universities and colleges used to be places where students could get immigration advice, but past Bill C-35 only Regulated Canadian Immigration Consultants can provide such advice. There is no requirement for institutions to hire these consultants. I investigate the geographic stretch of the education domain’s engagement with retention, through an examination of immigration advising support provision across Canada’s campuses. This provision is highly uneven, with a moderate association with school size, reflecting the voluntary nature of such engagement. A defined international student retention strategy could possibly change the current state of immigration governance through the education domain.
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Pilotti, Maura A. E. "What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success." Sustainability 13, no. 4 (2021): 1671. http://dx.doi.org/10.3390/su13041671.
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In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.
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Deming, David J., Claudia Goldin, and Lawrence F. Katz. "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?" Journal of Economic Perspectives 26, no. 1 (2012): 139–64. http://dx.doi.org/10.1257/jep.26.1.139.
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Private for-profit institutions have been the fastest-growing part of the U.S. higher education sector. For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. We describe the schools, students, and programs in the for-profit higher education sector, its phenomenal recent growth, and its relationship to the federal and state governments. Using the 2004 to 2009 Beginning Postsecondary Students (BPS) longitudinal survey, we assess outcomes of a recent cohort of first-time undergraduates who attended for-profits relative to comparable students who attended community colleges or other public or private non-profit institutions. We find that relative to these other institutions, for-profits educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at retaining students in their first year and getting them to complete short programs at the certificate and AA levels. But we also find that for-profit students end up with higher unemployment and “idleness” rates and lower earnings six years after entering programs than do comparable students from other schools and that, not surprisingly, they have far greater default rates on their loans.
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Plasman, Jay Stratte, and Michael A. Gottfried. "Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities." Educational Policy 32, no. 5 (2016): 664–96. http://dx.doi.org/10.1177/0895904816673738.
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Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.
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Darolia, Rajeev. "Messengers of Bad News or Bad Apples? Student Debt and College Accountability." Education Finance and Policy 10, no. 2 (2015): 277–99. http://dx.doi.org/10.1162/edfp_a_00161.
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Student loan debt and defaults have been steadily rising, igniting public worry about the associated public and private risks. This has led to controversial regulatory attempts to curb defaults by holding colleges, particularly those in the for-profit sector, increasingly accountable for the student loan repayment behavior of their students. Such efforts endeavor to protect taxpayers against the misuse of public money used to encourage college enrollment and to safeguard students against potentially risky human capital investments. Recent policy proposals penalize colleges for students’ poor repayment performance, raising questions about institutions’ power to influence this behavior. Many of the schools at risk of not meeting student loan default measures also disproportionately enroll low-income, nontraditional, and financially independent students. Policy makers therefore face the challenge of promoting the efficient use of public funds and protecting students while also encouraging access to higher education.
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Shaw, Emily J., Jennifer L. Kobrin, Sheryl F. Packman, and Amy Elizabeth Schmidt. "Describing Students Involved in the Search Phase of the College Choice Process: A Cluster Analysis Study." Journal of Advanced Academics 20, no. 4 (2009): 662–700. http://dx.doi.org/10.1177/1932202x0902000405.
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The media often communicates the existence of two distinct types of college applicants: the frenzied, overachieving, anxious student who applies to many institutions and the underprepared, less advantaged student who is not at all familiar with the application process. Although these two groups likely do exist, they are far from the norm of college applicants who are better exemplified as at least a few groups of students who can be classified based on relevant characteristics. We identified five unique clusters of students: Privileged High Achievers/Athletes, Disadvantaged Students, Average Students Needing More Guidance, Mostly Female Academics, and Privileged Low Achievers. These clusters differed from each other based on variables including: academic performance, demographic characteristics, home and school characteristics, participation in school activities, and the number and types of higher education institutions to which they apply. An understanding of these descriptive clusters, comprised of students with similar backgrounds and goals for higher education, is a necessary first step in developing more thoughtful and inclusive enrollment management and college preparation practices.
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Garza, Alma Nidia, and Andrew S. Fullerton. "Staying Close or Going Away: How Distance to College Impacts the Educational Attainment and Academic Performance of First-generation College Students." Sociological Perspectives 61, no. 1 (2017): 164–85. http://dx.doi.org/10.1177/0731121417711413.
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It is widely documented that first-generation college students attain bachelor’s degrees at lower rates than their peers. First-generation students also consistently prioritize distance to college in their school decision-making process. How distance impacts their educational performance, however, is an issue that has not received sufficient research attention. This study uses the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to investigate whether the distance between the permanent residence of first-generation students enrolled in four-year degree programs and their attending college impacts their educational attainment and grade point average (GPA). We find that first-generation students who attend colleges at a greater distance from home are more likely to graduate from college with a bachelor’s degree. We do not find strong support for the relationship between distance and a student’s GPA in most years of enrollment. We discuss the way college accessibility reinforces inequality within higher education along with the theoretical implications of our findings.
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Thessin, Rebecca A., Ellen Scully-Russ, Jeanine Hildreth, and Daina S. Lieberman. "Key Features to Inform Student Outcomes: Learning from a High School Healthcare Education Program." International Journal of Educational Reform 27, no. 2 (2018): 185–211. http://dx.doi.org/10.1177/105678791802700205.
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At a time when U.S. policymakers are demonstrating their commitment to CTE established to address particular workforce shortage areas, this mixed methods evaluation study sought to understand the key features and outcomes of an existing healthcare education program (HEP) founded with this intent. Findings demonstrated that the HEP incorporates several unique features that should be considered by other programs including hands-on work using hospital equipment, workplace observations, and a strong emphasis on career decision-making efficacy. Evidence showed that students who continue in a Career and Technical Education (CTE) program for more than one year may exhibit somewhat higher rates of college enrollment.
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Hinga, Briana M., and Joseph L. Mahoney. "Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program." Journal of Youth Development 5, no. 3 (2010): 27—Nov. http://dx.doi.org/10.5195/jyd.2010.206.
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First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.
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Saleem, Saadia, and Dr Farhana Khurshid. "Exploring Creation of Connected Classroom in Rural College: Challenges and Implications." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (2020): 32. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(32).
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Education plays an important role in the lives of individuals. Education helps the individuals in developing skills, capabilities, attitudes and behavior (Saleem & Shah, 2015). In developing countries like Pakistan access towards education is not satisfactory. In Pakistan, at the higher education, arts subjects generally and science subjects particularly are not with in the access of rural people. Because there are very few colleges in rural areas, and these colleges have shortage of subject specialist faculty. The available faculty is only for teaching compulsory courses and limited option of humanities group courses. As a result, the rural communities are deprived from their basic right of getting education and unable to utilize their potential in their areas of interest. Connected classroom is one of the technological innovation that can be used to overcome the shortage of teaching faculty issue in rural areas. Connected classrooms are created by using new technology tools to build online networks and develop personal learning resources through collaboration with personal learning networks and professional learning communities (Siemens, 2005). t was observed that in remote and rural areas of Pakistan, the opportunities of higher education are limited. After completing the secondary school certificate, students have limited option to choose subjects of their interest. As a result, either they select the subjects in which they are not interested or move towards cities to get better education opportunities. But it is a sad fact that majority of students cannot afford to travel towards colleges in big cities, and have to left their journey of education. Therefore, this study introduced connected classroom technology for rural and remote communities at college level to improve student's enrollment in rural area colleges instead of moving towards urban colleges. More importantly, it will help to overcome the problem of shortage of subject teachers at the rural colleges as well. Keywords: Connected classroom; teaching faculty; rural college; rural student
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Liu, Vivian Yuen Ting. "Is School Out for the Summer? The Impact of Year-Round Pell Grants on Academic and Employment Outcomes of Community College Students." Education Finance and Policy 15, no. 2 (2020): 241–69. http://dx.doi.org/10.1162/edfp_a_00277.
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Despite having been the largest source of financial aid to low-income college students in the United States, the traditional Pell Grant had one major limitation: If students enrolled in two semesters full-time, they would not have had any tuition support for the summer term of the same academic year. The year-round Pell (YRP) was implemented in the academic years 2009–10 and 2010–11 to provide a second Pell Grant to students who enrolled in more than twenty-four credits prior to the third semester and in at least six credits during the summer term. Using a state administrative dataset from a community college system, this paper uses a difference-in-differences approach to examine the credit, credential completion, and labor market outcomes resulting from the YRP. The study finds that for each $1,000 of additional YRP grant funding, summer enrollment increases by 28 percentage points, diploma completion rates increase by 1.6 percentage points, and third-year earnings from college entry increase by $200. For YRP-eligible students who started in a short-term program, the gains are a 2 percentage point higher certificate attainment rate, 3.6 percentage point increase in associate degree completion, and no effect on four-year transfer rates.
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Bushra, Ms, and Afshan Huma. "Critical Thinking and Curriculum of English at Higher Secondary School Level in Pakistan." Global Regional Review V, no. III (2020): 255–62. http://dx.doi.org/10.31703/grr.2020(v-iii).26.
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International competitiveness, new technologies and changing markets resulted in a paradigm shift in education that demanded to enrich students with higher-order thinking skills, especially critical thinking. National Curriculum Pakistan was developed and launched in 2006. The curriculum of English (2006) has been devised to provide opportunities for language development of learners to equip them with the competencies that help to better adapt to knowledge advancement and ever-changing local and global society. To investigate if the intended curriculum of English has the goals of higher-order thinking and the planned curriculum in the form of textbooks, is designed keeping in view the current demands of competitive competencies for what the National curriculum of English was planned, and to assess the teachers' perspectives and perception about critical thinking, the researcher conducted a qualitative study. In one of the districts of Punjab Pakistan, based upon the highest enrollment, four male and four female colleges from each of its four subdivisions were selected. One male and one female teacher from each college volunteered to participate in the study. The three-stage study aimed to analyze the intended and planned curriculum of English at higher secondary school level and then analyze the teacher's perception regarding critical thinking, and the actual classroom practices were observed to review the enacted curriculum.
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Smith, Jennifer, and Onnica Marquez. "Kids in the stacks: Summer camp at an academic library." College & Research Libraries News 82, no. 4 (2021): 190. http://dx.doi.org/10.5860/crln.82.4.190.
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It’s summer, and there are middle school students running around the university library. Why?St. Ambrose University (SAU) Library held summer camps for 6th- through 8th-grade students in 2018 and 2019. The first was Digital Film Camp, and the second was National History Day Boot Camp. If you work in higher education, chances are good that you’ve heard about the campus demographic cliff and been charged with doing your part to address this enrollment challenge. In alignment with a campus-wide initiative to bolster pre-college summer camps for potential students, the library hosted summer camps for middle school students as part of this community outreach and engagement strategy. The goal of these camps was to offer enriching experiences that create positive impressions of the campus and library.
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Obinna, Denise N. "A study of academic performance by immigrant generation with an emphasis on the black immigrant experience." International Journal of Sociology and Social Policy 36, no. 1/2 (2016): 18–35. http://dx.doi.org/10.1108/ijssp-02-2015-0026.
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Purpose – Instead of identifying them as a single monolithic group, the purpose of this paper is to evaluate whether the academic performance of black immigrants differs from African Americans as well as Asian and Hispanic students of comparable immigrant generation. By identifying how well black immigrant students perform on standardized tests, grade point averages (GPA) and college enrollment, this study proposes a more comprehensive look into this growing immigrant group. Design/methodology/approach – The research uses a data from the Educational Longitudinal Survey of high school sophomores conducted by the National Center for Education Statistics. Data used in this study are from the baseline survey in 2002 and the second follow-up in 2006 when most students had graduated from high school. The methodology includes OLS, binary and ordered logistic regression models. Findings – The study finds that while second-generation blacks outperform the native-born generation on standardized tests, this does not extend to GPA or college enrollment. In fact, it appears that only second-generation Hispanic students have an advantage over their native-born counterparts on GPA and standardized tests. Furthermore, first and second-generation Asian immigrants do not show a higher likelihood of enrolling in college than their native-born counterparts nor do they report higher GPA. Originality/value – This paper sheds light on a growing yet understudied immigrant population as well as drawing comparisons to other immigrant groups of comparable generation.
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Hu, Shouping. "Educational Aspirations and Postsecondary Access and Choice." education policy analysis archives 11 (April 29, 2003): 14. http://dx.doi.org/10.14507/epaa.v11n14.2003.
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Using data from the National Education Longitudinal Study of 1988 (NELS: 88), this study examines educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. In addition, this study raises issues with the methods in postsecondary educational research by using students in different grades (8th, 10th, and 12th grades) as baseline populations to compare educational outcomes. The results indicated that students in urban schools were comparatively disadvantaged in the early years in schooling in terms of postsecondary access but appeared to be enrolled in postsecondary institutions at similar percentages as their suburban counterparts, if they made it to later years in K-12 schooling. For those students in urban schools who went to college, higher percentages were enrolled in private institutions and four-year colleges. Students in rural schools were consistently disadvantaged in postsecondary aspirations and enrollment, compared to students in other schools.
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Malin, Joel R., Debra D. Bragg, and Donald G. Hackmann. "College and Career Readiness and the Every Student Succeeds Act." Educational Administration Quarterly 53, no. 5 (2017): 809–38. http://dx.doi.org/10.1177/0013161x17714845.
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Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.
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Elu, Juliet U., Jared Ireland, David Jeffries, et al. "The Earnings and Income Mobility Consequences of Attending a Historically Black College/University: Matching Estimates From 2015 U.S. Department of Education College Scorecard Data." Review of Black Political Economy 46, no. 3 (2019): 171–92. http://dx.doi.org/10.1177/0034644619866201.
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This article considers the labor market consequences of attending a Historically Black College/University (HBCU). With 2015 U.S. Department of Education College Scorecard Data, we use a matching estimator to identify and estimate the treatment effect of HBCU attendance on median earnings, earnings relative to a high school graduate, and income relative to that of the household at the time of initial enrollment, 6 and 10 years after attendance. Our treatment effect parameter estimates suggest that once we account for the differential return to college majors, the urban wage premium, and the proportionality/dependence of the labor market return of Black student college attendees on the share of a college/university’s student population that is Black, there is a long-run earnings premium associated with HBCU attendance. In addition, for HBCUs in general, we find that there is a population of students who would realize a positive labor market premium—as high as approximately 42%—and earn more than a high school graduate if they were to attend an HBCU. With respect to intergenerational income mobility, we find that HBCU attendance enables their actual and potential attendees to move to a higher quantile of income relative to their households in the long run.
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Wadsworth, Danielle D., Reita Clanton, Ford Dyke, Sheri J. Brock, and Mary E. Rudisill. "A Framework for Addressing Mental Health Issues on Campus Through the Implementation of Coursework, Outreach, and Partnership Building." Kinesiology Review 6, no. 4 (2017): 346–51. http://dx.doi.org/10.1123/kr.2017-0033.
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Mental health is a major concern for higher education and students are starting their college experience with psychological issues or developing mental health problems after enrollment. Because physical activity and exercise have known mental health benefits, the field of kinesiology can facilitate the delivery of physical activity and exercise programs aimed at reducing stress, anxiety, and depression, as well as promote healthy coping mechanisms. The School of Kinesiology at Auburn University has implemented a framework to address mental health on campus and within our community. Our framework consists of coursework, outreach efforts, and establishing key partnerships to facilitate the delivery and sustainability of our programs. Our programs enable individuals to establish self-regulation skills, use a mindfulness-based approach, or participate in yoga, thereby establishing effective and healthy coping mechanisms. This paper discusses the evolution of our framework, as well as barriers and facilitators of implementation and sustainability.
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Qin, Lu, and Glenn Allen Phillips. "The Best Three Years of Your Life: A Prediction for Three-Year Graduation." International Journal of Higher Education 8, no. 6 (2019): 231. http://dx.doi.org/10.5430/ijhe.v8n6p231.
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The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students’ ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model that can provide accurate prediction of students’ ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students’ EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have a policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.
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SHEVCHUK, Oleksandr. "PROGNOSTIC VALIDITY OF THE COMPETITION SELECTION OF GRADUATES OF ECONOMIC COLLEGES." "EСONOMY. FINANСES. MANAGEMENT: Topical issues of science and practical activity", no. 2 (42) (February 2019): 140–50. http://dx.doi.org/10.37128/2411-4413-2019-2-12.
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One of the topical challenges facing higher educational establishments (HEE) is to build the most optimal model for competitive selection of entrants. Based on the results of the external independent assessment (EIA) and the average score of the entry certificate, the institution of higher education, by varying weights, tries to build such a rating list, which places in the first place exactly those applicants who are able to study better in the relevant specialty. Evaluation of the applied model of competitive selection is investigated by the indicator of the predictive validity of the competitive score. Predictive validity is the correlation coefficient between the indicator by which competitive selection is made and the student's performance during the first year of study. Therefore, by assessing the value of predictive validity, it is possible to examine the statistical relationships of EIA results in different subjects or their respective weights with student performance and to build optimal competitive selection models based on them. In this case, the effectiveness of the HEE entry system based on EIA is recognized as high, if the correlation coefficient (R) is greater than 0.5; sufficient, if the correlation coefficient is in the range [0,3, 0,5] and low, if the correlation coefficient is less than 0,3. Since 2018, analytical procedures for EIA have begun to be introduced gradually for college graduates, but only as a state final certification. Subsequently, the results of the EIA will be taken into account in the admission of junior specialists to the bachelor's degree. But now, enrollment in the HEE is based on the grade point average of the school certificate and the results of the university entrance examination. Therefore, the study of the prognostic validity index of competitive selection of college graduates is relevant both in terms of evaluating the existing model of admission to the HEE, and for the search of directions for its improvement. In order to evaluate the predictive value of competitive selection and its components, the results of the calculation of correlation indicators between the students' grades and the students' success in the subjects studied in the HEE during the first semester of the third year are presented. The data obtained indicate a sufficiently high prognostic validity (R>0,5) of the competition score. At the same time, a significant level of correlation was observed both with the average rates of students' education in the first semester and with success in almost every discipline (only for the discipline "Information Systems and Technologies of Accounting and Audit" the correlation coefficient is slightly less than 0.5). It should also be noted that the competition score is better correlated with the results of the current academic performance of students in the 1st semester (before the test session), than with the results of the overall success after the 1st session. As it turns out, this tendency to decrease correlation is due to the fact that several students did not participate in the exam and therefore their average learning outcomes are very different from the main group of observations. Also indicative for predicting student learning outcomes in the HEE are the data from the average score of the school certificate. This indicator, as shown by the correlation coefficient calculations, has high predictive validity to the average results of the first semester (R = 0.73 and R = 0.67) and to each individual discipline (R>0.5). Therefore, when introducing external independent assessment for college graduates, it is also advisable to enter the average score of the education document into the formula for calculating the competition score. On the other hand, a proficiency test of university applicants is a weak predictor of student performance during the first semester (R<0.5 for all HEE subjects without exception). The slight correlation between these criteria is related to the introduced professional test evaluation methodology and therefore requires further improvement. By analyzing the standardized values of deviations between the competition grade and the average success rate of a student in the first semester, the presence of abnormal levels of evaluation within the sample was investigated. It is shown that the Spirman rank correlation coefficient is less dependent on the presence of such anomalies and is more rational when estimating the prognostic validity of small samples.
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Goodman, Sarena, and Alice Henriques Volz. "Attendance Spillovers between Public and For-Profit Colleges: Evidence from Statewide Variation in Appropriations for Higher Education." Education Finance and Policy 15, no. 3 (2020): 428–56. http://dx.doi.org/10.1162/edfp_a_00281.
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Between 2000 and 2010, U.S. public colleges and universities experienced widespread and uneven changes in funding from state and local appropriations. We find that over this period annual decreases in statewide appropriations led to lower public enrollment and higher for-profit enrollment (with no effect on enrollment overall), as well as increased student borrowing. In an analysis of mechanisms, we detect effects on spending, tuition, and capacity in the public sector. Altogether, the results reveal that core institutional resources affect the types of schools that students attend and yield new evidence of substitution between the public and for-profit sectors.
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Delcoure, Natalya, and Jesus S. Carmona. "Enrollment management analytics: a practical framework." Journal of Applied Research in Higher Education 11, no. 4 (2019): 910–25. http://dx.doi.org/10.1108/jarhe-10-2018-0209.
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Purpose The purpose of this paper is to examine the role of data analytics in addressing contemporary challenges and opportunities facing institutions of higher education, with a special emphasis on enrollment management for the example of a college of business administration in a Hispanic-serving four-year institution of higher education. Design/methodology/approach After reviewing previous research on this subject, the authors propose adding a new stratum to higher education analytics, enrollment management analytics, which uniquely identifies the actions associated with attracting and recruiting students, accounts for institutional differences and leads to students’ successful matriculation at institutions. Findings The authors demonstrate on the example of a professional college in a four-year institution of higher education how the utilization of modern analytical tools and techniques develop actionable decisions in the students’ recruitment process, which leads to their matriculation. Originality/value A definition and a new stratum in higher education analytics are proposed for enrollment management analytics.
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Cummins, Phyllis A., J. Scott Brown, Peter Riley Bahr, and Nader Mehri. "Heterogeneity of Older Learners in Higher Education." Adult Learning 30, no. 1 (2018): 23–33. http://dx.doi.org/10.1177/1045159518812077.
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Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.
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Haugann, E. M. "Visually Impaired Students in Higher Education in Norway." Journal of Visual Impairment & Blindness 81, no. 10 (1987): 482–84. http://dx.doi.org/10.1177/0145482x8708101008.
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A sample of 40 visually impaired college students and older people were surveyed to determine areas for improvement in the educational system for visually impaired people in Norway. The survey found a strong need for career counseling services offering a wider range of occupations. Many of the respondents saw the need for a more diversified curriculum, ensuring a smoother transition from high school to college.
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Farrell-Felici, Colleen, and Sunddip Panesar-Aguilar. "First-Generation College Students’ Integration into Higher Education." World Journal of Social Science Research 8, no. 3 (2021): p11. http://dx.doi.org/10.22158/wjssr.v8n3p11.
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First-generation college students face many challenges transitioning into school. This research included details relating to the difficulties facing the scholars and how college educators can address the needs. Understanding the concerns of first-generation college students is critical for the implementation of comprehensive programs to provide support for first-generation students. Appropriate support is not being put in place, and the problem is college educators do not understand first-generation college students’ burdens. An insufficient exploration of the issues surrounding institutional structures within the higher education community to support this population represents a gap in the literature. The purpose of this qualitative instrumental case study was to explore the perspectives of the first-generation students and university representatives regarding the necessary interventions designed for learning. Research questions helped to identify the viewpoints of the scholars and set the foundation for all-inclusive plans. 26 participants were interviewed, 15 of whom were included in four small focus groups and 17 of whom participated in in-depth interviews. Program policy documents were reviewed as well. The analysis involved coding the information for themes and interpretations, which findings suggest providing a more collaborative system with comprehensive support for first-generation college students. Best practices for transformational changes were linked to maintaining sustainable relationships and integrating cultural competence for the learners.
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Conger, Dylan, and Colin C. Chellman. "Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion." Education Finance and Policy 8, no. 3 (2013): 364–77. http://dx.doi.org/10.1162/edfp_a_00101.
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Using restricted-access data from one of the largest urban public university systems in the United States—where many undocumented students are eligible for in-state tuition—we review the literature on undocumented college students in the United States and provide a comparison of the performance of undocumented students to that of U.S. citizens and other legal migrants. Overall, undocumented students perform well in the short-term, earning higher grades and higher rates of course and associate degree completion than their U.S. citizen counterparts. But undocumented students are less likely to earn their bachelor's degrees within four years. This finding suggests that, despite their earlier college successes and their access to in-state tuition rates, at some point after enrollment, undocumented students experience higher costs to completing their bachelor's degrees than they had anticipated upon enrollment. We offer a number of policy considerations for university officials and policy makers who aim to help undocumented college students succeed in postsecondary institutions.
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Addi-Raccah, Audrey, and Hanna Ayalon. "From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel." Educational Evaluation and Policy Analysis 30, no. 1 (2008): 31–50. http://dx.doi.org/10.3102/0162373707313775.
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Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged groups to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates’ postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage.