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Journal articles on the topic 'National Institute on Postsecondary Education'

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Published: 4 June 2021

Last updated: 28 July 2025

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1

Rumrill, Phillip D., Deborah Minton, Callista Stauffer, et al. "An Organizational Case Study of a 5-Year Development Project to Promote Cognitive Support Technology Use, Academic Success, and Competitive Employment Among Civilian and Veteran College Students With Traumatic Brain Injuries." Journal of Applied Rehabilitation Counseling 50, no. 1 (2019): 57–72. http://dx.doi.org/10.1891/0047-2220.50.1.57.

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Project Career was a 5-year interdisciplinary development initiative funded by the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR). The project merged cognitive support technology (CST) with best practices in vocational rehabilitation to improve postsecondary and employment outcomes for veteran and civilian undergraduate students with traumatic brain injuries (TBIs). Project staff conducted assessments of students' needs relative to assistive technology, academic achievement, and career preparation; provided CST training to 146 students; matched stude

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Rubenstein, Lauren, Olivia M. Tabaczyk, and Elizabeth Jeglic. "Barriers to Education: Policies and Perceptions of Individuals With Histories of Sexual Offenses in Higher Education." International Journal of Offender Therapy and Comparative Criminology 63, no. 11 (2019): 2038–49. http://dx.doi.org/10.1177/0306624x19842031.

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Although education has been demonstrated to promote desistance, a person with a sex offense conviction faces numerous obstacles when pursuing a postsecondary education. In the present study, we investigated perceptions of university administrators toward applicants convicted of sexual offenses. Responses were collected through an online survey disseminated to national higher education administrator organizations. Results indicated that 70% of institutions collect information regarding students’ criminal histories, with 62% of these institutions taking sexual offenses into consideration in admi

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McNaughtan, Jon, and Michael Brown. "Fostering Democratic Participation at Community Colleges: Understanding the Relationship Between Voting and Student, Institutional, and Environmental Factors." Community College Review 48, no. 4 (2020): 355–75. http://dx.doi.org/10.1177/0091552120926250.

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Objective: The purpose of this study is to understand the relationship between organizational characteristics, state political climate, and student civic engagement at community colleges, operationalized in this article as student voting. Method: Utilizing a unique cross-sectional dataset compiled by the Institute for Democracy & Higher Education for the 2012 and 2016 presidential elections that merges student voting data, enrollment records from the National Student Clearinghouse, and institutional data from the Integrated Postsecondary Education Data System, we employed multi-level binar

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Akele, Egberi Francis Ph.D., and Godspower Duoduo. "Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State." International Journal of Social Science and Human Research 07, no. 03 (2024): 1542–57. https://doi.org/10.5281/zenodo.10780976.

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The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otu

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Kochevar, Randall E., Ruth Krumhansl, Kira Krumhansl, et al. "Inspiring Future Marine and Data Scientists Through the Lure of Ocean Tracks." Marine Technology Society Journal 49, no. 4 (2015): 64–75. http://dx.doi.org/10.4031/mtsj.49.4.4.

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AbstractThe Oceans of Data Institute (ODI) at the Education Development Center (EDC), Inc.; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring large scientific data sets into secondary and postsecondary classrooms. These efforts have culminated in the development of a Web-based student interface to marine science data called Ocean Tracks (<ext-link ext-link-type="uri" xlink:href="http://oceantracks.org">http://oceantracks.org</ext-link>), which incorpo

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National Rural Postsecondary Research Agenda Working Group. "A National Rural Postsecondary Research Agenda." Rural Educator 42, no. 3 (2021): 74–77. http://dx.doi.org/10.35608/ruraled.v42i3.1288.

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Tagayuna, Arlie, Robert A. Stodden, Chuan Chang, Mari E. Zeleznik, and Teresa A. Whelley. "A two-year comparison of support provision for persons with disabilities in postsecondary education." Journal of Vocational Rehabilitation 22, no. 1 (2005): 13–21. http://dx.doi.org/10.3233/jvr-2005-00269.

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The nature and frequency of educational support provision in postsecondary education represents an area about which a critical need for information has emerged. In order to fulfill the need for research, the National Center for the Study of Post Secondary Educational Supports (NCSPES) at the University of Hawai'i at Manoa Center on Disability Studies (CDS) conducted a national survey that administered two surveys to a national sample of more than 1,500 disability support coordinators working in postsecondary education institutions. The surveys focused on the status of educational support provi

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Fuentes, Edward J. "Assessing the National Goal on Postsecondary Education." Journal of College Reading and Learning 26, no. 1 (1993): 53–62. http://dx.doi.org/10.1080/10790195.1993.10850013.

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Wu, Terry Yuk Shing. "Provincial Funding of Postsecondary Education Under The Established Programs Financing." Canadian Journal of Higher Education 15, no. 3 (1985): 39–49. http://dx.doi.org/10.47678/cjhe.v15i3.182975.

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This study reviews the provincial funding of postsecondary education under the Established Programs Financing (EPF) arrangements introduced in 1977. Since 1977, federal transfers to the provinces for financing postsecondary education have increased in line with the growth rate of nominal gross national product, rather than in line with operating costs. Because the federal transfers were unconditional grants, the provinces were not obliged to spend the postsecondary transfers on higher education. Consequently, the block grant under EPF has led to provincial spending restraint on postsecondary e

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Joshi, Gauri S., and Emily C. Bouck. "Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities." Journal of Learning Disabilities 50, no. 1 (2016): 3–13. http://dx.doi.org/10.1177/0022219415572894.

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Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively rela

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Wu, Terry Yuk Shing. "Federal Contributions to Postsecondary Education Under the Established Programs Financing: Trends and Implications." Canadian Journal of Higher Education 15, no. 1 (1985): 11–23. http://dx.doi.org/10.47678/cjhe.v15i1.182952.

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This study reviews the federal funding of postsecondary education under the Established Programs Financing (EPF) arrangements introduced in 1977. Since 1977, federal transfers to the provinces for financing postsecondary education have increased in line with the growth rate of nominal gross national product, rather than in line with operating costs. This implies that the block funding arrangements have actually slowed the growth of federal contributions for the support of postsecondary education.

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Stodden, Robert A., Teresa Whelley, Chuan Chang, and Tom Harding. "Current status of educational support provision to students with disabilities in postsecondary education." Journal of Vocational Rehabilitation 16, no. 3-4 (2001): 189–98. http://dx.doi.org/10.3233/jvr-2001-00127.

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As a result of current legislation and labor market trends, the number of students with disabilities has risen to 17% students attending postsecondary education programs [42]. It is well documented that students with disabilities often experience limited access to and success within postsecondary education programs, which subsequently limits their employment. Understanding the educational supports and accommodations needed by students with disabilities to progress and succeed in postsecondary programs appears to be of critical importance. To address this need, the National Center for the Study

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Jayakumar, Uma. "Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies." Harvard Educational Review 78, no. 4 (2008): 615–51. http://dx.doi.org/10.17763/haer.78.4.b60031p350276699.

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In this article, Uma Jayakumar investigates the relationship between white individuals'exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at Los Angeles, the author uses structural equation modeling to show that for whites from both segregated and diverse precollege neighborhoods, their postcollege leadership skills and level of pluralistic orientation are either directly or indirectly rela

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Collom, Gresham D. "A Quasi-Experimental Investigation of the Effect of Tennessee Promise on Postsecondary Career and Technical Education Enrollment Responses." Career and Technical Education Research 46, no. 3 (2021): 3–14. http://dx.doi.org/10.5328/cter46.3.3.

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In this study I deployed quasi-experimental methods to explore the effect of the implementation of a statewide free-college program, Tennessee Promise, on enrollment in postsecondary career and technical education programs. State policymakers implemented the Tennessee Promise, a free-college program for recent high school graduates attending public, two-year institutions, in 2015. As postsecondary attainment in the United States falls short of workforce needs, there has been an increased focus on postsecondary career and technical education credentials and degrees linking workforce needs direc

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Baker, Joshua N., K. Alisa Lowrey, and K. Ryan Wennerlind. "Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability." Physical Disabilities: Education and Related Services 37, no. 2 (2018): 13–33. http://dx.doi.org/10.14434/pders.v37i2.25738.

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Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in

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Martirosyan, Nara M. "International Student Handbook." Journal of International Students 6, no. 3 (2016): 825–27. http://dx.doi.org/10.32674/jis.v6i3.358.

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For the past 15 years, the number of international students in American higher education has increased steadily (Institute of International Education, 2014). According to the Institute of International Education (2014), "The United States hosts more of the world’s 4.5 million globally mobile college and university students than any other country in the world" (para. 1). The 29th edition of International Student Handbook published by the College Board (2015) is the most recent guide for prospective international students interested in postsecondary education in the United States.

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Rompkey, Bill. "Canada’s need for a national strategy for postsecondary education." Canadian Journal of Higher Education 16, no. 3 (1986): 1–12. http://dx.doi.org/10.47678/cjhe.v16i3.183002.

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Wu, Yi-Jung, Xiaojie Xu, and Jingying He. "Gender, Educational Attainment, and Job Quality in Germany, Sweden, and the UK: Evidence from the 2015 European Working Conditions Survey." Sustainability 13, no. 23 (2021): 13139. http://dx.doi.org/10.3390/su132313139.

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This research aims to explore the relationships between gender, educational attainment, and job quality, including work autonomy, work intensity, and job satisfaction across Germany, Sweden, and the UK. The European Working Conditions Survey 2015 was used to achieve this research objective. Descriptive statistics and multivariate regression analysis were used to determine how educational level plays an important role in creating gender differences in job quality across three countries. The findings show that receiving postsecondary education can improve work autonomy for both German and Swedis

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Blackorby, Jose, and Mary Wagner. "Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study." Exceptional Children 62, no. 5 (1996): 399–413. http://dx.doi.org/10.1177/001440299606200502.

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This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and

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Hahs‐Vaughn, Debbie L. "Using NCES national datasets for evaluation of postsecondary issues." Assessment & Evaluation in Higher Education 32, no. 3 (2007): 239–54. http://dx.doi.org/10.1080/02602930600896373.

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Jackson, Jerlando F. L. "Hiring Practices of African American Males in Academic Leadership Positions at American Colleges and Universities: An Employment Trends and Disparate Impact Analysis." Teachers College Record: The Voice of Scholarship in Education 108, no. 2 (2006): 316–38. http://dx.doi.org/10.1177/016146810610800205.

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This study examined the status of African American males in academic leadership positions at American colleges and universities in comparison with other males (e.g., Asian). Guided by disparate impact theory, descriptive trend analyses and impact ratios were computed using the 1993 and 1999 National Study of Postsecondary Faculty (NSOPF). These national-level data demonstrated that, although White males continue to hold the overwhelming majority of academic leadership positions, African American males have made modest advancements in upper level administrative positions at specific types of hi

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Simmons, Charlotte, and Jesse Byrne. "Quick Reads: Promising Partnerships: Gearing Up for Mathematics." Mathematics Teaching in the Middle School 13, no. 4 (2007): 220–23. http://dx.doi.org/10.5951/mtms.13.4.0220.

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[M]ore low-income families will be well-informed of postsecondary options and financial aid, and take the steps necessary for admission into an institute of higher education. With GEAR UP, more low-income students will go to college and succeed. (Silver, n.d.)

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Siegel, Shepherd, Matt Robert, Michele Waxman, and Robert Gaylord-Ross. "A Follow-along Study of Participants in a Longitudinal Transition Program for Youths with Mild Disabilities." Exceptional Children 58, no. 4 (1992): 346–56. http://dx.doi.org/10.1177/001440299205800407.

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Descriptive data are presented on the employment patterns of youths with mild disabilities who participated in a transition program with an intensive postsecondary component. Data on employment rates, positive and negative job changes, participation in continuing education, and access to benefit packages are reported for 94 youths who participated in the program over a 4-year period. Program participants had favorable outcomes when compared with a national sample, but they stabilized at an entry level of work participation. Their rates of entry into postsecondary education were also greater th

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Petcu, Stefania D., M. Lee Van Horn, and Karrie A. Shogren. "Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities." Career Development and Transition for Exceptional Individuals 40, no. 4 (2016): 225–34. http://dx.doi.org/10.1177/2165143416670135.

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This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and stu

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Fletcher, Edward C. "Access to and Equity in Rigorous Career and Technical Education Programs: Trends, Issues, and Future Directions in the Field." Career and Technical Education Research 47, no. 3 (2022): 17–27. http://dx.doi.org/10.5328/cter47.3.17.

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The changing workforce, the increasing importance of postsecondary education, the national emphasis on STEM occupations, and the disparities of populations to gain access and equity to postsecondary education and high-wage, highdemand, and high-skilled jobs are all challenges warranting attention for practitioners, school stakeholders, scholars, and policymakers in career and technical education (CTE). The purpose of this article is to describe the historical nature of CTE leading up to current trends and issues in the field. Additionally, I discuss future directions for the field. My discussi

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Dennis, Marguerite J. "The more things change in higher education, the more they stay the same." Enrollment Management Report 27, no. 10 (2023): 3–6. http://dx.doi.org/10.1002/emt.31172.

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Dennis, Marguerite J. "The more things change in higher education, the more they stay the same." Recruiting & Retaining Adult Learners 26, no. 5 (2024): 5–9. http://dx.doi.org/10.1002/nsr.31129.

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Dennis, Marguerite J. "The more things change in higher education, the more they stay the same." Successful Registrar 24, no. 1 (2024): 8. http://dx.doi.org/10.1002/tsr.31260.

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Vogel, Susan A., Faith Leonard, William Scales, Peggy Hayeslip, Jane Hermansen, and Linda Donnells. "The National Learning Disabilities Postsecondary Data Bank." Journal of Learning Disabilities 31, no. 3 (1998): 234–47. http://dx.doi.org/10.1177/002221949803100303.

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Evans, Colleen A., Rong Chen, and Ryan P. Hudes. "Understanding Determinants for STEM Major Choice Among Students Beginning Community College." Community College Review 48, no. 3 (2020): 227–51. http://dx.doi.org/10.1177/0091552120917214.

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Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection.

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Mowatt, Morgan, Sandrina De Finney, Sarah Wright Cardinal та ін. "ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND)". International Journal of Child, Youth and Family Studies 11, № 3 (2020): 12–33. http://dx.doi.org/10.18357/ijcyfs113202019696.

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This article presents reflections from an Indigenous land- and water-based institute held from 2019 to 2020 for Indigenous graduate students. The institute was coordinated by faculty in the School of Child and Youth Care at the University of Victoria and facilitated by knowledge keepers in local W̱SÁNEĆ and T’Sou-ke nation territories. The year-long institute provided land-based learning, sharing circles, online communication, and editorial mentoring in response to a lack of Indigenous pedagogies and the underrepresentation of Indigenous graduate students in frontline postsecondary programs. W

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Rubin, Paul G., and James C. Hearn. "The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States." education policy analysis archives 26 (May 7, 2018): 60. http://dx.doi.org/10.14507/epaa.26.3447.

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The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual s

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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 enro

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Srinivasan, Shalini, Rebecca E. Gibbons, Kristen L. Murphy, and Jeffrey Raker. "Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members." Chemistry Education Research and Practice 19, no. 4 (2018): 1307–18. http://dx.doi.org/10.1039/c8rp00094h.

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The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused

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Thiessen, Elmer J. "The Need for Applied Humanities in Postsecondary Technical/Vocational Education." Canadian Journal of Higher Education 15, no. 1 (1985): 69–81. http://dx.doi.org/10.47678/cjhe.v15i1.182956.

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In the fall of 1981, the Calgary Institute for the Humanities at the University of Calgary undertook a study of the need for the humanities in one and two-year technical/vocational programs in the ten public colleges and two technical institutes in the Province of Alberta. This study was commissioned by the Department of Advanced Education and Manpower. The research culminated in a report entitled, "The Humanities in Alberta Postsecondary Technical and Vocational Education." The object of this paper is to review the major findings and recommendations of this Report. A central thrust of the rep

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Townsend, Mary. "The national statistical agency as educator." Statistical Journal of the IAOS: Journal of the International Association for Official Statistics 27, no. 3-4 (2011): 129–36. https://doi.org/10.3233/sji-2011-0727.

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Every national statistical agency should encourage statistical literacy in order to ensure ongoing support for the national statistical system. Statistics Canada does this through its exemplary programs in statistical education. Best known is its innovative Education Outreach Program that makes statistics interesting for young people, by educating teachers and students at the primary, secondary and postsecondary levels. Other programs include public education of respondents, online data users, aboriginal communities and journalists, as well as broad employee training and international technica

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Goudreau, Shara B., and Melissa Knight. "Executive Function Coaching: Assisting With Transitioning From Secondary to Postsecondary Education." Journal of Attention Disorders 22, no. 4 (2015): 379–87. http://dx.doi.org/10.1177/1087054715583355.

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Objective: ADHD is defined as impairment to self-regulatory behavior and executive functioning (EF). Many students with other learning disabilities (LD) also experience EF impairments. With the rising number of students with ADHD and LD enrolling in higher education, it is important to recognize the challenges these students face and to provide effective support when transitioning from secondary to postsecondary school. This article examines the challenges of the transition from secondary to postsecondary environments, specifically with the student diagnosed with ADHD and/or other LD. Method:

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O’Neill, Peggy, Linda Adler-Kassner, Cathy Fleischer, et al. "Symposium: On the Framework for Success in Postsecondary Writing." College English 74, no. 6 (2012): 520–53. http://dx.doi.org/10.58680/ce201220310.

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This symposium centers on the recently released Framework for Success in Postsecondary Writing, a collaboration between the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. In addition to the document itself, the symposium features an introduction to it by some of its drafters, as well as responses to it by veteran composition specialists.

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Sheehan, Bernard S. "Proposal for a National Information System for Higher Education." Journal of Educational Thought / Revue de la Pensée Educative 5, no. 3 (2018): 142–55. http://dx.doi.org/10.55016/ojs/jet.v5i3.43634.

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Existing ways of gathering information required to manage Canadian postsecondary educational institutions and systems are not adequate. A carefully planned national information system for higher education is needed to provide decision-makers and policy formulators in institutions and in provincial authorities with management information. The proposed system will require up to five years to implement, but it will not be expensive in comparison to huge present and projected expenditures that it could make more effective. The proposed national system is described by the information it would provi

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Blazek, Joshua D., Gary L. Cooper, Mariah V. Judd, Randall J. Roper, and Kathleen A. Marrs. "Trying Out Genes for Size." American Biology Teacher 75, no. 9 (2013): 657–62. http://dx.doi.org/10.1525/abt.2013.75.9.6.

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The National Science Foundation’s GK–12 program provides a unique opportunity for STEM collaboration between the K–12 classroom and university research. This partnership benefits students through experiential learning, exposure to research, exceptional mentorship, and preparation for postsecondary education. Additionally, researchers gain valuable skills by explaining difficult scientific concepts to high school students and broadening their exposure to secondary education. We present graduate-research-based activities focused on understanding the genetic causes of Down syndrome. Modification

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Lennon, Mary Catharine. "Incremental steps towards a competency-based post-secondary education system in Ontario." Tuning Journal for Higher Education 2, no. 1 (2014): 59. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp59-89.

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<p>As one of Canada’s 13 distinct jurisdictions, Ontario is a national leader in developing a competency-based postsecondary education system. Hindered by challenges of a disaggregated system of policy actors in system design, quality assurance and credit transfer, sweeping change has not occurred. Instead, various bodies with operational powers over university, college, or private-provider quality assurance have slowly incorporated concepts of competency-based education into frameworks by introducing learning outcomes. This paper outlines the challenges facing Canadian and Ontario posts

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Johnson, Kristine. "Beyond Standards: Disciplinary and National Perspectives on Habits of Mind." College Composition & Communication 64, no. 3 (2013): 517–41. http://dx.doi.org/10.58680/ccc201322721.

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This article situates the Framework for Success in Postsecondary Writing in current educational policy and in the discipline of rhetoric and composition. It argues the Framework positions the discipline to address gaps in American education by reinvigorating historical and traditional frames for writing instruction—ancient rhetoric and the liberal arts tradition. Although this realignment challenges technocratic assumptions about education, it raises pragmatic and ethical questions about assessing habits of mind that rhetoric and composition must consider.

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Weimer, Maryellen. "An introduction to the National Center on Postsecondary Teaching, Learning, and Assessment." Innovative Higher Education 19, no. 1 (1994): 3–6. http://dx.doi.org/10.1007/bf01191153.

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Papay, Clare K., and Linda M. Bambara. "Best Practices in Transition to Adult Life for Youth With Intellectual Disabilities." Career Development and Transition for Exceptional Individuals 37, no. 3 (2013): 136–48. http://dx.doi.org/10.1177/2165143413486693.

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A number of best practices are recommended by researchers and professionals in the field of transition to improve postschool outcomes for youth with intellectual disabilities. This study analyzed data from the National Longitudinal Transition Study-2 to examine whether best practices are predictive of postschool outcomes. The combination of five best practices was found to significantly predict employment, postsecondary education, and enjoyment of life outcomes after controlling for characteristics. In these analyses, parent expectations for employment and postsecondary education were some of

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Frederick, Duane T., and Karina Kasztelnik. "An Analytical Study of Impact of International Merger and Acquisitions on the Financial Performance for Higher Education Institution in the United States." Financial Markets, Institutions and Risks 4, no. 4 (2020): 5–30. http://dx.doi.org/10.21272/fmir.4(4).5-30.2020.

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The paper summarizes the arguments and counterarguments within the scientific discussion on the issues such as higher education institutions, mergers and acquisitions, world class universities, integrated postsecondary educational data system in the United States. The main purpose of this scientific research study problem is the impact of international merger and acquisition on the financial performance for higher education institution in the United States. Synthesis of this topic has a significant impact on the financial well-being for all students and professors around the World. The methodo

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Sciarra, Daniel T., and Melissa L. Whitson. "Predictive Factors in Postsecondary Educational Attainment among Latinos." Professional School Counseling 10, no. 3 (2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000313.

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The study in this article investigated factors that distinguish the increasing number of Latino students who continue their education beyond high school from the small and stable number who complete a baccalaureate degree. The sample included a cohort of 866 Latino men and women who participated in the National Educational Longitudinal Study (1988–2000) and had varying amounts of postsecondary education by the year 2000. The study employed educational, psychological, and familial predictor variables from 1990 when participants were sophomores in high school. Data were analyzed using a multinom

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Stodden, Robert A., Kelly D. Roberts, Tammie Picklesimer, David Jackson, and Chuan Chang. "An analysis of assistive technology supports and services offered in postsecondary educational institutions." Journal of Vocational Rehabilitation 24, no. 2 (2006): 111–20. http://dx.doi.org/10.3233/jvr-2006-00321.

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The National Center for the Study of Postsecondary Education Supports (NCSPES) at the University of Hawai'i at Manoa-Center on Disability Studies (CDS) conducted a study that consisted of one survey distributed twice (the second distribution was two years after the first) to a national sample of approximately 1,600 Disability Support Coordinators working in postsecondary educational institutions. The survey focused on the types and frequency of educational supports, accommodations, and services offered to students with disabilities attending two- and four-year postsecondary institutions. This

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Jackson, Sherri L., and Richard A. Griggs. "Assessing the Psychology Major: A National Survey of Undergraduate Programs." Teaching of Psychology 22, no. 4 (1995): 241–43. http://dx.doi.org/10.1207/s15328023top2204_7.

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A representative sample of 305 four-year postsecondary schools, ranging from regional colleges to national universities, was surveyed to determine the extent of assessment of the psychology major. We found that only a minority of psychology departments are doing such assessment. Regional schools seem more often engaged in assessment than national schools. Assessment strategies usually mean exit exam scores and sometimes exit interviews or senior theses. References are provided to assist departments planning assessment programs.

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Wang, Xueli, Yating Chuang, and Bo Mccready. "The Effect of Earning an Associate Degree on Community College Transfer Students’ Performance and Success at Four-Year Institutions." Teachers College Record: The Voice of Scholarship in Education 119, no. 2 (2017): 1–30. http://dx.doi.org/10.1177/016146811711900206.

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Background/Context As the cost of postsecondary education continues to rise, more students begin their postsecondary careers at a community college with the ultimate goal of upward transfer. However, there is limited evidence regarding how earning an associate degree prior to transfer shape transfer students’ eventual success at baccalaureate institutions. The existing literature on this topic either draws on data from single states or does not address self-selection. Purpose In this study, we seek to understand whether transfer students’ performance and attainment at 4-year institutions vary

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Lawrence, Stevie. "Creating Systematic Structures to Support Student Success in Higher Education." Journal of Postsecondary Student Success 3, no. 1 (2023): 1–13. http://dx.doi.org/10.33009/fsop_jpss134404.

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This essay examines the importance of student success in higher education, particularly for underserved and disadvantaged student populations. This essay provides a review of contemporary trends in national postsecondary completion and strategies to enhance student success outcomes which will provide thriving economies and a talented workforce. Further, this work emphasizes the significance of approaching student success in a systematic way which engages campus leaders, state and federal policymakers, and workforce agencies.

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