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Analysis Of Graduation Rates For Four Year Colleges
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Download or read book Completing College written by and published by . This book was released on 2011 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Book Synopsis Analysis of Graduation Rates for Four-year Colleges by : Terence Yip-hung Fung
Download or read book Analysis of Graduation Rates for Four-year Colleges written by Terence Yip-hung Fung and published by . This book was released on 2010 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Matter of Degrees by : Kevin Carey
Download or read book A Matter of Degrees written by Kevin Carey and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Structural Determinants of Graduation Rates by : Michael C. Morrison
Download or read book Structural Determinants of Graduation Rates written by Michael C. Morrison and published by . This book was released on 2006 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines graduation rates at public two-year, public four-year and private four-year colleges in the United States. Its major purpose is to account for the variance in graduation rates taking into account several institutional and institutionally-related student financial aid predictor variables. United States colleges and universities are the unit of analysis. College graduation rates are viewed as a function of structural differences between institutions. Of the 3,072 colleges in the sample 20.4% are public four-year institutions, 42.5% are private four-year colleges, and 37.1% are public two-year colleges. All 50 states are represented in the sample. Collectively, these colleges enrolled 10,416,131 full-time equivalent students in 2003-04, the year for the analysis. A "recursive path analysis model" was constructed to provide a means to test the hypotheses and to visually interpret the results. Structural differences between institutions of higher education explain a significant amount of the observed variation in both retention and graduation rates. Goodness of fit indexes support the proposition that the model fits the data quite well. The overall conclusion of the study is that structural differences between institutions may be as important to college persistence and graduation rates as differences in individual students' experiences and commitments. (Contains 8 tables and a bibliography.).
Book Synopsis Placing College Graduation Rates in Context by :
Download or read book Placing College Graduation Rates in Context written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The College Solution by : Lynn O'Shaughnessy
Download or read book The College Solution written by Lynn O'Shaughnessy and published by FT Press. This book was released on 2008-06-06 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: “The College Solution helps readers look beyond over-hyped admission rankings to discover schools that offer a quality education at affordable prices. Taking the guesswork out of saving and finding money for college, this is a practical and insightful must-have guide for every parent!” —Jaye J. Fenderson, Seventeen’s College Columnist and Author, Seventeen’s Guide to Getting into College “This book is a must read in an era of rising tuition and falling admission rates. O’Shaughnessy offers good advice with blessed clarity and brevity.” —Jay Mathews, Washington Post Education Writer and Columnist “I would recommend any parent of a college-bound student read The College Solution.” —Kal Chany, Author, The Princeton Review’s Paying for College Without Going Broke “The College Solution goes beyond other guidebooks in providing an abundance of information about how to afford college, in addition to how to approach the selection process by putting the student first.” —Martha “Marty” O’Connell, Executive Director, Colleges That Change Lives “Lynn O’Shaughnessy always focuses on what’s in the consumer’s best interest, telling families how to save money and avoid making costly mistakes.” —Mark Kantrowitz, Publisher, FinAid.org and Author, FastWeb College Gold “An antidote to the hype and hysteria about getting in and paying for college! O’Shaughnessy has produced an excellent overview that demystifies the college planning process for students and families.” —Barmak Nassirian, American Association of Collegiate Registrars and Admissions Officers For millions of families, the college planning experience has become extremely stressful. And, unless your child is an elite student in the academic top 1%, most books on the subject won’t help you. Now, however, there’s a college guide for everyone. In The College Solution, top personal finance journalist Lynn O’Shaughnessy presents an easy-to-use roadmap to finding the right college program (not just the most hyped) and dramatically reducing the cost of college, too. Forget the rankings! Discover what really matters: the quality and value of the programs your child wants and deserves. O’Shaughnessy uncovers “industry secrets” on how colleges actually parcel out financial aid—and how even “average” students can maximize their share. Learn how to send your kids to expensive private schools for virtually the cost of an in-state public college...and how promising students can pay significantly less than the “sticker price” even at the best state universities. No other book offers this much practical guidance on choosing a college...and no other book will save you as much money! • Secrets your school’s guidance counselor doesn’t know yet The surprising ways colleges have changed how they do business • Get every dime of financial aid that’s out there for you Be a “fly on the wall” inside the college financial aid office • U.S. News & World Report: clueless about your child Beyond one-size-fits-all rankings: finding the right program for your teenager • The best bargains in higher education Overlooked academic choices that just might be perfect for you
Book Synopsis College Graduation Rates Depend Mainly on the Students by : Stephen P. Joy
Download or read book College Graduation Rates Depend Mainly on the Students written by Stephen P. Joy and published by . This book was released on 2017 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: College graduation rates are a source of concern; many students fail to complete degree programs and therefore miss out on the socioeconomic benefits accruing to college graduates. Some have proposed that colleges be evaluated based on their graduation rates, with financial aid dollars directed away from poor performers. However, none of these proposals have taken student characteristics into account. Drawing data from the federal government's college scorecard, graduation rates were analyzed in terms of student academic readiness (SAT scores) and financial instability (percentage eligible for Pell grants) for every private four-year college and university in the Northeastern United States, excluding certain highly specialized schools or those (mostly for-profit institutions) that failed to report adequate data. The results were cross-validated on two other populations: colleges situated in the Midwestern United States and those in a selection of Southeastern states. All told, the samples included 558 colleges located in 24 states (plus the District of Columbia) end enrolling slightly over 1,500,000 undergraduates. SAT scores and Pell-eligible population account for 74-83% of the variance in graduation rates. Analysis of residuals enables identification of relatively more (or less) successful colleges: those graduating a higher (or lower) proportion of their students than would be expected given the qualities of those students. This leads to a number of interesting findings. For example, historically Black institutions tend to do quite well at guiding students through to graduation, while those focusing on STEM fields tend to have lower graduation rates. The most important conclusion is that any attempt to evaluate colleges based on graduation rates needs to begin with the characteristics of their entering students.
Book Synopsis Placing College Graduation Rates in Context by : Laura Horn
Download or read book Placing College Graduation Rates in Context written by Laura Horn and published by . This book was released on 2006 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased. In the end, the results indicate that serving large numbers of low-income students does not necessarily lead to low graduation rates. Appended are: (1) A Glossary; and (2) Technical Notes and Methodology. (Contains 14 tables and 8 figures.).
Book Synopsis State University System Graduation Rates: How Are We Doing? by : Florida State Department. of Education, Tallahassee
Download or read book State University System Graduation Rates: How Are We Doing? written by Florida State Department. of Education, Tallahassee and published by . This book was released on 2004 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: This information brief examines four factors contributing to Florida's overall high graduation rates in public four-year institutions: (1) Graduation rates for the largest race/ethnic groups were higher than for the nation as a whole; (2) The gaps between racial/ethnic groups were smaller than in the nation as a whole; (3) Florida's largest institutions compared well with their peers; and (4) Florida's students are more likely to attend institutions with high graduation rates. The brief also examines national trends, when students leave, how long it usually takes for students to finish, the limitations of graduation rates, and how graduation rates are calculated. It is noted that graduation rates are not, by themselves, indicators of institutional quality or efficiency; they are best viewed in a broader context. Table 1 shows same-institution graduation rates for public four-year institutions, by state, Fall 1996 full-time, first-time-in college students. [This information brief was prepared by Data Analysis and Institutional Research, Division of Colleges and Universities, Florida Department of Education.].
Download or read book Completing College written by and published by Higher Education Research Institute. This book was released on 2011-11-29 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Increasing College Completion Rates in California by : Natalie Rose Wagner
Download or read book Increasing College Completion Rates in California written by Natalie Rose Wagner and published by . This book was released on 2013 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study has been to identify how financial aid and other factors influence college graduation rates, and to make recommendations on policies that could be used to increase graduation rates at public colleges in California. I obtained data on all four-year public degree-granting colleges in the United States and used regression analysis to identify the factors that impact college graduation rates and measure the magnitude of the impact to determine which factors in my data set are the largest contributors to graduation rates. My regression analysis included financial aid factors (the percentage of students at a college receiving different forms of aid, average amounts received, and the percentage of financial aid dollars distributed to different income groups), college factors (selectivity, tuition and fees, total enrollment, remedial services, etc), student factors (percentage of students at the college in different age, race/ethnicity, and gender groups); and social factors, which are characteristics of the state in which the student resides (percentage in different age and race ethnicity categories, the percentage of individuals who own their home, percentage single parents, etc). While my initial intent was to focus primarily on financial aid factors, I found these variables to have a smaller impact on graduation rates than many of the other explanatory variables included in my model. After identifying the impact that these factors have on college graduation rates, I used my regression model to identify colleges that are doing much better than predicted (and those doing worse) at graduating students in six years, all factors held constant. I studied the top and bottom performing schools in the UC and CSU systems and identified things that the top colleges are doing to increase graduation rates that were not controlled for in my regression model. As I was studying the colleges, I looked at various types of support provided to students including financial support (financial aid) and also social and academic support services. I also looked at the mission and culture of the colleges doing well compared to those doing poorly. My study did not lead to specific recommendations on additional policy changes that should be made to California0́9s state financial aid programs and services to increase graduation rates. However, I found some differences in the information and resources provided to students regarding financial aid between the best and worst performing colleges. In my concluding chapter, I make recommendations on things that California's public colleges could do to increase graduation rates, both related and unrelated to financial aid. I also provide some general policy recommendations for the state that could be implemented to increase the percentage of students at public colleges in California that earn a bachelor's degree in six years.
Book Synopsis Allocating for Graduation by : Danny R. Cantrell
Download or read book Allocating for Graduation written by Danny R. Cantrell and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The B. A. Breakthrough by : Richard Whitmire
Download or read book The B. A. Breakthrough written by Richard Whitmire and published by . This book was released on 2019-04 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Faculty Composition and Graduation Rates at Four-year Institutions of Higher Education by : Kevin Warren Cook
Download or read book Faculty Composition and Graduation Rates at Four-year Institutions of Higher Education written by Kevin Warren Cook and published by . This book was released on 2012 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Funding reductions, increased demand for higher education, and poor economic conditions have forced universities across the United States to drastically cut costs and liabilities. This reality coupled with increasing pressure from political parties and business groups to "corporatize" higher education has led many universities to cut labor costs by replacing pricier full-time, tenure track professors with part-time, non-tenured "contingent faculty." I employ a mixed methods approach, using both quantitative and qualitative analysis, to address the question: How has the continued trend of increased in hiring contingent faculty at non-profit, four year, universities and colleges in the United States affected graduation rates? The data used to conduct the regression analysis in this thesis come from the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). Data from the 2010 United States Census was also used. In order to better understand the problem and make useful policy recommendations higher education experts and stakeholders were interviewed as well. Multiple regression analysis showed, controlling for institutional characteristics, student characteristics, and state demographic characteristics, a 1% increase in the percentage of contingent faculty at a university predicts a 0.21% increase in that school's graduation rate with 95% confidence. Although the effect is relatively small, this result counters much of the previous literature on this subject (Jacoby, 2006). One possible reason is that by hiring contingent faculty, universities are able to preserve their student to faculty ratio even in the face of budget cuts and this in turn allows them to maintain their relative graduation rates while increasing managerial flexibility and control. Interviews with four higher education experts and stakeholders supported my quantitative analysis noting that since contingent faculty are only required to teach and do not have to conduct research, advise students, or participate in faculty governance, they are able to focus solely on teaching which may lead to increased graduation rates. However, as the interviewees also note, without increased funding from the state and federal government along with increased institutional support for contingent faculty these benefits may not be fully realized.
Book Synopsis Placing College Graduation Rates in Context by : Laura Horn
Download or read book Placing College Graduation Rates in Context written by Laura Horn and published by . This book was released on 2006 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Graduation Rates: A Comparison of First-Time, Full-Time Freshmen Who Entered a Community College Prepared and Those Who Entered Underprepared for College-Level Work by :
Download or read book Graduation Rates: A Comparison of First-Time, Full-Time Freshmen Who Entered a Community College Prepared and Those Who Entered Underprepared for College-Level Work written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year millions of young people graduate from high school and enroll in colleges and universities across the country, and many of these students are underprepared for the demands and academic rigor of college-level courses. The purpose of this study was to determine whether there were significant differences in graduation rates between students who entered college academically underprepared and those who entered academically prepared to enroll in college-level courses. The subjects of the study were a selected group of students enrolled at a public, 2-year comprehensive community college located in Northeast Tennessee. The criteria used for selecting the subjects included: (1) Individuals who graduated from high school in the months of December through July in each of the years 2003, 2004, 2005, and 2006 and enrolled as first-time, full-time students during the fall semester immediately following high school graduation; (2) individuals who were classified as full-time students at the community college because they enrolled for a course load of 12 or more semester credit hours; and (3) individuals who had completed the ACT assessment test and were placed in developmental-level courses or college-level courses based on ACT subscores. Students scoring lower than 19 on the ACT in the areas of English, reading, and mathematics were required to take developmental-level courses, whereas students scoring 19 or above were placed in college-level courses. The subjects of the study were tracked for a 3-year period to determine the relationship between the number of developmental courses into which a student was placed and the 3-year graduation rate. This study also examined the relationship between the number of academic subject content areas in which a student was required to take developmental courses and the 3-year graduation rate. The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely t.
Download or read book What Matters? written by Jill Peerenboom and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study explored institutional expenditure allocations to functional areas to determine whether or not any statistically significant relationships exist between expenditure allocations and graduation rates. As Ryan (2004) has noted, such research may be useful in enhancing existing student success theories. This study focused primarily on the factors that institutions control, such as expenditure allocations, as opposed to those they do not control, like student and institutional characteristics. This study used 22 regression equations to analyze public, four-year colleges and universities by size, Carnegie Classification, and classification as Minority-Serving institutions (based on whether or not the institution was designated as a Historically Black College or University, a Hispanic-Serving Institution, or a Predominantly White Institution) to determine whether or not these factors provided additional insight for a predictive model. This study also examined relationships between expenditures and four- and six-year graduation rates. Exploring these relationships is particularly important because there is growing concern about the amount of time students take to complete an undergraduate degree. Like previous research on the topic, this study found significant relationships between institutional expenditures and student success. However, there was no single expenditure variable that was a significant predictor of graduation rate in every model and none of the significant expenditure variables had positive impacts on the graduation rate dependent variables. Research Expenditures was the expenditure variable most commonly found to have a negative and significant relationship with graduation rate, followed by Scholarships and Fellowships Expenditures. This study also found that when the overall and stratified models with different dependent variables are compared, the same independent variables hold their significance or lack of significance. These findings indicate that although the six-year graduation rate models are stronger than the four-year models (with the exception of Bachelors institutions), as evidenced by R2s that increased 3-8%, the significance of the control and expenditure variables stays the same. As such, one cannot reasonably conclude that institutions could manipulate expenditure allocations to decrease students' time-to-degree.
