Persistence and Attainment Among Postsecondary Subbaccalaureate Students. Data Point. NCES 2016-083 PDF Download
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Author: Ashley Roberts
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This Data Point examines the persistence and attainment of students who enrolled in postsecondary education for the first time in 2003-04, focusing on subbaccalaureate students (those seeking a certificate or associate's degree) and, among subbaccalaureate students, those who pursue occupational education. Their progress was tracked over 6 years. The BPS students examined here were initially surveyed in 2003-04 (at the end of their first academic year) then re-surveyed in 2005-06 and in 2008-09. The final BPS:04/09 dataset contains information on nearly 16,700 students. It was found that: (1) Subbaccalaureate students have a lower rate of persistence and attainment than baccalaureate students; and (2) Students seeking a subbaccalaureate credential in an occupational field of study have a persistence and attainment rate that is not measurably different from that of subbaccalaureate students in other fields of study.
Author: Ashley Roberts
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
This Data Point examines the persistence and attainment of students who enrolled in postsecondary education for the first time in 2003-04, focusing on subbaccalaureate students (those seeking a certificate or associate's degree) and, among subbaccalaureate students, those who pursue occupational education. Their progress was tracked over 6 years. The BPS students examined here were initially surveyed in 2003-04 (at the end of their first academic year) then re-surveyed in 2005-06 and in 2008-09. The final BPS:04/09 dataset contains information on nearly 16,700 students. It was found that: (1) Subbaccalaureate students have a lower rate of persistence and attainment than baccalaureate students; and (2) Students seeking a subbaccalaureate credential in an occupational field of study have a persistence and attainment rate that is not measurably different from that of subbaccalaureate students in other fields of study.
Author: Stephanie Cuccaro-Alamin
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 40
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Author:
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 2
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Author:
Publisher: DIANE Publishing
ISBN: 9781422325636
Category :
Languages : en
Pages : 148
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Author: Lisa Hudson
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 148
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Author:
Publisher: DIANE Publishing
ISBN: 1428926496
Category :
Languages : en
Pages : 272
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Author: Nicole Ifill
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
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Book Description
This report provides a "first look" at selected findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). It is based on final data describing a nationally representative sample of undergraduates who entered postsecondary education for the first time during the 2011-12 academic year. BPS:12/14 covers the experiences of these first-time beginning students over 3 academic years, 2011-12, 2012-13, and 2013-14, and provides information about the rates at which students completed degrees or certificates as well as the rates at which they persisted at the same institution, transferred to other institutions, or left postsecondary education without completing degrees or certificates. The findings presented in this report have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. The first-time postsecondary students in the BPS:12/14 study were identified in the 2011-12 National Postsecondary Student Aid Study (NPSAS:12). NPSAS:12 is a nationally representative sample of about 95,000 undergraduate and 16,000 graduate students attending about 1,500 Title IV eligible postsecondary institutions in the 50 states and the District of Columbia. First-time beginners in the BPS:12/14 study participated in two interviews: in 2012, at the end of their first year in postsecondary education, and 3 years after they had started postsecondary education in 2014. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology.
Author: Matthew Soldner
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
Data presented in these tables come from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), a study that followed first-time, beginning postsecondary students through their postsecondary education for a period of six years. These Web Tables disaggregate these students' persistence and attainment outcomes by their participation in the Pell Grant program. Additional detail is provided by students' initial degree program, dependency status, and income quartile. (Contains 10 tables and 2 endnotes.) [To access the following related reports, please see: (1) "Trends in the Receipt of Pell Grants: Selected Years, 1995-96 to 2007-08 (NCES 2011-155)" available at ED516655; (2) "Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Six Years (NCES 2011-151)" available at ED513453.].
Author:
Publisher:
ISBN:
Category : Associate degree education
Languages : en
Pages : 2
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Author: Daniel Timothy Flynn
Publisher:
ISBN: 9781321020465
Category :
Languages : en
Pages : 194
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Book Description
This dissertation is a mixed-methods examination of postsecondary student engagement behaviors as developed in three independent but related studies. The studies are conceptually grounded in the work of Vincent Tinto who theorized that student integration into both the academic and social systems of college was critical to prevent institutional departure (Tinto 1993). Student integration is demonstrated and measured by student engagement behaviors. In 2003, the National Center for Education Statistics (NCES) included seven items and two indices of student engagement allowing for nationally representative longitudinal examination of Tinto's theories using the Beginning Postsecondary Longitudinal Student Survey (BPS:04/09). The first study statistically explores baccalaureate persistence and degree attainment and finds that student engagement behaviors in the first year of college significantly predict persistence while engagement behaviors in the third year of college significantly predict degree attainment. The second study analyzes the BPS:04/09 to addresses science, technology, engineering, and math (STEM) persistence patterns of underrepresented minority students and the impact of student engagement. This study confirms that underrepresented minority STEM students leave both STEM and postsecondary education at a greater rate than their White student counterparts and have differing engagement patterns, but finds no association between engagement and STEM persistence. The final study, conducted at the University of California, Irvine, utilizes one-on-one student interviews specifically aligned with the questions presented in the BPS:04/09 to better understand the way institutional contexts shape student engagement behavior. This final study finds that there are many and differing settings (contexts) that guide student engagement behavior. Individual contexts foster different expressions of student engagement. Additionally, while STEM studies combine fields of study into a STEM amalgam, engagement cultures are different in engineering and technology fields compared to the science and math fields at the campus studied. These individual campus-level results suggest careful contextual analysis in order to utilize engagement as a mechanism for increasing student persistence and degree attainment.
