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Author: Scott A. Ginder
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the preliminary data of the IPEDS fall 2016 data collection, which included three survey components: "Institutional Characteristics" for the 2016-17 academic year and "Completions" and "12-Month Enrollment," both covering the period July 1, 2015 through June 30, 2016. Data for all three components were collected through the IPEDS web-based data collection system. A brief summary of the fall 2016-17 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017078. This "First Look" provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms.
Author: Scott A. Ginder
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the preliminary data of the IPEDS fall 2016 data collection, which included three survey components: "Institutional Characteristics" for the 2016-17 academic year and "Completions" and "12-Month Enrollment," both covering the period July 1, 2015 through June 30, 2016. Data for all three components were collected through the IPEDS web-based data collection system. A brief summary of the fall 2016-17 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017078. This "First Look" provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms.
Author: Scott A. Ginder
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the preliminary data of the IPEDS fall 2015 data collection, which included three survey components: (1) "Institutional Characteristics" for the 2015-16 academic year; (2) Completions, covering the period July 1, 2014, through June 30, 2015; (3) and "12-Month Enrollment," covering the same period. Data for all three components were collected through the IPEDS web-based data collection system. A brief summary of the fall 2015-16 survey components is included in this report. Findings include: (1) In 2015-16, of the 7,164 Title IV institutions in the United States and other U.S. jurisdictions, 3,085 were classified as 4-year institutions, 2,081 were 2-year institutions, and the remaining 1,998 were less-than-2-year institutions (table 1); (2) Average tuition and required fees for full-time, first-time degree/certificate-seeking undergraduates at public and nonprofit 4-year institutions increased from 2013-14 to 2015-16, while tuition and required fees decreased at for-profit 4-year institutions over the same period (table 2). After adjusting for inflation, public institutions reported a roughly 4 percent increase for in-state students (to about $8,100) and for out-of-state students (to approximately $18,300). Nonprofit institutions also reported around a 4 percent increase (to about $26,400). For-profit institutions reported average tuition and required fees of approximately $16,000 for 2015-16, which represents a decrease of less than 1 percent when compared with the inflation-adjusted figure from 2013-14; (3) Of the roughly 3.2 million students receiving degrees at 4-year Title IV institutions, nearly 59 percent received a bachelor's degree (table 3). This percentage varied by control of institution, with about 65 percent of the 1.8 million students at public institutions receiving a bachelor's degree, roughly 53 percent of the 1.0 million students at nonprofit institutions receiving a bachelor's degree, and about 40 percent of the 326,000 students at for-profit institutions receiving a bachelor's degree; and (4) Institutions reported a 12-month unduplicated headcount enrollment totaling about 27.4 million individual students (table 4). Of these, roughly 23.6 million were undergraduates and approximately 3.8 million were graduate students. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms.
Author:
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 172
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Book Description
Author: Jay Noell
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 138
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Author: Scott A. Ginder
Publisher:
ISBN:
Category :
Languages : en
Pages : 19
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Book Description
This "First Look" presents findings from the provisional data of the Integrated Postsecondary Education Data System (IPEDS) fall 2014 data collection, which included three survey components: (1) Institutional Characteristics for the 2014-15 academic year; (2) Completions, covering the period July 1, 2013, through June 30, 2014; and (3) 12-Month Enrollment, covering the same period. Data for all three components were collected through the IPEDS web-based data collection system.This "First Look" provides users with access to fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2015-16). The purpose of this report is to introduce new data through tables containing descriptive information. The following are appended: (1) Data Collection Procedures; and (2) Glossary of Terms. [For the previously released preliminary data report, "Postsecondary Institutions and Cost of Attendance in 2014-15; Degrees and Other Awards Conferred, 2013-14; and 12-Month Enrollment, 2013-14. First Look (Preliminary Data). NCES 2015-097," see ED557948.].
Author:
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 60
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Book Description
Author: Samuel F. Barbett
Publisher:
ISBN: 9780160484094
Category : College costs
Languages : en
Pages : 174
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Book Description
This document lists the typical tuition and required fees and room and board charges assessed to college students in 1994-95 based on a national "Institutional Characteristics" survey which is part of the Integrated Postsecondary Education Data System. The data were collected from over 5,000 of the 5,775 4-year, 2-year, and public less-then-2-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. These charges are not weighted by enrollment. Included are several tables with national statistics on tuition and required fees at postsecondary institutions for academic year 1994-95 followed by tables showing charges at individual institutions and tuition and required fees for first-professional programs. A summary of the publication's statistics notes that the median charge at public 4-year institutions for tuition and fees was $2,445 for undergraduate, in-state students; that at public 2-year institutions tuition and required fees averaged $1,461 for in-state students; and that undergraduate tuition and fees at private, non-profit 4-year institutions averaged 8.46 for in-state undergraduate students. (JB)
Author: Samuel F. Barbett
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 172
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Book Description
This report lists the typical tuition and required fees and room and board charges for academic year 1993-94 at more than 5,000 of the 5,700 four-year, two-year, and public less-than-two-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board and the number of meals per week covered by the board charge. The report includes several tables with national statistics on tuition and required fees. These data are followed by data on tuition and required fees and room and board charges at individual institutions, by state, including: (1) public and private four-year institutions; (2) public and private two-year institutions; and (3) public less-than-two-year institutions. Another table lists tuition and required fees for first-professional degree programs. Data were collected through the 1993-94 "Institutional Characteristics" survey conducted annually as part of the Integrated Postsecondary Education Data System. (JDD)
Author: P. Elaine Kroe
Publisher:
ISBN: 9780160361296
Category : College costs
Languages : en
Pages : 172
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Book Description
This report contains a comprehensive listing of basic student charges for academic year 1990-91 at over 4,700 4-year, 2-year, and public less-than-2-year postsecondary institutions. Typical tuition and required fees are provided for in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. Tables give summary national statistics on tuition and required fees for the academic year 1990-91 at postsecondary institutions. Data are also presented on tuition and required fees and room and board charges at individual institutions. These listings are divided into three sections: (1) 4-year institutions (offering a bachelor's degree or higher); (2) 2-year institutions (offering a postsecondary award of at least 2 but less than 4 academic years; and (3) public less-than-2-year institutions (offering a postsecondary award of less than 2 academic years). Schools are listed alphabetically by state within each section. Listings for schools in outlying areas, such as Puerto Rico, follow the state listings. At the beginning of each state listing are state averages for the various charges. A glossary presents definitions for 15 key terms. (JB)
Author: Richard Sander
Publisher: Basic Books
ISBN: 0465030017
Category : Law
Languages : en
Pages : 370
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Book Description
The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.
