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Author: Florida State Department. of Education, Tallahassee
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
This information brief highlights the graduation rates for full-time first-time-in-college students in Florida's State University System (SUS) institutions as well above the national average for public four-year colleges, based on early release data from the National Center for Education Statistics (NCES). Of those who entered the SUS as first-time, full-time students in fall 1997, 58% completed their bachelor degree at the same institution by 2002-2003, compared to 53% of students at public institutions nationwide. Florida ranked tenth among the states in overall graduation rates, with graduation rates for Hispanic and black students ranked eleventh and fifth respectively. Among the ten largest states, Florida was third in overall graduation rates and first in graduation rates for black and Hispanic students. This brief compares graduation rates for student entering SUS in 1997, by asking the following questions: (1) What factors reduce graduation rates? (2) What factors improve graduation rates? (3) What happens to students who do not graduate in six years? (4) When do students leave? (5) Why do some students take longer than four years? (6) How long does it usually take students to finish? (7) What are the limitations of graduation rates? and (8) How are graduation rates calculated? The Florida SUS reports that overall 63% of freshman students who entered in 1997 graduated within the standard four-year academic term. (Contains 1 table.) [This information brief was produced by Planning and Institutional Research, Division of Colleges and Universities, Florida Department of Education.].
Author: Florida State Department. of Education, Tallahassee
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
This information brief highlights the graduation rates for full-time first-time-in-college students in Florida's State University System (SUS) institutions as well above the national average for public four-year colleges, based on early release data from the National Center for Education Statistics (NCES). Of those who entered the SUS as first-time, full-time students in fall 1997, 58% completed their bachelor degree at the same institution by 2002-2003, compared to 53% of students at public institutions nationwide. Florida ranked tenth among the states in overall graduation rates, with graduation rates for Hispanic and black students ranked eleventh and fifth respectively. Among the ten largest states, Florida was third in overall graduation rates and first in graduation rates for black and Hispanic students. This brief compares graduation rates for student entering SUS in 1997, by asking the following questions: (1) What factors reduce graduation rates? (2) What factors improve graduation rates? (3) What happens to students who do not graduate in six years? (4) When do students leave? (5) Why do some students take longer than four years? (6) How long does it usually take students to finish? (7) What are the limitations of graduation rates? and (8) How are graduation rates calculated? The Florida SUS reports that overall 63% of freshman students who entered in 1997 graduated within the standard four-year academic term. (Contains 1 table.) [This information brief was produced by Planning and Institutional Research, Division of Colleges and Universities, Florida Department of Education.].
Author: Florida State Department. of Education, Tallahassee
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
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.].
Author: State University System of Florida. Board of Governors
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The State University System of Florida six-year graduation rate and second-year retention rate are strong compared to the ten largest public university systems. Graduation rates for the System's minority students are also competitive, with rates for non-Hispanic Black students and Hispanic students ranked in the top 10 when compared to all four-year public institutions in other states. The Board of Governors has recently adopted a process for State University System strategic planning, budgeting and accountability reporting that puts graduation rates among the key measures to inform policy decisions. Despite Florida's competitive national standing for graduation rates among its public four-year institutions, the Board of Governors and University Boards of Trustees recognize that there is room for improvement. This report evaluates and provides numerical data for comparisons of Florida graduation and retention rates. The following are appended: (1) 2004-2010 National Graduation Rates; (2) 2009-2010 2nd Year Retention Rates for First-Time-in-College Students in Public Universities; (3) Comparison of Graduation Rate Methodologies by University; and (4) Six-Year Undergraduate Progression and Graduation Rates by University.
Author: California State University. Division of Academic Affairs
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 28
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Book Description
Author:
Publisher:
ISBN: 9781878477538
Category : College attendance
Languages : en
Pages : 55
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Book Description
"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.
Author: Florida State Department. of Education, Tallahassee
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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It has been found that students who took the traditional path to a bachelor degree--those who started and finished at the same institution--averaged 4.3 years to complete their degrees at State University System (SUS) institutions in 2002-03. 12.4% took 3.5 years or less, 54.2% took 4 years or less, 69.5% took 4.5 years or less, and 86.5% took 5 years or less. Of the graduates from larger degree programs, those in Civil Engineering, Mechanical Engineering and Sociology, took the longest time to graduate. Those in Speech Pathology, Management Science and Advertising took the shortest time. Graduates who transferred from Florida Community Colleges with AA degrees took an average of 2.7 years to finish their bachelor degrees. This information brief measures the odds that a student who starts at an institution will finish a degree there within a certain period of time. Unlike time-to-degree, graduation rates are reduced by students who leave an institution as well as by those who take longer than a certain length of time. Although definitions and methodologies are somewhat different, findings in this report are very similar to Florida's time-to-degree figures. Nationally, public institution graduates who did not transfer took an average of 52.9 months (4.4 years) to graduate.
Author: Connecticut State University (System)
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 30
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Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154
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Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: Association of Research Libraries
Publisher: Association of Research Libr
ISBN:
Category : Library science
Languages : en
Pages : 334
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Book Description
V. 52 includes the proceedings of the conference on the Farmington Plan, 1959.
