Degree Attainment Rates at American Colleges and Universities PDF Download
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Author: Alexander W. Astin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92
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Book Description
Author: Alexander W. Astin
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 60
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Book Description
This report presents quantitative data from an ongoing longitudinal study, the Cooperative Institutional Research Program, on degree attainment rates at institutions of higher education. The report covers national degree completion data for three time intervals--4, 6, and 9 years--broken down by institutional type, student gender, and student race. Brief introductory sections define the purpose of the study and describe the methodology. Sixteen tables and supporting text present data for: attainment rates by institutional type, gender, and race; attainment rates by high school grades and Scholastic Aptitude Test (SAT) scores; prediction of Bachelor Degree completion using different combinations of input variables; and regression analysis. The study also examines the data as they relate to historically black colleges and universities, finding few strong correlations. The final section of the report looks at some policy implications and suggests ways in which institutions can use the information provided by longitudinal studies to assess institutional performance and accountability. There are three appendixes: the first converts American College Testing (ACT) scores to SAT verbal and math equivalents; and second lists the regression variables by racial subgroups; and the third compares Cooperative Institutional Research Program retention rates with rates reported by the ACT program. (Contains 13 feferences.) (CH)
Author: Alexander W. Astin
Publisher:
ISBN: 9781878477293
Category : College attendance
Languages : en
Pages : 77
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
Author: William G. Bowen
Publisher: Princeton University Press
ISBN: 1400831466
Category : Education
Languages : en
Pages : 414
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Book Description
Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Bachelor of arts degree
Languages : en
Pages : 140
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Book Description
Author: United States. Women's Bureau
Publisher:
ISBN:
Category : Women
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: Holly Gilbertson Hoffman
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 254
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Book Description
Colleges and universities have recently been under great pressure to increase institutional graduation rates, due to a surge in consumer demand for accountability and the use of graduation rates to deter nine effectiveness and funding. Many colleges may choose to achieve higher graduation rates by simply increasing selectivity. However, this strategy has the potential to exclude at-risk student populations, namely first generation students, who lack a family track record of college completion and have been shown to be less likely to graduate than continuing generation students. To allow for continued access for first generation students, institutions have the ability to design initiatives based on an extensive framework of salient factors identified in the literature; however, there is a critical need to identify which factors have the greatest influence on first generation degree attainment. As such, this quantitative study examined how factors influencing student success vary for first and continuing generation students through an analysis of a nationally representative dataset from the 2004/2009 Beginning Postsecondary Students Longitudinal Study. Several logistic regression models were employed to identify differences in degree completion predictors for three groups of students: first generation students whose parents did not attend college, first generation students whose parents attended some college, and continuing generation students. Theoretical models of student persistence and attainment informed variable selection. Results revealed differences in the significant predictors of bachelor's degree completion for the three groups of students. For example, taking a rigorous high school curriculum predicted degree completion for both groups of first generation students, but not for continuing generation students. Consulting a college guide was a significant predictor only for students whose parents did not attend college. Having a sibling attend college first increased the likelihood of graduating for students whose parents did not attend college and continuing generation students. Taken together, these findings suggest predictors of degree completion vary for first and continuing generation students and indicate a student's level of knowledge about the college going experience plays a role in degree completion for first generation students. The findings support colleges and universities developing distinct student success initiatives for these groups of students.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 410
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Book Description
Author: Kaleen Healey
Publisher: Consortium on Chicago School Research
ISBN: 9780989799492
Category :
Languages : en
Pages : 28
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Book Description
This research brief looks at how CPS students' high school graduation, four-year college enrollment, and bachelor's degree completion have changed since 2006, when UChicago CCSR estimated that just 8 percent of CPS freshmen would earn a bachelor's degree by their mid-20s. According to this new analysis, an estimated 14 percent of ninth-graders in Chicago Public Schools will earn a four-year college degree within 10 years of starting high school. The figure is an index of the percentage of CPS students who graduate high school, immediately enroll in a four-year college, and earn a bachelor's degree within six years of beginning college.
