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Descriptors:
Academic Achievement; Grade Point Average; School Location; Teacher Certification; Teacher Characteristics; Undergraduate Study; Income; Urban Areas; Urban Schools; Remedial Instruction; Teacher Effectiveness; Predictor Variables; Interviews; Teacher Qualifications; Disadvantaged Schools; Educational Legislation; Federal Legislation; Beginning Teachers

Abstract:
Research on academic achievement has demonstrated the important role that teachers play in improving student outcomes and has also revealed wide variation in teachers' qualifications and experiences across schools. Schools serving low-income students in urban areas, for example, have fewer well-qualified teachers than schools in nonurban settings enrolling higher income students. In part to address these disparities, the No Child Left Behind Act of 2001 (NCLB) included provisions to ensure that all students have access to qualified teachers, particularly in core academic subjects. In addition, state and local policies have introduced incentives to attract well-qualified teachers to low-performing and urban schools. Building on earlier studies, these Web Tables present the characteristics of new K-12 teachers within various types of schools from a recent cohort of bachelor's degree recipients. These Web Tables present estimates for the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007-2008 baccalaureate degree recipients who taught at the K-12 level within a year of completing their bachelor's degree. Teachers' characteristics are shown both in comparison with nonteachers and by selected characteristics of the schools in which they were teaching or had most recently taught at the time of the 2009 interview. Schools are described in terms of the percentage of students who qualified for free or reduced-price lunch and school location (rural, suburban/town, or urban), race/ethnicity, and sector (public and private). The data used in the analysis are from the 2009 first follow-up of the 2008 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), a nationally representative sample of 2007-2008 bachelor's degree recipients who were first interviewed just before graduation and again 1 year later. Tables 1 through 3 provide a comparison of 2007-2008 bachelor's degree recipients who did and did not teach in 2009 in terms of various demographic, employment, and undergraduate education characteristics. Tables 4 through 7 present K-12 teachers' undergraduate and teacher preparation by the characteristics of the current or most recent school at which the respondent taught at the time of the 2009 interview. The measures of undergraduate and teacher preparation include bachelor's degree institution sector and selectivity, plans for graduate school, teacher certification status and certification in subjects taught, remedial course-taking, cumulative undergraduate grade point average (GPA), and coursetaking in education by selected school characteristics. (Contains 14 tables and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Asians; Undergraduate Students; Foreign Countries; Student Financial Aid; Immigrants; Puerto Ricans; Asian American Students; Hispanic American Students; Comparative Analysis; Postsecondary Education; Enrollment; Latin Americans; Racial Differences; Ethnicity; Socioeconomic Status; Family Characteristics; Low Income Groups; Parent Background; Educational Attainment; English (Second Language); Academic Achievement; Mathematics Achievement; Remedial Instruction; Full Time Students; Majors (Students); Predictor Variables

Abstract:
This Statistics in Brief describes the undergraduate experiences of students who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third-or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. NPSAS is the most comprehensive source of national data on the experiences of undergraduates in the United States and includes information on students' academic preparation for college, the types of institutions they attend, and their experiences while enrolled. This Statistics in Brief begins with an overview of immigrant and second-generation American undergraduates nationwide and in the six states for which representative data are available, and then focuses on the most prevalent racial/ethnic groups among these two groups--Asian and Hispanic students. Asian students reported the Far East, Southeast Asia, or the Indian subcontinent as their region of origin, and Hispanic students reported their country or region of origin as Cuba, Mexico, South and Central America, or other Hispanic country or region. Undergraduates in Puerto Rico or who reported that they were of Puerto Rican descent are excluded from the analysis because their immigrant or generational status cannot be determined with available data (see appendix). Puerto Ricans and Other Hispanic Undergraduates are appended. (Contains 5 tables, 14 figures and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Evaluation; Academic Achievement; Outcomes of Education; Educational Assessment; Educational Indicators; Graduate Surveys; High School Graduates; Developmental Studies Programs; Skill Analysis; Standardized Tests; Statistical Analysis; Student Records; Educational Attainment; Adult Vocational Education

Abstract:
Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing student achievement, supporting program improvement and professional development efforts, and holding educators accountable for their students' performance. Interest in such assessments and their use are increasing nationwide, particularly in response to the 2006 Perkins Act requirement for reporting on career and technical skill proficiencies (Hyslop, 2009). Research, however, has yet to fully relate technical skill levels, as measured by high school graduates' performance on broad work readiness or narrow, occupation-specific technical skill assessments, to their subsequent employment and/or postsecondary enrollment outcomes. To address this gap in the literature, this study analyzes data on over 21,500 high school graduates with a CTE concentration in Pennsylvania who completed a workplace readiness or occupation-specific assessment developed by the National Occupational Competency Testing Institute (NOCTI). To control for student demographic characteristics and educational experiences, assessment score record data for the 2005-2006 and 2006-2007 academic years were merged with student-level administrative records maintained by the Bureau of Career and Technical Education, PDE. Follow-up data on graduates' post-program work experiences were obtained from a state survey administered to all CTE program graduates to ascertain their job status in the second quarter following their high school completion. Postsecondary enrollment data were obtained by matching student identifiers with records maintained by the National Student Clearinghouse (NSC) to determine whether individuals enrolled in a postsecondary institution at any time between completing high school and the fall of 2009. Descriptive statistics identify the demographic, high school academic, and CTE program characteristics of graduates who took workplace readiness and occupation-specific technical skill assessments and show graduates who had earned industry certifications by program type and skill level. The second half of the analysis estimates logistic regression models of the effect of technical skill level (as measured by a technical skill assessment or industry-recognized certification) on the odds of postsecondary enrollment following high school graduation. Although Pennsylvania is one of the most advanced states in administering technical assessments to all secondary CTE program graduates, associating test performance with post-program placements is compromised by low response rates. Of the nearly 30,000 graduates for whom NOCTI test scores were available, researchers were able to match educational records for just over 21,500 individuals (72%). Among the graduates for whom record matches were achieved, descriptive statistics indicate positive associations between graduates' technical skill level as measured by a technical skill assessment, being female, and enrolling in a Health Occupations or Occupational Home Economics program. Skill levels also are positively associated with graduates' grade point average (GPA) and the number of advanced math and science courses passed. Multivariate analyses indicate that, when controlling for race/ethnicity, gender, the number of advanced science and math courses passed during high school, and GPA, the odds of CTE program graduates enrolling in higher education are greater by a factor of 1.39 for those with the highest level of technical skill than those with the lowest level, as measured by performance on an occupation-specific assessment. Among CTE graduates who took a workplace readiness assessment, the odds of enrolling in postsecondary education among those scoring at the highest skill level are greater by a factor of 2.22 than those scoring at the lowest skill level. Although data on industry-recognized certifications were more limited, no statistically significant relationship was found between earning a certification and enrolling in higher education. (Contains 14 tables and 31 footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Undergraduate Study; Postsecondary Education; Enrollment Trends; Student Characteristics; Marital Status; Distance Education; Parent Background; College Attendance; Community Services; Service Learning; Student Employment

Abstract:
From 1995-96 to 2007-08, the number of students enrolled in undergraduate education in the United States grew from about 16.7 million to 21 million. These Web Tables provide information on undergraduates during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2- and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics, hours worked while enrolled, and community service activities. The tables are grouped into three sections. Section 1 presents estimates by selected student characteristics. The tables look at undergraduates' enrollment by age, gender, race/ethnicity, dependency status, marital status and parenthood, income, citizenship, type of high school attended, and parent education. Section 2 focuses on undergraduates' postsecondary enrollment and attendance. The tables display estimates by institution and program level, attendance intensity, in-state attendance, participation in distance education, remedial coursetaking, and attendance at more than one institution. Undergraduate major fields of study are presented for undergraduates who attended public and nonprofit 4-year institutions or were in an associate's degree program at a public 2-year institution. Section 3 looks at undergraduates' work and community service. The tables provide information about students' work intensity while enrolled, average and median hours worked per week, primary role as a student or an employee, participation in community service activities, and the average and median hours volunteered per month. A glossary is included. (Contains 30 tables and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Financial Aid; Student Characteristics; Higher Education; Part Time Students; Full Time Students; Tables (Data); Enrollment; Profiles; Postsecondary Education; Statistical Data; Marital Status; Citizenship; Distance Education; Debt (Financial); College Attendance; Remedial Instruction

Abstract:
These tables provide comprehensive information on undergraduates who were enrolled in U.S. postsecondary institutions during the 2007-08 academic year. Estimates for enrolled students are presented by attendance status, degree program, undergraduate major, average grades, student characteristics, financial aid status and credit card debt, work, community service, voting, disability status, and distance and remedial education. These tables are similar to those produced for the 1995-96, 1999-2000, and 2003-04 National Postsecondary Student Aid Study (NPSAS) undergraduate profiles, and they are grouped into six sections: Section 1 focuses on postsecondary enrollment and attendance, displaying estimates for all undergraduates by institution level, control and type, student class level, attendance status, distance from home, community college attendance, and participation in distance education. Section 2 provides percentage distributions of all undergraduates by degree program, undergraduate major, and average grades. Section 3 presents estimates by student characteristics, including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parents' education. Section 4 looks at financial aid and credit card debt. The analysis summarizes financial aid among all, dependent, and independent undergraduates, as well as the percentage of students with credit cards in their own name and, for those who carried a balance, the average and median monthly balance. Section 5 explores students' work, community service participation, and voting behavior. Estimates are reported by the number of hours spent working while enrolled, the amount and type of community service, and whether students were registered to vote and had ever voted. Section 6 presents estimates of undergraduate enrollment by students' disability status and remedial education coursetaking. A glossary is included. (Contains 68 tables and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interests; Educational Quality; Literacy; Community Colleges; Strategic Planning; Focus Groups; Interviews; Evaluation Methods; Educational Finance; State Aid; Educational Legislation; State Legislation; Alignment (Education); Educational Trends; Trend Analysis; Partnerships in Education; Educational Objectives; Distance Education

Abstract:
With the national spotlight on community colleges, Wyoming is poised to become a leader through its efforts to align the programs of its seven community colleges with defined state interests. As local economies become more globally focused and knowledge-based, community colleges are a critical way for learners to gain access to postsecondary education. Recognizing the importance of these institutions, President Obama has appointed a community college chancellor as undersecretary of education and has moved community colleges to the forefront of his administration's higher education policy. Wyoming community colleges are comprehensive. They offer students a high-quality education, and both students and the state benefit. The community colleges serve multiple missions and constituents, from high school students seeking college-level courses to adults needing basic literacy skills. Recent Wyoming legislation, House Enrolled Act 121 (HEA 121), mandates the development of a strategic plan to create a statewide community college system to set priorities for state funding. This report offers a plan to strengthen Wyoming's statewide community college system. It is an ambitious but attainable goal. The plan underscores the importance of fostering communication between college leaders and the Wyoming Community College Commission (WCCC), the state's decision-making body. Although based on state interests, the plan incorporates the unique contributions of each college and recognizes the need to maintain its specific community focus. Appended are: (1) Evaluation Tools; and (2) Interviews and Focus Groups. (Contains 38 exhibits and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Educational Finance; Graduate Study; Program Development; Undergraduate Study

Abstract:
This study examined the addition and expansion of graduate programs at primarily undergraduate colleges. The primary approach of the study was quantitative, consisting of descriptive and multivariate analysis of master's degree programs at colleges that were classified in 1994 as Baccalaureate Colleges. Data came from the 1994 and 2000 Carnegie Classification files, various components of the Integrated Postsecondary Education Data System, and the Williams Project on the Economics of Higher Education. Representatives from the graduate offices of eight colleges were interviewed. Evidence from the study offers modest support for the proposition that the expansion of mission at undergraduate colleges adding graduate programs is, at least in part, related to fiscal concerns. The wealthier an institution, the less likely it was to have added or expanded graduate programs. The limited test of market response in this study offers little evidence that increased demand for graduate education is driving these changes. The factors examined in this paper are better at explaining the growth of existing programs than they are at explaining the introduction of new ones. Findings from the quantitative analyses in combination with interview findings suggest there is no single set of factors that accounts for the addition or expansion of graduate programs in a diverse set of institutions. (Contains 1 figure, 6 tables, and 37 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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