ERIC Number: ED330122
Record Type: Non-Journal
Publication Date: 1991-Jun
Reference Count: N/A
The Condition of Education 1991. Volume 2: Postsecondary Education.
Alsalam, Nabeel; Rogers, Gayle Thompson
This volume contains 30 indicators that collectively describe the condition of postsecondary education from a variety of perspectives. The indicators have been derived from studies conducted by the Center for Education Statistics and from other surveys conducted both within and outside the Federal Government. Indicators have been grouped under the headings of student progression and outcomes; context; and resources. Outcome indicators describe student access and participation; persistence; educational attainment and curriculum; continuation to advanced levels; and economic outcomes. Context indicators provide measures of the changing characteristics of higher education, both in terms of its institutions and its students (race/ethnicity and age). Resource indicators focus on fiscal resources (institutional revenues, expenditures per student, and financial aid) and human resources (faculty salaries and teaching workloads). Also included are measures of two outputs of postsecondary education: degrees and research. For postsecondary education, new indicators include the following: (1) net cost of college attendance; (2) timing of entry to college; (3) baccalaureate field of study, by sex; (4) starting salaries of college graduates; and (5) time allocation and workload of full-time faculty. Among the key issues discussed in the overview are minorities and women in higher education, and access, persistence, and completion rates. (MLF)
Descriptors: Academic Achievement, College Students, Educational Assessment, Educational Attainment, Educational Finance, Educational Resources, Ethnic Distribution, Government Publications, Outcomes of Education, Postsecondary Education, School Demography, School Statistics, Student Characteristics, Surveys, Tables (Data)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.