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ERIC Number: ED469934
Record Type: Non-Journal
Publication Date: 2002-Sep-26
Pages: 18
Abstractor: N/A
Reference Count: N/A
Distance Education: Growth in Distance Education Programs and Implications for Federal Education Policy. Testimony before the Committee on Health, Education, Labor, and Pensions, U.S. Senate. Statement of Cornelia M. Ashby, Director, Education, Workforce, and Income Security Issues.
General Accounting Office, Washington, DC.
Data from the National Postsecondary Student Aid Study (NPSAS) supported testimony given before the Senate Committee on Health, Education, Labor and Pensions. The testimony focused on four factors: (1) demographic characteristics of distance education students and institutional characteristics of postsecondary schools offering distance education; (2) federal student financial aid issues related to distance education; (3) use of distance education at Minority Serving Institutions; and (4) accrediting agencies' role in reviewing distance education programs. During the 1999-2000 school year, about 1.5 million out of 19 million postsecondary students took at least one distance education course. These students differed from other postsecondary students in the following ways: (1) they tended to be older, had higher incomes, and were more likely to be married; and, (2) they were more likely to be employed full-time and attending school part-time. Most students took distance education courses at two-year public institutions. The Internet was the most common mode of distance education delivery. Of the students who took all their coursework via distance education about 1/3 received federal student aid. It was recommended that the federal government reexamine rules and regulations governing student aid. Students at Minority Serving Institutions used distance education less extensively than students at other schools. Future research will address the role of accrediting agencies in assessing the quality of distance education courses and their standards. (AJ)
U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015 (first copy free; additional copies $2 each; 100 or more: 25% discount). Web site: For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: General Accounting Office, Washington, DC.
Identifiers - Laws, Policies, & Programs: Higher Education Act Title IV