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Author: Basmat Parsad
Publisher:
Published: 2003
Total Pages: 106
ISBN-13:
DOWNLOAD EBOOKProvides national estimates on the prevalence and characteristics of remedial courses and enrollments in degree-granting postsecondary institutions in fall 2000 and changes from fall 1995.
Author: Basmat Parsad
Publisher:
Published: 2003
Total Pages: 40
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 2004
Total Pages: 360
ISBN-13:
DOWNLOAD EBOOKIncludes a section called Program and plans which describes the Center's activities for the current fiscal year and the projected activities for the succeeding fiscal year.
Author:
Publisher:
Published: 2003
Total Pages: 172
ISBN-13:
DOWNLOAD EBOOKAuthor: Dinah Sparks
Publisher:
Published: 2013
Total Pages: 12
ISBN-13:
DOWNLOAD EBOOKA primary goal of the U.S. Department of Education's Elementary and Secondary Education Act (ESEA) Blueprint for Reform is to improve the college readiness of high school graduates (U.S. Department of Education 2010). College readiness is a complex benchmark and has been measured in several ways, including transcript analysis (Adelman 2006) and standardized test scores (ACT 2005). One such measure, and the focus of this Statistics in Brief, is remedial coursework enrollment. Consistent with earlier NCES publications, this brief defines remedial courses as courses for students lacking skills necessary to perform college-level work at the degree of rigor required by the institution (Parsad and Lewis 2003). At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take developmental or remedial courses. Results from previous surveys conducted by the National Center for Education Statistics (NCES) that collected data on the percentage of students enrolled in remedial coursework found that 28 percent of first-year students who entered 2- or 4-year degree-granting postsecondary institutions were enrolled in remedial courses in both 1995 and 2000 (Parsad and Lewis 2003). Given evidence of stable remediation rates during the late-1990s, and the current education reform context that seeks to reduce remediation in college, this Statistics in Brief provides descriptive data on the frequency of self-reported enrollment in remedial courses within and across three time points, 1999-2000, 2003-04, and 2007-08. The purpose of the brief is to update the available evidence regarding self-reported student remediation and provide descriptive information as context for policy discussions. This Statistics in Brief uses data from the National Postsecondary Student Aid Study (NPSAS) to examine the incidence of remedial coursetaking between the 1999-2000, 2003-04, and 2007-08 academic years. Specifically, this brief examines the percentages of first-year undergraduate students enrolled in institutions of higher education (IHE) who reported taking remedial courses in the 1999-2000, 2003-04, and 2007-08 academic years, by institutional characteristics, such as institutional control (public or private), level (2-year or 4-year) and selectivity. For students who attended public institutions, the brief examines enrollment characteristics, such as undergraduate degree program and field of study; and student characteristics, such as sex, race/ethnicity, age, parents' education, and dependency status. NPSAS is a nationally representative survey of all postsecondary students enrolled in Title IV institutions. Standard Error Tables are appended. (Contains 6 tables, 1 figure and 10 footnotes.).
Author:
Publisher:
Published: 2006
Total Pages: 548
ISBN-13:
DOWNLOAD EBOOKAuthor: Jackson Toby
Publisher: Routledge
Published: 2017-07-05
Total Pages: 229
ISBN-13: 135147989X
DOWNLOAD EBOOKFew in the United States will dispute the assumption that every high school graduate should be entitled to go to college regardless of financial need. But should everyone be able to go regardless of academic preparedness? Jackson Toby explores the idea that federal financial aid programs, all of which peg student aid to need alone and not to academic performance, are dragging down college admissions and academic standards to the point where America's schools, students, and economy will no longer be globally competitive. After a half-century of teaching, distinguished educator Jackson Toby concludes that our current system all too often gives both high school and college students the impression that college is an entitlement and not a challenge. The Lowering of Higher Education: Why Student Loans Should Be Based on Credit Worthiness is Toby's unflinching look at this broken system and the ways it can be fixed. This volume documents just how far college admission standards have fallen and measures the cost of remedial programs designed to get underprepared high school students to the level they should have been at in the first place. Toby is both pointed and frank in his discussion on the issue of grade inflation, which rewards laziness while demoralizing hard-working students. To reverse the national decline of academic standards in American colleges, Toby proposes a radical solution: Let federal student aid be tied to academic performance as well as financial need, incentivizing students to develop serious attitudes and study habits in high school and keep them up in college.
Author: T. Parker
Publisher: Springer
Published: 2014-12-17
Total Pages: 301
ISBN-13: 1137367032
DOWNLOAD EBOOKThe State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.
Author: Stacy Dickert-Conlin
Publisher: Russell Sage Foundation
Published: 2007-06-21
Total Pages: 222
ISBN-13: 1610441567
DOWNLOAD EBOOKThe vast disparities in college attendance and graduation rates between students from different class backgrounds is a growing social concern. Economic Inequality and Higher Education investigates the connection between income inequality and unequal access to higher education, and proposes solutions that the state and federal governments and schools themselves can undertake to make college accessible to students from all backgrounds. Economic Inequality and Higher Education convenes experts from the fields of education, economics, and public policy to assess the barriers that prevent low-income students from completing college. For many students from disadvantaged socioeconomic backgrounds, the challenge isn't getting into college, but getting out with a degree. Helping this group will require improving the quality of education in the community colleges and lower-tier public universities they are most likely to attend. Documenting the extensive disjuncture between the content of state-mandated high school testing and college placement exams, Michael Kirst calls for greater alignment between K-12 and college education. Amanda Pallais and Sarah Turner examine barriers to access at elite universities for low-income students—including tuition costs, lack of information, and poor high school records—as well as recent initiatives to increase socioeconomic diversity at private and public universities. Top private universities have increased the level and transparency of financial aid, while elite public universities have focused on outreach, mentoring, and counseling, and both sets of reforms show signs of success. Ron Ehrenberg notes that financial aid policies in both public and private universities have recently shifted towards merit-based aid, away from the need-based aid that is most helpful to low-income students. Ehrenberg calls on government policy makers to create incentives for colleges to increase their representation of low-income students. Higher education is often vaunted as the primary engine of upward mobility. Instead, as inequality in America rises, colleges may be reproducing income disparities from one generation to the next. Economic Inequality and Higher Education illuminates this worrisome trend and suggests reforms that educational institutions and the government must implement to make the dream of a college degree a reality for all motivated students.
Author: Laura W. Perna
Publisher: Routledge
Published: 2013-07-18
Total Pages: 253
ISBN-13: 1135106703
DOWNLOAD EBOOKDespite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
