This blog post uses data from the Integrated Postsecondary Education Data System (IPEDS) to present key statistics on distance education course offerings and enrollments at U.S. colleges.
This paper from the CALDER Center examines how different measures of teacher quality are related to students’ long-run trajectories. Comparing teachers’ test-based value-added to nontest value-added – based on contributions to student absences and grades – they find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.
This journal article uses data from the National Educational Longitudinal Study and hierarchical generalized linear modeling to examine both student- and school-level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). The results showed that student-level characteristics, including gender, socioeconomic status, and race, were all significant predictors of postsecondary enrollment.
This study examined Washington's College Bound Scholarship program and how it affected college entry, persistence, and completion. The study found that the scholarship program shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used.
This chapter discusses issues related to testing and evaluation of English language learners (ELLs) in higher education. It explains how to define the ELL population in higher education, followed by a brief treatment of the general issues related to testing and evaluation of ELLs in that context.
This study from the CALDER Center examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, the study found significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.
This journal article investigates the research and policy implications of test optional practices, considering both sides of the debate. Drawing on the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, it provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation.
This infographic examines five well-known, publicly available national college rankings systems chosen because of their widespread use and/or their focus on student outcomes.
This research seeks to understand the financial characteristics of HBCUs that enroll a large proportion of students who come from low-income families and how these characteristics influence student success in STEM. The study used secondary data from the Integrated Postsecondary Education Data System (IPEDS) to examine the financial metrics of HBCUs that are associated with the percent of students awarded Pell grants. The sample size consists of 84 four-year HBCUs that submitted financial information to IPEDS. Included in this sample are HBCUs that serve undergraduate students with active grants funded through the National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program.
This journal article explores whether community college websites are a useful medium for providing knowledge relevant to degree completion. The findings suggest that participants frequently encountered problems with finding and understanding information about degree selection and completion. The content analysis of these problems yields recommendations for improving the usability of community college websites for answering common questions about degree completion.