New IPEDS data available

Data on --financial aid, retention and graduation rates, etc. for higher ed. "...findings include:

• In fall 2010, Title IV institutions enrolled 19 million undergraduate and 3 million graduate students. Of the 19 million undergraduates, 56 percent were enrolled in 4-year institutions, 42 percent in 2-year institutions, and 2 percent in less-than-2-year institutions.
• Approximately 58 percent of full-time, first-time students attending 4-year institutions in 2004 who were seeking a bachelor’s or equivalent degree completed a bachelor’s or equivalent degree within 6 years at the institution where they began their studies.
• Overall, first-time undergraduate student 1-year retention rates were higher for full-time students (72 percent) than for part-time students (44 percent)."

To view the full report please visit
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012280

Newest data on college retention and graduation

photo © 2008 Jackie Bucci | more info (via: Wylio)
Nice summary from Inside Higher Ed today (Dec. 2, 2010) on the graduation rates of the 2003-04 cohort of students entering college. 49% had earned a certificate or degree from a post-secondary institution within 6 years and these rates have not improved since the last cohort (1994-95) was surveyed. The article provides a table comparing data from the two cohorts. This survey looks at retention and graduation from the student rather than the institutional perspective so is able to offer information on the relative completion rates of students who do and don't transfer, as well as comparisons between those who start at community colleges vs. 4-year institutions. Data on different ethnic groups is also provided. A link to the full report from NCES/IES is here: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011151

New COACHE report on best institutions for tenure track faculty

Harvard's Collaborative on Academic Careers in Higher Education has published the results of their most recent job-satisfaction survey of tenure-track faculty in four-year institutions. They state, "two inescapable conclusions: first, that positive climates and cultures are the sine qua non of pre-tenure faculty retention and success; and second, that climates and cultures—and institutional quality—are defined and defended by tenured faculty in their roles as colleagues, collaborators, mentors and chairs."


This Inside Higher Ed article (Nov. 15, 2010) provides an overview with one summary table. The criteria include clarity of tenure expxectations, climate/culture/collegiality, and "nature of the work" in several areas (research, teaching, etc.). The COACHE site has links to the report and all tables (about half way down on the left under "latest news")

The impact of work on college students--it's complicated

Two recent studies reported at last week's Association for Institutional Research meeting examined the relationship between hours worked and student achievement, engagement, critical thinking, moral reasoning, socially responsible leadership, and psychological well being. In general, an excess of hours (over 20) has detrimental effects on student academic achievement, but not always on other areas measured. The implications for retaining students are discussed in today's Inside Higher Ed article.

NCES Descriptive summary of beginning post-secondary students

This NCES report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. Using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study, the report describes the background, academic preparation, and experience of these beginning students over three academic years, from July 2003 to June 2006, and provides information about rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions.
Report is available for viewing/download here: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008174

Dropout prevention programs evaluated by WWC

The What Works Clearinghouse (WWC) Dropout Prevention reviews focus on secondary school and community-based interventions designed to help students stay in school and/or complete school. These interventions can include services and activities such as incentives, counseling, monitoring, school restructuring, curriculum design, literacy support, or community-based services to mitigate factors impeding progress in school.