1 THE ECONOMICS OF ONLINE POSTSECONDARY EDUCATION: MOOCS, NONSELECTIVE EDUCATION, AND HIGHLY SELECTIVE EDUCATION Caroline M. Hoxby* Online Appendix: Evidence for the Two Extreme Models of Postsecondary Education * Caroline M. Hoxby, Department of Economics, Stanford University, Stanford CA The author gratefully acknowledges comments from John Siegfried and Gail Hoyt.
2 In "The Economics of Online Postsecondary Education," I consider how online postsecondary education, including massive open online courses (MOOCs), might fit into economically sustainable models of postsecondary education. I contrast nonselective postsecondary education (NSPE) in which institutions sell fairly standardized educational services in return for up- front payments and highly selective postsecondary education (HSPE) in which institutions invest in students in return for repayments much later in life. The analysis suggests that MOOCs will be financially sustainable substitutes for some NSPE, but there are risks even in these situations. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of HSPE and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. I outline a non-mooc model of online education that may allow HSPE institutions both to sustain their distinctive activities and to reach a larger number of students. In the paper, I draw stylized portraits of NSPE and HSPE. In this appendix, I support these portraits with evidence. For NSPE, I use four-year and two-year institutions that require only a high school diploma or GED for admission ("open enrollment" institutions). For HSPE, I use institutions in Barron's "most competitive" category whose median student scores at or above the 95th percentile on college assessments (the SAT I or the ACT Comprehensive). 1 I. Data I rely on data from the Integrated Postsecondary Education Data System ("IPEDS," U.S. Department of Education, 2013), the Delta Cost Project Database ("DELTA," U.S. Department of Education, 2012), NCES-Barron's Admissions Competitiveness Index ("Barron's," U.S. Department of Education, 2010), the Annual Survey of Colleges ("ASC," The College Board, 2011), the 2004/2009 Beginning Postsecondary Student study ("BPS," U.S. Department of Education, 2011), the 2004/2009 Beginning Postsecondary Student Transcripts study ("BPS Transcripts," U.S. Department of Education, 2012), the 2004 National Survey of Postsecondary Faculty ("NSOPF," U.S. Department of Education, 2006), and the faculty survey of the Higher Education Research Institute ("HERI," Higher Education Research Institute 2010). All statistics for NSPE or HSPE institutions, students, and courses are weighted by the number of students enrolled. 2 II. Evidence for the Stylized Portrait of NSPE A. The full cost of a student's education is paid for as he or she receives it. The payments may come from the student, his family, grants (privately or publicly funded), or loans. What is essential is that NSPE institutions do not pay for the cost of students' education from alumni gifts. The evidence for this is that income from the endowment and current alumni gifts 1 The variables used to classify institutions come from ASC, IPEDS, and Barron's. 2 To obtain figures that are nationally representative at a student level, I use the appropriate sample weights in the BPS. When computing course-level statistics based on the NSOPF and HERI, I not only employ the sample weights for faculty but take account of the number of students enrolled in the faculty member's course.
3 account for only about 1 percent of NSPE institutions' total revenue. Gross tuition and fees account for 91 percent of the revenue of the average private NSPE institution. At the average public NSPE institution, gross tuition, fees, and current government appropriations account for 85 percent of costs. 3 B. Course material is fairly standardized. 36 percent of NSPE courses cover basic or general material that is contained in standard textbooks (BPS transcript study). Among the courses that account for at least one percent of NSPE course-taking are pre-collegiate algebra (which alone accounts for 6 percent!), basic accounting, data entry, and basic reading comprehension. Other courses that account for at least one percent of NSPE course-taking are introductory psychology, introductory U.S. history, introductory sociology, introductory biology, introductory literature, and introductory chemistry. C. Multiple-choice and other easily-graded assignments are a primary basis for assessment. At NSPE institutions, 69 percent of courses use multiple-choice examinations which are often supplied with the textbook (NSOPF). 35 percent of courses require students to grade one another's work in class--a procedure that is possible only when problems and answers are straightforward (NSOPF). Only 5 percent of students write term or research papers that are graded by the instructor himself (BPS). D. Many people are competent to explicate the material for students. Of course, the instructor's charisma, articulateness, and ability to entertain may vary, but an NSPE instructor evidently does not need to be a cutting-edge researcher to explain the material. Evidence for this is that the average NSPE instructor has 0.2 recent refereed publications, 4 1 other recent publication, and 0.03 recent patents. Only 13 percent of NSPE instructors have a Ph.D, and only 6 percent have a Ph.D. from a university classified as Most Competitive by Barron's. E. Students often drop out of courses, and dropping-out is a key means by which students with inadequate preparation or interest end up not taking certain courses. Transcripts of NSPE students show that they drop out (after the add/drop deadline) of 13 percent of the courses that they initiate (BPS). This means that a good share of instructor-student and student-student interactions would be disrupted if they were to take place. (It is not obvious that much interaction has, in fact, taken place.) F. Instructor-student and student-student interactions are not ubiquitous. Using students' reports of their academic experience and activities, the BPS constructs indices of students' academic integration and social integration at their postsecondary institutions. The index of academic integration for a student's freshman year has a mean of 68 and a standard deviation of 45. The index of social integration for the freshman year has a mean of 35 and a standard deviation of 48. On the index of academic integration, the average NSPE freshman has a score of 56. This low score reflects the fact that only 29 percent of NSPE students meet informally with faculty, only 57 percent meet an academic advisor, and only 39 percent participate in study groups (BPS). 3 The source for this paragraph is DELTA. 4 The source for this paragraph is NSOPF and Barrons. NSOPF defines recent as the previous 2 years.
4 On the index of social integration, the average NSPE freshman has a score of only 18. This very low score reflects the fact that only 19 percent of NSPE students engage in cultural activities at the institution and only 13 percent participate in school clubs (BPS). G. Students often attend part-time or episodically. There is little cohort cohesion in the sense of a entering class progressing and graduating together. Among students who started their postsecondary education at a NSPE institution, only 7 percent obtained a baccalaureate degree within 5 years and only 14 percent obtained an associates' degree within 5 years. Thus, "graduating with one's class" is not a meaningful notion at NSPE institutions. 58 percent of NSPE students attended part-time during their first two years of study, and 50 percent stopped attending all together for one or more terms. 48 percent attended more than one postsecondary institution as part of their undergraduate education (including summer school classes). 5 H. Distance learning was prevalent well before the introduction of modern online courses. Among students who began PE in 2004, 13 percent of NSPE students took some of their courses in a distance form (BPS). Interestingly enough, this percentage is almost identical for 6 NSPE students who began in 1996 and in The 1990 students entered well before the introduction of "modern" online education. At the time, most distance learning was "one-way" and not interactive, yet NSPE students enrolled in it (U.S. Department of Education, 1997). I. A good share of NSPE education can be sufficiently summarized by certificates. A successful NSPE student often earns certificates from outside groups that attest to his having mastered some body of material. The NSPE institution's own degree does not appear to convey more than the sum of these certificates. Among NSPE students who achieve a degree, 26 percent earn certificates from an outside organization and 20 percent report needing such a certificate on their first job. NSPE students who obtain the same certificates have same earnings regardless of where they obtained their degree. Specifically, if one regresses the 2009 log earnings of BPS students who have at least one certificate on an indicator variable for each certificate and for each institution, the hypothesis that the certificates do not explain earnings is rejected with a p-value of less than The hypothesis that the institutions do not explain earnings is not rejected (p-value of 0.76). III. Evidence for the Stylized Portrait of HSPE A. For the average student, less than 20 percent of the cost of his education is paid for when he attends HSPE. The remainder of the cost is covered by endowment income (past donations) or current donations (DELTA). Even HSPE students who receive no financial aid pay for only 49 percent of the cost of their education (BPS and DELTA). All students are heavily subsidized by past students. B. Without such institutional investments, a substantial share of students who are well prepared for HSPE could not pay for its full cost even if they exhausted their capacity to obtain grants and loans. 5 The source for this paragraph is BPS. 6 The sources for this sentence are the Beginning Postsecondary Student survey (U.S. Department of Education, 2003) and the Beginning Postsecondary Student survey (U.S. Department of Education, 1996).
5 Most students who acquire HSPE could not do so if the institutions themselves did not cover most of the cost at the time they enroll. Specifically, fewer than 10 percent of HSPE students in the BPS could cover the full cost of their education if they took out the maximum available (subsidized and unsubsidized) Stafford, PLUS, and Perkins student loans, used all available non-institutional grants (federal and private sources like the National Merit Scholarship Corporation), and used the entirety of their family's expected family contribution. 7 C. As a logical matter, HSPE institutions must be selective and, as a practical matter, they are. Therefore, HSPE instructors have virtually no experience teaching a diverse pool of students. Verified college assessment scores of HSPE students show that only 10 percent have SAT I (math and verbal combined) or ACT comprehensive scores below the 90th percentile (BPS). These institutions also report being selective on a variety of other dimensions such as Advanced Placement examinations (ASC). As a result, their courses are oriented toward students whose aptitude and preparation are uniformly high. Because their faculty lack experience with students outside this narrow range, there is little reason to think that HSPE instructors have an absolute advantage (and certainly not a comparative one) in teaching those whose aptitude and preparation are lower or even just more heterogeneous. D. Many classes involve substantial instructor-student and student-student interaction. 53 percent of HSPE classes require students to come prepared to present material that they have studied outside of class (NSOPF). Only 12 percent of HSPE class time is devoted to instructors delivering prepared lectures that are relatively uninterrupted by interaction with students (HERI). E. Course material is often original, developed for the specific class, and takes account of recent research. Fewer than 20 percent of HSPE courses cover material that is contained in standard textbooks. 54 percent of HSPE instructors' courses are related to their own research, and 72 percent of courses teach students material derived from recent research (HERI). Although courses that account for at least one percent of course-taking on HSPE transcripts are few in number, those that are (calculus, principles of economics, organic chemistry, art history) cover considerably more advanced material than those prevalent among NSPE students. Interestingly, the only common HSPE courses that do not cover fairly advanced material are those in which interaction is important: language study and collegiate writing (BPS). F. Multiple-choice examinations and easily-graded assignments are infrequently the primary basis for assessment. At HPSE institutions, only 26 percent of student-weighted courses use multiple-choice examinations. Fully 100 percent of HPSE students report having written one or more term or 7 The sources are BPS and DELTA. The full cost is the cost of instruction, academic support, student services, institutional support, room, and board. Some students' expected family contribution covers tuition, fees, room, and board. For these students, it is not clear whether the family could cover the full cost of the students' undergraduate education if the institution were to charge it. (Since no HSPE institution attempts to charge the full cost up front, financial aid calculations do not consider the full cost.) I assume that families whose expected family contribution could cover tuition, fees, room, and board could have contributed 2 times their expected family contribution. Even with this generous assumption, the percentage of students who could cover the full cost is well below 10 percent.
6 research papers that were advised and graded by the instructor himself (BPS). G. Few people are competent to explicate the material for students. I have already noted that the majority of HSPE courses contain material derived from recent research. This makes it likely that the instructor needs to be abreast of research to explain the material. Evidence for this is that the average HSPE instructor has 4 recent refereed publications (20 times as many as NSPE instructors), 3 other recent publications (3 times as many as NSPE instructors), and 0.2 recent patents (7 times as many as NSPE instructors). 76 percent of HSPE instructors have a Ph.D (6 times as many as NSPE instructors), and 58 percent have a Ph.D. from a university classified as Most Competitive by Barron's (10 times as many as NSPE instructors). 8 H. Instructor-student and student-student interaction is fairly ubiquitous. On the index of academic integration, the average HSPE freshman has a score of 100 (more than a standard deviation higher than the index for the average NSPE student). This score reflects the fact that 60 percent of HSPE students report meeting informally with faculty, 90 percent report meeting with their academic advisors, and 85 percent participate in study groups (BPS). On the index of social integration, the average HSPE freshman has a score of 114 (more than two standard deviations higher than the index for the average NSPE student). This score reflects behaviors such as 74 percent of HSPE students engaging in cultural activities at the institution and 81 percent participating in school clubs (BPS). I. Students rarely drop out of courses. Transcripts of HSPE students show that they drop out (after the add/drop deadline) of only 1 percent of the courses that they initiate (BPS). This means that little of the aforementioned instructor-student and student-student interaction is disrupted or "lost." J. Full-time attendance is the norm, and students tend to progress and graduate with their entering cohort. Among students who started their postsecondary education at a HSPE institution, 94 percent obtained a baccalaureate degree at the institution where they initially enrolled within 5 years. Thus, progressing and graduating with one's class is the dominant behavior at HSPE institutions. Only 8 percent of HSPE students ever attended part-time during their first two years, and only 17 percent ever stopped attending for a term (fewer than 1 percent stopped attending for more than one term). Only 10 percent attended more than one postsecondary institution as part of their undergraduate education (including summer school classes). 9 K. Up until very recently, distance learning has been rare. As recently as students who entered in 2004, fewer than 1 percent of HSPE courses were taken in a distance form (BPS). Those that were were typically taken at another institution for transfer credit, and students reported taking them for remediation or to fulfil prerequisites. L. The HSPE institution's degree cannot be summarized by certificates. Only 1 percent of HSPE courses lead to a certificate from an outside organization, and the 0. The sources for this paragraph are NSOPF and Barrons. HSPE faculty who do not have Ph.D.s nearly all have first professional degrees such as the M.D. A good share of HSPE faculty have Ph.D.s from foreign universities. These are, unfortunately, difficult to fit into American systems of classification. 9 The source for this paragraph is BPS.
7 alumni of these schools rarely report that their first job required one or more certificates. However, 81 percent of HSPE students report that their first job did require a baccalaureate degree (BPS). Above, I report the results of a regression in which BPS respondents' 2009 earnings were regressed on a set of indicators for their certificates and their institution. Among students who had at least one certificate, it was the certificates and not the institution that explained earnings. One cannot conduct this test for HSPE students because so few of them earn certificates. This is prima facie evidence that their degrees cannot be summarized by certificates. Note, however, that a regression of HSPE students' earnings on institution indicator variables suggest that the institutions' identities do somewhat explain earnings. This is not to say that the institutions' causal effects differ. It is just to say that the identity of the institution on the degree matters. IV. References Higher Education Research Institute HERI Faculty Survey Custom report. Los Angeles, CA: Higher Education Research Institute, The College Board Annual Survey of Colleges Data file. New York, NY: The College Board. U.S. Department of Education, National Center for Education Statistics /2009 Beginning Postsecondary Students Longitudinal Study Restricted-Use Data File. NCES Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics /2009 Beginning Postsecondary Students Longitudinal Study Restricted-Use Transcript Data Files and Documentation. NCES Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics NCES-Barron's Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, NCES (restricted-use). Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics Beginning Postsecondary Students BPS: 96/01 Restricted CD. NCES Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics Beginning Postsecondary Students Longitudinal Study Second Followup (BPS: 90/94) Restricted- Use Data File. Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics Integrated Postsecondary Education Data System. Custom data file. Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics Integrated Postsecondary Education Data System Analystics: Delta Cost Project Database Washington, DC: National Center for Education Statistics. nces.ed.gov/ipeds/deltacostproject U.S. Department of Education, National Center for Education Statistics Restricted-Use Data File: 2004 National Study of Postsecondary Faculty (NSOPF: 04). NCES Washington, DC: National Center for Education Statistics. U.S. Department of Education, National Center for Education Statistics Distance Education in Higher Education Institutions. NCES By Laurie Lewis, Debbie
8 Alexander, and Elizabeth Farris. Bernie Greene, project officer. Washington, DC: National Center for Education Statistics.
This work is distributed as a Discussion Paper by the STANFORD INSTITUTE FOR ECONOMIC POLICY RESEARCH SIEPR Discussion Paper No. 13-024 The Economics Of Online Postsecondary Education: MOOCs, Nonselective
NBER WORKING PAPER SERIES THE ECONOMICS OF ONLINE POSTSECONDARY EDUCATION: MOOCS, NONSELECTIVE EDUCATION, AND HIGHLY SELECTIVE EDUCATION Caroline M. Hoxby Working Paper 19816 http://www.nber.org/papers/w19816
Associate's Degree: Associate of Arts degree; often a two-year program. Associate's degrees include AA (Associate of Arts), AS (Associate of Science) and AAS (Associate of Applied Science) degrees. ACT:
Glossary of College Terms Academic Advisor: Member of student services who helps and advises students on what classes to take, what major to pursue, etc. He or she also assists students during the registration
SECTION I PART F ADMISSIONS STANDARDS POLICY 1.00 Introduction Admissions standards are established, pursuant to statute, for undergraduate applicants for admission at each public institution of higher
2015-2016 Articulation Manual Ringling College of Art and Design For more information please visit: www.ringling.edu Mission Ringling College of Art and Design recognizes that artists and designers play
Guide for IB students applying to US institutions This guide provides a brief introduction to the US higher education system and its application process, as well as information specifically relevant to
ETS s Addressing Achievement Gaps Symposium Advancing Success for Black Men in College A Statistical Profile ETS s Addressing Achievement Gaps Symposium Advancing Success for Black Men in College Co-sponsored
OF COLLEGE ACT Test: similar to the SAT Test, it measures how much a student knows as they apply for admission to college. Students must pay to take the test unless they have a fee waiver. Accuplacer Test:
3600 REHABILITATION TRAINING 3604 Maximum Fees Allowable Amount for Sponsorship of Training. The maximum amount the Division will pay for training costs will not exceed the current tuition and fee rate
THE COLLEGE APPLICATION PROCESS A List of Terms for Parents www.firstinthefamily.org www.whatkidscando.org Fall 2012 CONTENTS Types of Post-Secondary Institutions 1 High School Courses and Grades for College
Trends in Community College Education: Enrollment, Prices, Student Aid, and Debt Levels By Sandy Baum, Kathie Little, and Kathleen Payea Community colleges serve as the access point to higher education
February 2003 Report No. 03-17 Bright Futures Contributes to Improved College Preparation, Affordability, and Enrollment at a glance Since the Bright Futures program was created in 1997, Florida s high
6 WAYS TO MAKE COLLEGE MORE AFFORDABLE According to the U.S. Department of Education nearly 13.5 million full time and 8.5 million part time students will enroll in American colleges and universities this
SOUTH HARDIN HIGH SCHOOL GRADUATION REQUIREMENTS There are minimum requirements* established by the State of Iowa and the local Board of Education. South Hardin requires a minimum* of 50 credits for graduation.
Undergraduate Transfer Credit Policy Students who wish to be considered for transfer admission to American University (AU) must be in good academic and social standing at the school previously attended.
Hutchinson Community College Glossary of College Terms Ability to Benefit: To be admitted to Hutchinson Community College as an Ability to Benefit student, you must meet eligibility conditions. For example,
SCHOOL OF NURSING - GRADUATE NURSING - Dept. Code: NUR The School of Nursing offers two degrees: the Master of Science in Nursing and the Doctor of Philosophy with a major in Nursing. Admission to graduate
Glossary of College Terms ACT The ACT is a pre-college standardized test utilized by college admissions offices as a part of the application. It is offered six times a year, and students should take it
Trends in Higher Education Series College Board Advocacy & Policy Center Analysis Brief March 2013 How Students and Parents Pay for College Kathleen Payea Policy Analyst, The College Board Sandy Baum Senior
Lesson Plan 1: Financial Aid Vocabulary Core www.ihaveaplaniowa.gov Area: Financial Planning Total Time: 50 minutes Target Grades: Appropriate for 9-12, Recommended for 11 or 12 Suggested Timeline: Grade
State University of New York College of Optometry Doctor of Optometry (OD) Degree Admissions & Financial AID The Doctor of Optometry (OD) Degree The four-year Doctor of Optometry (OD) program at SUNY College
Southern California Institute of Architecture Los Angeles, CA C O L L E G E P R O F I L E - O V E R V I E W Southern California Institute of Architecture, founded in 1972, is a private architecture school.
The Admissions Office responds to prospective and newly admitted students. The primary functions are: To provide information about Boise State To host campus tours and other on-campus events To conduct
C O L L E G E P R O F I L E - O V E R V I E W Peabody Conservatory of Johns Hopkins University Baltimore, MD The Peabody Conservatory is a private, coeducational school of music and dance affiliated with
Scholarships and Grants More than 5,000 scholarships and grants are awarded annually to Drake University students. These scholarships include awards based on demonstrated financial need, academic achievement,
Question No. 1: Question No. 2: Question No. 3: Question No. 4: Question No. 5: Why are institutions being asked to submit this additional data? Since June 2007, four separate groups within the NCAA governance
Iowa State University 2015-2016 1 Admissions Office of Admissions Director Katharine Johnson Suski Admission When to Apply Applicants for the fall semester are encouraged to apply during the fall of the
C O L L E G E P R O F I L E - O V E R V I E W Benedict College Columbia, SC Benedict, founded in 1870, is a private, liberal arts college. Its 100-acre campus is located in Columbia. Web Site www.benedict.edu/
Getting Started 14 getting started Quick Guide to Getting Started www.clackamas.edu (click on Admissions & Aid) www.clackamas.edu/como_inscribirse.aspx Apply to CCC Apply for financial aid (if applicable)
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS Can I schedule an appointment with an admissions counselor? We do not have admissions counselors, but have worked to include all the basic information you
Monmouth University believes that financing a student s education should be a cooperative effort between the student and the institution. To that end, the staff of the Financial Aid Office is available
C O L L E G E P R O F I L E - O V E R V I E W Resurrection University Chicago, IL Resurrection University (formerly West Suburban College of Nursing), is a fully accredited, not-for-profit, Roman Catholic
Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data
ADMISSION TO THE UNIVERSITY: TRANSFER STUDENTS Pre-Enrollment Assistance CAN Numbering System Admission Requirements International Students TOEFL Requirement Special Admission Catalog Rights Auditors Transfer
Getting prepared: A 2010 report on recent high school graduates who took developmental/remedial courses Minnesota State Colleges & Universities University of Minnesota State-Level Summary and High School
What can you do to help your child prepare for his/her college education? Your child needs help with: Setting expectations Knowing what classes to take in high school Preparing for standardized tests (ACT)
Central Christian College of the Bible Moberly, MO C O L L E G E P R O F I L E - O V E R V I E W Central Christian College of the Bible, founded in 1957, is a private, church-affiliated college. Its campus
New York School of Interior Design New York, NY C O L L E G E P R O F I L E - O V E R V I E W The New York School of Interior Design, founded in 1916, is a private, primarily specialized institute. Its
NATIONAL CENTER FOR EDUCATION STATISTICS Findings from THE CONDITION OF EDUCATION 1994 NO. 2 THE EDUCATIONAL PROGRESS OF BLACK STUDENTS U.S. Department of Education Office of Educational Research and Improvement
University of South Alabama Bachelor of Science Degree in Nursing Frequently Asked Questions For RN s who want to earn their BSN in the Online Format at USA Q - Are all required nursing courses for the
OFFICIAL POLICY 12.1.6 POLICY FOR APPLICANTS FOR UNDERGRADUATE ADMISSION: Degree and Non-Degree 11/16/2015 Policy Statement Undergraduate Admissions Policy Statement: In support of the statement of institutional
www.nku.edu E-Mail: ADMITNKU@NKU.EDU Office of Admissions, Lucas Administrative Center 400 Nunn Drive, Highland Heights, KY 41099 UNDERGRADUATE APPLICATION AND REQUIREMENTS Northern Kentucky University
Which Path? A Roadmap to a Student s Best College National College Access Network National Conference Mary Nguyen Barry September 16, 2014 THE EDUCATION TRUST WHO WE ARE The Education Trust works for the
Student Admissions, Outcomes, and Other Data The PhD program in Clinical Psychology at Northwestern University Feinberg School of Medicine is accredited by the American Psychological Association (APA).
GRADUATE PROGRAMS IN ECONOMICS INTRODUCTION The graduate programs in economics at The University of Michigan offer preparation for the wide range of careers now open to professional economists in academic,
ROAD MAP: Transferring Degrees, Applying GEDs and Making Transitions to the University The main person to contact for this process is Jasiel Perez in the Office of Admissions. He is the Associate Director
Marsha S. Bordner, Ph.D. Community Colleges 101: Mid Term Exam 1) What year was the first community college founded? a) 1801 b) 1851 c) 1901 d) 1951 2) What year was the first institution of higher learning
Requirements for Admission 25 Requirements for Admission Admissions Office Cope Administration Building 208 Application Filing Deadlines The deadline for Fall Semester applications is July 1. The deadline
C O L L E G E P R O F I L E - O V E R V I E W Ohio University Zanesville Zanesville, OH Web Site www.zanesville.ohiou.edu/ Institution Type Public Coeducational Yes Undergraduate Students 2,042 Women 1,413
Postsecondary Education Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students Edward C. Warburton, Rosio Bugarin, and Anne-Marie Nuñez This article was originally
Accredited: Accredited refers to the recognition of an education institution by an official agency or professional associate as maintaining certain quality standards. Academic Adviser: An academic adviser
Thomas More College of Liberal Arts Merrimack, NH C O L L E G E P R O F I L E - O V E R V I E W The Thomas More College of Liberal Arts, founded in 1978, is a private, primarily liberal arts college affiliated
Regulation of Florida A&M University 2.015 Admissions. (1) General Policies. (a) Florida A&M University (FAMU) uses the common application form for undergraduate admission to any one of the state universities.
26 www.wvc.edu The Wenatchee Valley College Abilities Outcomes: Through the course of pursuing degrees and certificates from WVC, successful students will be able to: Think critically (analyze, synthesize,
TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS 135-21-1. General. 1.1. Scope. This policy establishes
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS Can I schedule an appointment with an admissions counselor? We do not have admissions counselors, but have worked to include all the basic information you
SCHOLARSHIPS AND FINANCIAL AID CLASS OF 2015 YOU KNOW A COLLEGE EDUCATION IS A GREAT INVESTMENT We know families often endure financial hardships, especially when it comes to the cost of tuition. At Oakland
ST. FRANCIS COLLEGE GUIDE to Paying for College Learn about all of the financial aid opportunities available to you and how you can apply: College Scholarships Federal & State Grants Student Employment
Undergraduate Admissions Policy STATEMENT OF POLICY: Winston-Salem State University (WSSU) is committed to equality of educational opportunity. Admission to the university is based on merit and there is
EVALUATING STUDENT TRANSCRIPTS SYMBOL ON TRANSCRIPT EXAMPLE MEANING % SPAN 1001% a grade followed by a % means the course was used to complete a high school course deficiency (College Preparatory Curriculum
C O L L E G E P R O F I L E - O V E R V I E W Mercy College of Ohio Toledo, OH Web Site www.mercycollege.edu/ Institution Type Private Coeducational Yes Undergraduate Students 1,193 Women 1,031 (86.4%)
APPLICATION PROCEDURES The Occupational Therapy Admissions Committee selects students for admission after they have met the general Tuskegee University requirements for admission to the Graduate Program.
502B:1 STUDENT-ATHLETES: ADMISSIONS The Department of Athletics adheres to the University's admission policy, as defined in the current LSU General Catalog. Entering freshmen and transfer student-athletes
C O L L E G E P R O F I L E - O V E R V I E W Goldfarb School of Nursing at Barnes-Jewish College St. Louis, MO Goldfarb School of Nursing at Barnes-Jewish College, founded by 1993, is a private, coeducational
Graduates Earning College Degrees in -Related Fields September 2012 Natalie Wolanin & Julie Wade OFFICE OF SHARED ACCOUNTABILITY Adrian B. Talley, Associate Superintendent 850 Hungerford Drive Rockville,
Special Supplement to The Condition of Education 2008 NCES 2008-033 U.S. DEPARTMENT OF EDUCATION THIS PAGE INTENTIONALLY LEFT BLANK Special Supplement to The Condition of Education 2008 Statistical Analysis
University of Colorado Boulder NEUROSCIENCE Major DEPARTMENT OF PSYCHOLOGY & NEUROSCIENCE Guide for Undergraduate Majors For those declaring the major Spring 201 and forward The neuroscience degree offers
Post-Baccalaureate Pre-Medical Programs Can Help Your Advisees Get Into Medical School Gerald Soslau, PhD Professor of Biochemistry & Molecular Biology Vice Dean Office of Professional Studies In the Health
Frequently Asked Questions (FAQ) Application Procedures How do I apply to the Tuskegee University School of Veterinary Medicine (TUSVM)? Prospective students of the School of Veterinary Medicine are required
Law FACULTY OF GLOBAL PERSPECTIVE EXPERIENTIAL LEARNING INTERDISCIPLINARY OPPORTUNITIES FACTS ABOUT ADMISSION TO LAW FACTS ABOUT ADMISSION TO LAW SCHOOL WHY STUDY LAW? Legal studies will: refine your ability
Research Report No. 2005-5 An Investigation of Educational Outcomes for Students Who Earn College Credit Through the College-Level Examination Program Nancy K. Scammacca and Barbara G. Dodd www.collegeboard.com
Frequently Asked Questions (FAQ) Application Procedure How do I apply to the Tuskegee University College of Veterinary Medicine (TUCVM)? Prospective students of the College of Veterinary Medicine are required
Saint Peter's University 1 Admissions Saint Peter s University admits qualified students regardless of race, color, religion, sex, marital status, national origin, age, physical handicap, sexual orientation,
C O L L E G E P R O F I L E - O V E R V I E W Platt College San Diego San Diego, CA Web Site www.platt.edu/ Institution Type Private for-profit Coeducational Yes Undergraduate Students 369 Women 98 (26.6%)
Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),
Self-Paced Online (Correspondence) Courses Policies and Procedures 2015-2016 The Nature of Self-Paced Online (Correspondence) Coursework Self-Paced Online (Correspondence) Courses are taught by instructors
Mercy College A to Z Academic Integrity: The moral code or ethical policy at an academic institution. This includes values such as avoidance of cheating or plagiarism, the act of using another person s
How to Pay for College Financial Aid & Scholarships What is FAFSA? FAFSA stands for what? FREE APPLICATION FOR FEDERAL STUDENT AID What is Financial Aid? Grants Work Study Loans Loans for both students
Part-Time Practical Nursing Information Package September 2015 (Cohort 15) Welcome Note Good day and thank you for your interest in the Part-time Practical Nursing program at Humber College Institute of
C O L L E G E P R O F I L E - O V E R V I E W California Coast University Santa Ana, CA Web Site Institution Type Coeducational Undergraduate Students Women Men Graduate Students www.calcoast.edu/ Private
Admissions Admission to Northwest University is granted to applicants meeting the University admissions requirements without regard to sex, race, color, age, national or ethnic origin, or physical disability.
Transfer Students - Frequently Asked Questions 2014 The colleges and universities of Washington have long recognized the importance of facilitating travel for students moving from one institution to another
Your consent to our cookies if you continue to use this website.