An analysis of inquiry, nonstart, and drop reasons in nontraditional university student populations

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "An analysis of inquiry, nonstart, and drop reasons in nontraditional university student populations"

Transcription

1 Authors Kai Drekmeier Founder and President, InsideTrack Christopher Tilghman Director, Program Development, InsideTrack Presented at the th Annual National Symposium on Student Retention in Mobile, Alabama, 00. Used by permission of the Center for Institutional Data Exchange and Analysis at the University of Oklahoma.

2 abstract Based on a new data source, this study identifies key factors that influence enrollment (yield) and graduation rates among adult college students including the importance of referrals, finances, and external commitments. The new data for this study are drawn from records of structured, executivestyle student coaching sessions that adhere to a standardized, research-based methodology. Using data from more than,000 adult prospective students, InsideTrack identifies the factors that lead adult students to inquire at an institution and subsequently lead some of them to choose not to enroll. Using data from more than,000 enrolled students, the study also identifies factors that cause some students to drop out before completing their studies. While earlier research has addressed the influence of these factors on specific campuses, this study s data reflect across multiple universities and at key decision-making points throughout the academic year. introduction To support student success, colleges and universities that offer part-time and online degree programs continually need rich insights into adult learners decision-making processes. Effective enrollment management, program design, and outreach depend on knowing what factors drive prospective students to inquire at an institution, why some choose not to enroll, and why some who enroll eventually drop out before graduating. Individual colleges and universities learn from interactions with their own prospects and students, but they have limited access to the broader, cross-university population. Some earlier academic research studies have looked at student decision making across institutions, but these studies lack ongoing, in-depth interaction with students during the decision, enrollment, and enrolled phases. This paper presents results from a unique data source: one-on-one structured coaching sessions with prospective, new, and enrolled students. InsideTrack, the nation s premier provider of student coaching services, has a rigorous methodology for improving student engagement, persistence, and success. InsideTrack Coaches have worked with more than 0,000 students at more than 0 campuses nationally, helping them address the issues that might prevent them from enrolling, or succeeding once enrolled. InsideTrack Coaches record these data during coaching sessions, using InsideTrack s student management system. This information gives InsideTrack partner universities deep insights into student concerns, attitudes, and behavior all of which inform strategic decisions about recruiting, student life, and program offerings. This study looks, for the first time, at data drawn from multiple universities. The sample was drawn from colleges and universities; it includes more than,000 prospective nontraditional students and more than,000 enrolled nontraditional students. prior research The literature has identified several factors differentiating the adult learner from traditionalage students. Why adult students return to school Prior research has shown that career advancement is the most common reason adult students return to school across all age groups (Broekemier, 00; Sandeen, 008). Broekemier found that adults were more often interested in changing employers than other age groups. Sandeen found that Gen Xers (born between and 8) were more often looking to acquire skills that could help them find a new job than either Baby Boomers (born between and 0) or Millennials (born between 8 and 00), and that Baby Boomers were more often preparing for a part-time career in retirement than younger cohorts. Both Gen Xers and Millennials, though, were more often looking to advance in their current career compared with Baby Boomers. Digilio (8, as cited in Broekemier, 00) felt that the adult learner s reasons for returning to school were driven by more complex needs than those of the traditional-age student, including personal networking, serving others, escaping boredom, and personal interest. However, Sandeen (008) found that connecting and networking with people and learning for fun and enrichment, while important for all age groups, were less common than career advancement in every group. Why adult students inquire and enroll When looking at adult prospective students reasons for interest in a particular institution, a wide variety of studies agree on the top criteria. Availability of a program matching the student s purpose for attending (Broekemier, 00; Noel- Levitz and Council for Adult and Experiential Learning [CAEL] 00; Sandeen, 008) and convenience, including time and place of course offerings (Levine and Cureton, 8; National Postsecondary Education Cooperative [NPEC], 00), top the list. Other frequently mentioned factors include quality of the program (EduVentures, 008; Levine and 0

3 Cureton, 8), cost and financing (Broekemier, 00; EduVentures, 008; Levine and Cureton, 8; Noel-Levitz and CAEL, 00; NPEC, 00), institution reputation (Broekemier, 00; Edu- Ventures, 008; Noel-Levitz and CAEL, 00), and program type/mode of delivery (Noel-Levitz and CAEL, 00; Sandeen, 008). Some research suggests that older students are much less influenced by others than are traditional-age students when making inquiry and enrollment decisions. Broekemier (00) found that the influence of friends and family ranked last among factors for all age groups. Why adult students do not graduate Attrition in postsecondary education is an active field of research and has a solid theoretical basis. Differences in attrition patterns between adult and traditional students have been documented in the literature. Nontraditional students are more influenced by external factors than by the social integration variables that affect traditional student attrition (Bean and Metzner, 8). These external factors result in education becoming a secondary activity for nontraditional students (Kerka, 8). Wylie (00) augments factors taken from Tinto s Student Integration Model and Bean s Student Attrition Model with external factors that have an impact on the nontraditional student, including hours of employment, family responsibilities, and career advancement. Wylie posits that the adult student weighs these criteria when making the original decision to enroll and that attrition results from a re-evaluation of these criteria at various critical periods. methodology Data for this study are drawn from the InsideTrack student management system, which maintains records of structured coaching sessions between InsideTrack Coaches and students. Using a standardized methodology, Coaches record the data during each one-on-one coaching session. Three data fields are of particular relevance to this study: Inquiry Reason captures the primary reason(s) for the student s inquiry at the school. The system also includes a field for Secondary Inquiry Reasons. Nonstart Reason contains the reason a student chooses not to enroll at the school. A Nonstart Subcategory field captures narrative detail about the student s reason for not enrolling. Drop Reason stores the reason a student left the program before graduation. A Secondary Drop Reason field is also available. Both source and context are important in considering the validity of the unique data source for this study. Data source: The information is not simply student responses to survey questions. Instead, the data are the result of a series of ongoing interactions between the student and his or her Coach, as they work together to identify and address issues that could prevent the student from enrolling or from succeeding in a program in which they are enrolled. Based on these interactions, InsideTrack Coaching sessions produce a rich source of reliable information about the challenges and opportunities that students actually encounter. As a simple example, a prospective student might inquire about course availability, but might then spend most of the conversation discussing financial aid or online access; the Coach will capture the full content of this interaction. Data context: The data are captured by welltrained professional Coaches who are experienced in interacting with students and are able to identify the actual factors driving a particular behavior. The Coach s goal is not to capture data for research, but to help the student overcome any obstacles to success. In many cases, the student s initial response is not the underlying reason driving behaviors. In addition, this study includes student demographic data gender, age, and race and ethnicity for use in the analysis. Sample The study sample consists of two discrete data sets that is, a separate set of records for prospective students and for enrolled students. More than,000 prospective student records contain Inquiry and/or Nonstart Reasons, and more than,000 enrolled student records are the source of Drop Reason data. The students had inquired at or were enrolled in universities or colleges. The policies of InsideTrack partner universities vary regarding the sharing of student demographic information, so not all records contain the same data. Specifically, of the combined 0,000 student records, approximately,000 have Gender data,,000 contain information on Race/Ethnicity, and,000 capture Age. We compared our sample with national demographic data drawn from the 008 Spring and Fall Enrollment Components. Our sample includes a slightly greater number of Hispanic students than the national average, but it is otherwise similar to Gender and Race/Ethnicity distributions for students age and older in the United States. 0

4 Our sample is deliberately slanted toward adult students, but the age distribution is similar to that contained within the Integrated Postsecondary Education Data System for students age and older. analysis We analyzed three questions Inquiry Reason, Nonstart Reason, and Drop Reason by first aggregating data for all students and then analyzing findings by Gender and Age groups. Overall rankings. For each question, we ranked overall responses, calculating the percentage of total student records specific to each reason. We also calculated percent confidence intervals for each percentage, and noted breaks in the rankings where confidence intervals do not overlap. Ranking by gender. We then analyzed each question by gender. We ranked responses for each gender, including percentages. We then tested the null hypothesis that the proportion of respondents giving a particular reason was the same for both genders, and rejected the null hypothesis for any cases in which the adjusted probability was less than or equal to.0. Ranking by age group. We also split the sample into three age groups: Under, years of age, and 0 and Over. We ranked responses within each age group and listed the percentage of records giving each reason. For each reason, we tested the null hypothesis that the proportion of respondents giving a particular reason was the same for the Under and age groups. We also tested the null hypothesis that the proportion of respondents giving a particular reason was the same for the and 0 and Over groups. We Table. Inquiry Reason All rejected the null hypothesis if the adjusted probability was less than or equal to.0. discussion The following paragraphs discuss the data on the reasons given when students inquire at a particular university, why some choose not to enroll, and why others fail to graduate including differences in reasons given by age group and/or gender. inquiry reasons: summary As shown in Table, referrals are the top factor driving inquiries, although Convenience and Availability of Program fit within the same percent confidence interval. This finding is not consistent with Broekemier s study (00) and suggests a gap in the literature concerning the key influences driving adult learners decision making. Unlike prior research, which emphasized the importance of the availability of a desired program (Broekemier, 00; Noel-Levitz and CAEL, 00; Sandeen, 008) and convenience including time and place of course offerings (Levine and Cureton, 8; NPEC, 00) this study s data indicate that a referral from a trusted source is the most significant factor driving inquiry decisions. Four of the top seven Inquiry Reasons (Convenience,, Class Format, and Flexible Scheduling) and three of the top five involve fit with lifestyle. These findings are consistent with prior research. is barely among the top ten Inquiry Reasons. Based on these findings, continuing education professionals should consider investing in programs that generate referrals (e.g., word-ofmouth marketing, social-network marketing). Likewise, ensuring that programs are offered in a way that fits with the adult student lifestyle Table. Inquiry Reason Gender inquiry reason rank percent inquiry reason female male Referral Convenience Availability of Program Class format Reputation Flexible scheduling Admissions requirements 8 Ease of admissions process 0 8.8% 8.0%.%.%.% 8.%.%.%.8%.% Referral Availability of program Convenience Reputation Class format Flexible scheduling Admissions requirements Ease of admissions process Academics 8 0.8%.%.%.% 8.8% 8.%.%.%.%.%.% 8 0.%.8%.8%.% 0.% 8.%.%.%.%.%.0% Differences between bands are significant at % level n=,8 Highlighted results significant at 0.0 level after Bonferroni for multiple tests n=8, We applied the Bonferroni correction to the calculated probabilities because the Gender and Age analyses involved multiple simultaneous tests to support a disciplined analysis. We rejected the null hypothesis only if this adjusted p value was less than or equal to

5 is critical when trying to attract students. Inquiry Reasons did not vary much by gender (Table ). Convenience was more important for females, while Admissions Requirements were slightly more important for males, as was Ease of Admissions Process. In general, however, the same influencers apply to both genders. Similarly, the differences between adult students reasons for inquiring at a particular university and those for the Under age group were not statistically significant (Table ). The same was true when comparing the 0 and Over and groups, with one exception the older group inquired about more often than both younger groups did. Even for the 0 and Over age group, however, ranked only sixth in the most frequent inquiries list. nonstart reasons: summary Deciding not to enroll often does not mean that a prospective student has decided against returning to college. In our sample, almost one in five prospective students planned to enroll in a university, but chose to attend a competitor (Table ). In addition, a significant number of students (more than percent) planned to return to school, but chose to delay their start term. Changes in external circumstances (e.g., family situation, career goals) frequently affected enrollment plans, and was the fourth-ranked reason for nonenrollment but still below the median. Suitability how appropriate the university is for this particular student was the second most common reason that students did not enroll (Table ). Suitability includes factors such as location, course schedule, and delivery format, but almost half of these students were not qualified for the program about which they inquired, and the next largest group never intended to inquire in the first place. (Both of these results were outside the percent Table. Inquiry Reason Age inquiry reason under - 0 and over Referral Availability of program Reputation Class format Admissions requirements Ease of process.%.0% 0.%.% 8.0%.%.% 0.% 0.8%.%.% 0.8%.%.%.%.%.%.0%.% 8.% 8.%.%.%.0% Flexible scheduling Customer service.% 0.0% 8 0.% 0.% 0.% 0.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests n=, Table. Nonstart Reason All nonstart reason rank percent Table. Nonstart Reason Subcategory: Suitability nonstart subcategory rank percent Competitor Suitability External Delayed start term Program not offered Administrative Commitment to degree 8 Not interested Managing commitments 0 8.%.%.8%.%.%.%.0%.%.% 0.% Not qualified Did not intend to inquire Course schedule Delivery format Dissatisfied with service Program offered 8.%.%.%.%.%.%.% Differences between bands are significant at % level n=8,088 n=,0 0

6 error margins of the remaining factors.) These data suggest gaps in university lead-generation strategies. More males than females did not intend to inquire, and this result was statistically significant (Table ). It is possible that males are more willing than females to fill out online sign-up forms that are later captured in lead-generation programs. Suitability is the top reason for the Under group and the second-highest reason for adults 0 and over (Table ). However, for the Under group, Suitability is overwhelmingly an issue of qualification; in fact, lack of qualification is the largest nonstart factor for this age group. It is far less important for the 0 and Over group, and this difference is statistically significant at the.0 level. More young adults than those in the 0 and Over group did not intend to inquire, and this difference is also significant at the.0 level. These data could suggest potential gaps in the recruiting processes, particularly in outreach efforts targeting younger students. drop reasons: summary As shown in Table 8, almost 0 percent of adult students have difficulty integrating school with their other commitments, and continuing their education suffers. The second most frequent Table. Nonstart Reason Subcategory: Suitability/Gender nonstart subcategory female male Not qualified Course schedule Did not intend to inquire Dissatisfied with service Delivery format Programs offered 8.%.0%.8%.%.%.%.0%.%.%.% 0.0%.%.%.% n=, Table. Nonstart Reason Subcategory: Suitability/Age nonstart reason under - 0 and over Suitability Competitor External Program not offered.8% 0.%.%.8% 0.0% 8.8%.%.%.%.%.%.%.% 8.% 8.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests nonstart subcategory under - 0 and over Not qualified Did not intend to inquire Program offered.%.%.% 0.0%.%.% 8.%.8%.%.%.0%.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests n= 0

7 Drop Reason accounts for a quarter of the observed attrition. Compared with the relative absence of as a top reason for inquiry or the decision not to enroll, this finding indicates that students do not fully understand the degree to which finances will strain their education until they are enrolled and facing tuition invoices. Interestingly, and consistent with prior research, Academics is not a leading cause of adult student attrition. Males were more likely to drop out than females overall, and more often because of problems with managing commitments or effectiveness (Table ). However, although the differences were statistically significant, the magnitude of the differences between males and females was small. Females dropped out almost twice as often as males because of health reasons or a lack of support, and this result was statistically significant. For all of the top reasons, differences between the Under group and adults years old were significant at the.0 level (Table 0). While Drop Reasons vary by age, is a significant factor for all age groups (although slightly less for the age group than either the Under or Over 0 groups). Students and older are more likely to drop out because of difficulty in managing their commitments, and this issue is most significant for students aged. In contrast, Personal Effectiveness and Commitment to Graduation are more significant issues for younger students, while Health and Support issues are more prevalent among students over 0 years of age. conclusion and strategic implications The findings of this study suggest the need for administrators to review current assumptions Table 8. Drop Reason All Table. Drop Reason Gender drop reason rank percent drop reason female male Managing commitments Effectiveness Commitment to graduation Health and support School community Academics.%.%.%.% 8.%.8%.% Managing commitments.%.% Effectiveness.%.%.%.% Commitment to graduation Health and support 8.8%.%.%.% School community Academics.0%.%.%.% % confidence level between bands n=0, n=8, Table 0. Drop Reason Age drop reason under - 0 and over Managing commitments Effectiveness Commitment to graduation Health and support Academics School community.0% 0.%.%.%.0% 8.%.%.8% 8.%.%.8% 8.%.0%.% 0.% 0.%.%.%.%.%.0% Managing Commitments and results with 0 and over group are significant at the 0.0 level; all other highlighted results are significant at 0.0 level after Bonferroni correction for multiple tests. n=8, 0

8 about what drives the adult student to enroll in a particular university, and what motivates him or her to persist through to graduation. Here are two considerations that have strategic implications relative to these findings:. Review marketing investments, messaging, and program development. This study suggests that referrals play a much more important role in adult students choice of university than prior research indicated. Administrators might be underinvesting in generating and leveraging referrals via methods such as word of mouth and social networking. Students who inquire but do not enroll at a university might be choosing a competing school. A good recommendation from a trusted source might be even more important than lifestyle and convenience. These data underscore the importance of knowing the competition and consistently reviewing competitive messaging and positioning. Convenience is not only a very important message, but also a key consideration in building new or enhancing existing programs (e.g., online courses, intensive curricula, weekend classes, etc.). Marketing campaigns should still continue to emphasize these important factors, even though conventional wisdom has long held that they are important to adult students.. Investigate strategies that address demographic differences. External factors and Managing Commitments are the top two reasons for nonstarts and early dropouts. Offering resources that enable students to navigate these challenges can have an impact on enrollment, retention, and graduation rates. Likewise, resources that address demographic differences in Drop Reasons Effectiveness, Health and Support, and Managing Commitments can improve graduation rates and overall student success. 0

9 references Avery, C., & Hoxby, C. M. (00). Do and should financial aid packages affect students college choices? In C.M. Hoxby (Ed.), College choices: The economics of where to go, when to go, and how to pay for it. Chicago: University of Chicago Press. Bean, J., & Metzner, B. (8). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, (), 8 0. Boshier, R. (). Educational participation and dropouts: A theoretical model. Adult Education Quarterly, (), 8. Broekemier, G. M. (00). A comparison of twoyear and four-year adult students: Motivations to attend college and the importance of choice criteria. Journal of Marketing for Higher Education, (), 8. Council for Adult and Experiential Learning. (000). Serving adult learners in higher education: Principles of effectiveness executive summary. Chicago: CAEL. Retrieved February, 00, from cael.org/alfi/pdf. EduVentures. (008). The adult learner: An Edu- Ventures perspective. Boston: EduVentures. Hoxby, C. M. (Ed.). (00). College choices: The economics of where to go, when to go, and how to pay for it. Chicago: University of Chicago Press. Kelpe Kern, C. W. (000). College choice influences: Urban high school students respond. Community College Journal of Research and Practice, (), 8. Kerka, S. (8). Retaining adult students in higher education. ERIC Digest 88. ERIC Clearinghouse on Adult, Career, and Vocational Education. Columbus, OH: ERIC Document Reproduction Service No. ED080. Kurlaender, M. (00). Choosing community college: Factors affecting Latino college choice. New Directions for Community Colleges,,. San Francisco: Jossey-Bass Publishers. Levine, A., & Cureton, J. S. (8). What we know about today s college students. About Campus, (),. National Postsecondary Education Cooperative. (00). Deciding on Postsecondary Education: Final Report (NPEC ), prepared by Keith MacAllum, Denise M. Glover, Barbara Queen, and Angela Riggs. Washington, DC: NPEC. Retrieved March, 00, from Noel-Levitz & Council for Adult and Experiential Learning. (00). National adult learners satisfaction-priorities report. Coralville, IA: Noel-Levitz. Retrieved February, 00, from Roberts, G. L., & Webb, W. (). Dropout in adult education. Educational Research, (), 8. Sandeen, C. (008). Boomers, Xers, and millennials: Who are they and what do they really want from continuing higher education? Continuing Higher Education Review,,. Santiago, D. A. (00). Choosing Hispanic-serving institutions (HSIs): A closer look at Latino students college choices. Washington, DC: Excelencia in Education Publications. Wylie, J. R. (00). Non-traditional student attrition in higher education: A theoretical model of separation, disengagement, then dropout. Australian Association for Research in Education, Coldstream, Victoria, Australia. Retrieved March, 00, from wyl0.pdf about insidetrack InsideTrack is the nation s premier provider of student coaching services. Our mission is to improve student engagement, persistence, and success. Since 00, we have coached more than 0,000 students across a broad range of universities, including Penn State University, University of Dayton, Florida State University, and Columbia University. InsideTrack Coaching has been proven to improve graduation rates by an average of percent in more than controlled studies. To learn more about InsideTrack, please visit:

A look at how colleges and universities respond to inquiries from prospective adult students

A look at how colleges and universities respond to inquiries from prospective adult students A look at how colleges and universities respond to inquiries from prospective adult students Published by InsideTrack InsideTrack has coached more than 350,000 students at leading universities nationwide,

More information

RETENTION IN ACCELERATED DEGREE-COMPLETION PROGRAMS. Cynthia Benn Tweedell, Ph.D. Indiana Wesleyan University

RETENTION IN ACCELERATED DEGREE-COMPLETION PROGRAMS. Cynthia Benn Tweedell, Ph.D. Indiana Wesleyan University RETENTION IN ACCELERATED DEGREE-COMPLETION PROGRAMS Cynthia Benn Tweedell, Ph.D. Indiana Wesleyan University Why do some students leave college while others persist to graduation? Many social scientists

More information

The Student in Higher Education: Nontraditional Student Retention. Betty A. Allen University of Alabama

The Student in Higher Education: Nontraditional Student Retention. Betty A. Allen University of Alabama The Student in Higher Education: Nontraditional Student Retention Betty A. Allen University of Alabama In the 1980s, the nontraditional student became the norm in student populations in colleges and universities.

More information

Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men. Art Guaracha Jr. San Diego State University

Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men. Art Guaracha Jr. San Diego State University Life Stressors and Non-Cognitive Outcomes in Community Colleges for Mexican/Mexican American Men Art Guaracha Jr. San Diego State University JP 3 Journal of Progressive Policy & Practice Volume 2 Issue

More information

Summary of Study and Findings J. Lisa Stewart, Ph.D.

Summary of Study and Findings J. Lisa Stewart, Ph.D. BRIDGING THE GAP BETWEEN ENROLLMENT AND GRADUATION: AN EXPLORATORY STUDY OF RETENTION PRACTICES FOR NONTRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED INSTITUTIONS Summary of Study and Findings

More information

Mission Key Performance Indicators: Final Recommendations. April 2016

Mission Key Performance Indicators: Final Recommendations. April 2016 Mission Key Performance Indicators: Final Recommendations April 2016 Table of Contents Introduction... 2 Update after April 13, 2016 Board of Governors Study Session... 2 Student Success... 3 Access...

More information

INIGRAL INSIGHTS. The Social Side of Student Retention. Rose Broome Brandon Croke Michael Staton Hannah Zachritz

INIGRAL INSIGHTS. The Social Side of Student Retention. Rose Broome Brandon Croke Michael Staton Hannah Zachritz INIGRAL INSIGHTS The Social Side of Student Retention Rose Broome Brandon Croke Michael Staton Hannah Zachritz Research, Retention & Best Practices Student retention is a leading issue in post-secondary

More information

Goals and objectives of successful adult degree-completion students

Goals and objectives of successful adult degree-completion students Goals and objectives of successful adult degree-completion students ABSTRACT Amy Denise Johnson East Tennessee State University Donald W. Good East Tennessee State University In this study the researcher

More information

College Enrollment by Age 1950 to 2000

College Enrollment by Age 1950 to 2000 College Enrollment by Age 1950 to 2000 Colleges compete with the labor market and other adult endeavors for the time and attention of young people in a hurry to grow up. Gradually, young adults drift away

More information

Mission Key Performance Indicators: Final Recommendations. April 2016

Mission Key Performance Indicators: Final Recommendations. April 2016 Mission Key Performance Indicators: Final Recommendations April 2016 Table of Contents Introduction... 2 Student Success... 3 Access... 4 Teaching and Program Excellence... 5 Student Services... 6 Community

More information

Project Focus. Component 1:

Project Focus. Component 1: Connect 25: Nontraditional Student Engagement at Six Public Tennessee Board of Regents Universities; where we are and where we need to go. Submitted by Cheryl Green, PhD Maxine Smith Fellow, 2014 Tennessee

More information

2015 Research Report RISING SENIORS PERCEPTIONS OF FINANCIAL AID

2015 Research Report RISING SENIORS PERCEPTIONS OF FINANCIAL AID SM 2015 Research Report RISING SENIORS PERCEPTIONS OF FINANCIAL AID An analysis of how college-bound seniors and their families view a variety of topics related to financing higher education This national

More information

What We re Learning: Prevalence of and Responses to Financial Stress Among Undergraduates

What We re Learning: Prevalence of and Responses to Financial Stress Among Undergraduates DATA BRIEF 16-04 What We re Learning: Prevalence of and Responses to Financial Stress Among Undergraduates A Data Update from the Wisconsin HOPE Lab April 20, 2016 Many students find it difficult to pay

More information

Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral

Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral Breaking Down Barriers and Building Opportunities for Nontraditional Students Catherine Cash, MA, GCDF Coordinator of Advising Services Doctoral Student, Higher Education Leadership University of Central

More information

First-Generation College Students: How Co-Curricular Involvement Can Assist with Success. Valerie Garcia

First-Generation College Students: How Co-Curricular Involvement Can Assist with Success. Valerie Garcia 46 The Vermont Connection 2010 Volume 31 First-Generation College Students: How Co-Curricular Involvement Can Assist with Success Valerie Garcia First-generation college students are students whose parents

More information

Student Success Courses and Educational Outcomes at Virginia Community Colleges

Student Success Courses and Educational Outcomes at Virginia Community Colleges Student Success Courses and Educational Outcomes at Virginia Community Colleges Sung-Woo Cho and Melinda Mechur Karp February 2012 CCRC Working Paper No. 40 Address correspondence to: Sung-Woo Cho Quantitative

More information

A + dvancer College Readiness Online Remedial Math Efficacy: A Body of Evidence

A + dvancer College Readiness Online Remedial Math Efficacy: A Body of Evidence Running Head: A+dvancer COLLEGE READINESS ONLINE 1 A + dvancer College Readiness Online Remedial Math Efficacy: A Body of Evidence John Vassiliou Miami Dade College, FL Deborah Anderson Front Range Community

More information

College Choice Literature Review

College Choice Literature Review College Choice Literature Review The decision making process is complex and subject to multiple influences that not only interact with each other but also change over time. This is especially true with

More information

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. A Statistical Profile 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

More information

NOTE: The following report by the Benchmarking Task Force was reviewed with the Strategic Planning Steering Committee at its April 25, 2012 meeting.

NOTE: The following report by the Benchmarking Task Force was reviewed with the Strategic Planning Steering Committee at its April 25, 2012 meeting. NOTE: The following report by the Benchmarking Task Force was reviewed with the Strategic Planning Steering Committee at its April 25, 2012 meeting. Brandeis University: Benchmarking Success The Strategic

More information

Factors associated with student withdrawal from community college

Factors associated with student withdrawal from community college Factors associated with student withdrawal from community college Donna Scoggin Ronald A. Styron Dr. Scoggin is a nursing instructor at Jones County Junior College in Ellisville, Mississippi. Dr. Styron

More information

The Factors Influencing College Choice Among Nontraditional Students

The Factors Influencing College Choice Among Nontraditional Students 2012 National Research Report The Factors Influencing College Choice Among Nontraditional Students An analysis of adult learners, graduate, and online learners What matters to nontraditional when deciding

More information

Persistence in University Continuing Education Online Classes

Persistence in University Continuing Education Online Classes International Review of Research in Open and Distance Learning Volume 8, Number 3. ISSN: 1492-3831 November 2007 Persistence in University Continuing Education Online Classes Jia University of California

More information

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Peter Kiriakidis Founder and CEO 1387909 ONTARIO INC Ontario, Canada panto@primus.ca Introduction Abstract: This

More information

Inspirational Innovation

Inspirational Innovation A HIGHER EDUCATION PRESIDENTIAL THOUGHT LEADERSHIP SERIES 2014-2015 Series: Inspirational Innovation CHAPTER 2 Goal Realization: Diverse Approaches for a Diverse Generation Goal Realization: Diverse Approaches

More information

R e s e a r c h B r i e f s. Factors Affecting Practical Nursing Student Attrition

R e s e a r c h B r i e f s. Factors Affecting Practical Nursing Student Attrition R e s e a r c h B r i e f s Factors Affecting Practical Nursing Student Attrition Margaret Christine Stickney, EdD, RN Abstract This study investigated factors that affect student attrition for 151 students

More information

Text table 4-1 Enrollment, degree attainment, and employment status of academic year 1996/97 and 1997/98 S&E bachelor s degree recipients: April 1999

Text table 4-1 Enrollment, degree attainment, and employment status of academic year 1996/97 and 1997/98 S&E bachelor s degree recipients: April 1999 Chapter 4 Graduate Enrollment Overview Graduate enrollment in science and engineering 1 rose in after 5 consecutive years of decline. (See appendix table 4-1.) The growth was entirely attributable to increases

More information

STUDENT AND GUIDANCE COUNSELOR FEEDBACK ON THE COLLEGE NAVIGATOR WEBSITE

STUDENT AND GUIDANCE COUNSELOR FEEDBACK ON THE COLLEGE NAVIGATOR WEBSITE STUDENT AND GUIDANCE COUNSELOR FEEDBACK ON THE COLLEGE NAVIGATOR WEBSITE A Paper Commissioned by the National Postsecondary Education Cooperative STUDENT AND GUIDANCE COUNSELOR FEEDBACK ON THE COLLEGE

More information

forum Forecasting Enrollment to Achieve Institutional Goals by Janet Ward Campus Viewpoint

forum Forecasting Enrollment to Achieve Institutional Goals by Janet Ward Campus Viewpoint forum Campus Viewpoint Forecasting Enrollment to Achieve Institutional Goals by Janet Ward As strategic and budget planning commences at community colleges, baccalaureate institutions, and comprehensive

More information

Executive Summary A Racial/Ethnic Comparison of Career Attainments in Healthcare Management Summary Report 2008

Executive Summary A Racial/Ethnic Comparison of Career Attainments in Healthcare Management Summary Report 2008 Executive Summary A Racial/Ethnic Comparison of Career Attainments in Healthcare Management Summary Report 2008 Background....1 Methods.. 1 Major Findings..2 Conclusions...7 Recommendations...8 Background

More information

Ivy Bridge College of Tiffin University: An Online Pipeline For Transfer Students

Ivy Bridge College of Tiffin University: An Online Pipeline For Transfer Students Ivy Bridge College of Tiffin University: An Online Pipeline For Transfer Students Cam Cruickshank, Ph.D., Vice President and Campus Executive Officer Presentation Outline Tiffin University Background Ivy

More information

Institutional Mini-Grant Competition: Tennessee Higher Education Commission Informational Webinar

Institutional Mini-Grant Competition: Tennessee Higher Education Commission Informational Webinar Institutional Mini-Grant Competition: Tennessee Higher Education Commission Informational Webinar Webinar Agenda THEC will address the process and timeline of the mini-grant competition. CAEL will explain

More information

Graduate Student Motivations to Learn Online

Graduate Student Motivations to Learn Online Graduate Student Motivations to Learn Online Patricia L. Banyas 1, Terri M. Gustafson 2 and Jessica L. Knott 3 1 Michigan State University/College of Education, East Lansing, USA 2 Michigan State University/College

More information

A Time Between: The Full-Time Adult Undergraduate. A Sample Qualitative Research Proposal Written in the APA 6 th Style.

A Time Between: The Full-Time Adult Undergraduate. A Sample Qualitative Research Proposal Written in the APA 6 th Style. A Time Between: The Full-Time Adult Undergraduate A Sample Qualitative Research Proposal Written in the APA 6 th Style [Note: This sample proposal is based on a composite of past proposals, simulated information

More information

CONSUMERS OF ONLINE INSTRUCTION

CONSUMERS OF ONLINE INSTRUCTION CONSUMERS OF ONLINE INSTRUCTION Dr. Lillie Anderton Robinson, North Carolina A&T State University, andertol@ncat.edu ABSTRACT There is a great demand for the online delivery system of instruction. It accommodates

More information

H i g h e r Education a n d E c o n o m i c Development

H i g h e r Education a n d E c o n o m i c Development GETTING WHAT YOU PAY FOR H i g h e r Education a n d E c o n o m i c Development Julie Davis Bell Western Interstate Commission for Higher Education With support from Introduction Legislators are becoming

More information

ISSUE PAPER. Eleventh in a series of Issue Papers released at the request of Chairman Charles Miller to inform the work of the Commission

ISSUE PAPER. Eleventh in a series of Issue Papers released at the request of Chairman Charles Miller to inform the work of the Commission A NATIONAL DIALOGUE: The Secretary of Education s Commission on the Future of Higher Education ISSUE PAPER Eleventh in a series of Issue Papers released at the request of Chairman Charles Miller to inform

More information

Reintegrating College Athletes Into the Student Body and Preparing Them for Life After College

Reintegrating College Athletes Into the Student Body and Preparing Them for Life After College Reintegrating Athletes Into the Student Body and Preparing Them for Life After athletics has become a substantial force in American society. Its widespread popularity among fans has led to increasing revenues

More information

Policy Manual The Non-Traditional Student Peer Mentoring Program. Carroll College

Policy Manual The Non-Traditional Student Peer Mentoring Program. Carroll College Policy Manual The Non-Traditional Student Peer Mentoring Program Carroll College 1 Table of Contents Introduction.3 Non-Traditional Students 4 Policies and Procedures.. 5 The NONTRADPMP Moodle Course 8

More information

Measuring Post-Traditional Student Success: Institutions Making Progress, but Challenges Remain

Measuring Post-Traditional Student Success: Institutions Making Progress, but Challenges Remain Student Success: Progress, but Challenges The University Professional and Continuing Education Association Center for Research and Consulting In partnership with 2013 UPCEA & InsideTrack, All Rights Reserved.

More information

In the past two decades, the federal government has dramatically

In the past two decades, the federal government has dramatically Degree Attainment of Undergraduate Student Borrowers in Four-Year Institutions: A Multilevel Analysis By Dai Li Dai Li is a doctoral candidate in the Center for the Study of Higher Education at Pennsylvania

More information

What We Know About Developmental Education Outcomes

What We Know About Developmental Education Outcomes RESEARCH OVERVIEW / JANUARY 2014 What We Know About Developmental Education Outcomes What Is Developmental Education? Many recent high school graduates who enter community college are required to take

More information

A COMPARISON OF POST-SECONDARY OUTCOMES FOR TECH PREP AND NON-TECH PREP STUDENTS AT SINCLAIR COMMUNITY COLLEGE. October, 2007

A COMPARISON OF POST-SECONDARY OUTCOMES FOR TECH PREP AND NON-TECH PREP STUDENTS AT SINCLAIR COMMUNITY COLLEGE. October, 2007 A COMPARISON OF POST-SECONDARY OUTCOMES FOR TECH PREP AND NON-TECH PREP STUDENTS AT SINCLAIR COMMUNITY COLLEGE October, 2007 Office of Research, Analytics and Reporting Sinclair Community College, 444

More information

Barriers to College Attainment

Barriers to College Attainment AGENCY/PHOTOGRAPHER Barriers to College Attainment Lessons from Chicago Jenny Nagaoka, Melissa Roderick, and Vanessa Coca, The Consortium on Chicago School Research at The University of Chicago January

More information

Fiscal Benefits of Student Retention and First-Year Retention Initiatives

Fiscal Benefits of Student Retention and First-Year Retention Initiatives Joe Cuseo Fiscal Benefits of Student Retention and First-Year Retention Initiatives Student recruitment efforts require substantial institutional expenditures (e.g., hiring of staff, travel funding, and

More information

ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES. Bachelor s Degree Attainment: Catholic Colleges and Universities Lead the Way

ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES. Bachelor s Degree Attainment: Catholic Colleges and Universities Lead the Way ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES Bachelor s Degree tainment: Catholic Colleges and Universities Lead the Way ASSOCIATION OF CATHOLIC COLLEGES AND UNIVERSITIES Bachelor s Degree tainment:

More information

Basics of Longitudinal Cohort Analysis

Basics of Longitudinal Cohort Analysis Achieving the Dream TM Community Colleges Count Basics of Longitudinal Cohort Analysis Principles and Practices of Student Success Rick Voorhees and John Lee Longitudinal cohort analysis is a powerful

More information

May 2006. Minnesota Undergraduate Demographics: Characteristics of Post- Secondary Students

May 2006. Minnesota Undergraduate Demographics: Characteristics of Post- Secondary Students May 2006 Minnesota Undergraduate Demographics: Characteristics of Post- Secondary Students Authors Tricia Grimes Policy Analyst Tel: 651-642-0589 Tricia.Grimes@state.mn.us Shefali V. Mehta Graduate Intern

More information

Coaching for Yield and Class Shaping at the University of Alabama at Birmingham

Coaching for Yield and Class Shaping at the University of Alabama at Birmingham Coaching for Yield and Class Shaping at the University of Alabama at Birmingham InsideTrack / CASE STUDY Improving overall yield and enrollment, diversity and engagement by helping students find the right

More information

Options and Opportunities

Options and Opportunities Options and Opportunities Forging Lasting Banking Relationships with Millennials 1 www.fico.com Options and Opportunities Forging Lasting Banking Relationships with Millennials TABLE OF CONTENTS SUMMING

More information

Enrollment Data Undergraduate Programs by Race/ethnicity and Gender (Fall 2008) Summary Data Undergraduate Programs by Race/ethnicity

Enrollment Data Undergraduate Programs by Race/ethnicity and Gender (Fall 2008) Summary Data Undergraduate Programs by Race/ethnicity Enrollment Data Undergraduate Programs by Race/ethnicity and Gender (Fall 8) Summary Data Undergraduate Programs by Race/ethnicity The following tables and figures depict 8, 7, and 6 enrollment data for

More information

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school

More information

Millennial Banking Insights and Opportunities.

Millennial Banking Insights and Opportunities. Millennial Banking Insights and Opportunities www.fico.com Millennial Banking Insights and Opportunities TABLE OF CONTENTS NON-TRADITIONAL BANKING ALTERNATIVE PAYMENTS PEER-TO-PEER LENDING VERSUS PRIMARY

More information

Community College Student Success. Developmental Education Placement Annotated Bibliography

Community College Student Success. Developmental Education Placement Annotated Bibliography The Completion Arch: Measuring Community College Student Success Developmental Education Placement Annotated Bibliography Adelman, C. (2005). Moving into town and moving on: The community college in the

More information

2014 RISING SENIORS PERCEPTIONS OF FINANCIAL AID

2014 RISING SENIORS PERCEPTIONS OF FINANCIAL AID 2014 RISING SENIORS PERCEPTIONS OF FINANCIAL AID RUFFALOCODY ENROLLMENT MANAGEMENT DR. RAQUEL BERMEJO, DIRECTOR OF RESEARCH TM 65 Kirkwood North Road SW Cedar Rapids, IA 52406 800.756.7483 www.ruffalocody.com/em

More information

Final Report from the. Task Force on Retention and Completion Rates at the Community Colleges

Final Report from the. Task Force on Retention and Completion Rates at the Community Colleges Final Report from the Task Force on Retention and Completion Rates at the Community Colleges February 2007 Task Force on Retention and Completion Rates at the Community Colleges Final Report CONTENTS Executive

More information

National College Progression Rates For high schools participating in the National Student Clearinghouse StudentTracker service

National College Progression Rates For high schools participating in the National Student Clearinghouse StudentTracker service National College Progression Rates For high schools participating in the National Student Clearinghouse StudentTracker service October 15, 2013 This report provides high school- to- college transition

More information

Student Retention Services from Ruffalo Noel Levitz Increase college completion rates and strengthen the quality of student life and learning

Student Retention Services from Ruffalo Noel Levitz Increase college completion rates and strengthen the quality of student life and learning Student Retention Services from Ruffalo Noel Levitz Increase college completion rates and strengthen the quality of student life and learning SM 2015 Ruffalo Noel Levitz Student Retention Services 1 Increase

More information

Engaging Students through Communication and Contact: Outreach Can Positively Impact Your Students and You!

Engaging Students through Communication and Contact: Outreach Can Positively Impact Your Students and You! Engaging Students through Communication and Contact: Outreach Can Positively Impact Your Students and You! Wendy Achilles WAchilles@kaplan.edu Kimberly Byrd kbyrd@kaplan.edu Jaclyn Felder-Strauss JFelder-

More information

College Enrollment Hits All-Time High, Fueled by Community College Surge

College Enrollment Hits All-Time High, Fueled by Community College Surge Enrollment Hits All-Time High, Fueled by Community Surge FOR RELEASE: OCTOBER 29, 2009 Paul Taylor, Project Director Richard Fry, Senior Researcher Wendy Wang, Research Associate Daniel Dockterman, Research

More information

THE FINANCIAL NEEDS OF GEN Y, GEN X, AND BOOMER WOMEN

THE FINANCIAL NEEDS OF GEN Y, GEN X, AND BOOMER WOMEN THE FINANCIAL NEEDS OF GEN Y, GEN X, AND BOOMER WOMEN As of 2015, the Baby Boom generation has been outgrown by Generation Y also known as the Millennial Generation or Millennials born 1981 to 1999. In

More information

Why Recent Criticism of the University of Phoenix is Unjustified Rhonda P. Urban

Why Recent Criticism of the University of Phoenix is Unjustified Rhonda P. Urban e-mentor No 3 (20) / 2007 www.e-mentor.edu.pl/eng Why Recent Criticism of the University of Phoenix is Unjustified Rhonda P. Urban A recent article in The New York Times Troubles Grow for a University

More information

Practices Worthy of Attention High Tech High San Diego Unified School District San Diego, California

Practices Worthy of Attention High Tech High San Diego Unified School District San Diego, California San Diego Unified School District San Diego, California Summary of the Practice. is a charter school set up with the mission of giving students an interdisciplinary and hands-on education so they can be

More information

Abstract. Introduction

Abstract. Introduction Enrollment Management Dynamics of Adult Undergraduate Degree-Completion Business Programs at Private Universities Dr. CJ Kalin University of San Francisco 2130 Fulton Street, San Francisco, CA 94117 (415)

More information

A Survey of Needs and Services for Postsecondary Nontraditional Students

A Survey of Needs and Services for Postsecondary Nontraditional Students A Survey of Needs and Services for Postsecondary Nontraditional Students Part I: A Survey of Postsecondary Nontraditional Students What is a nontraditional student? You have been asked to participate in

More information

Learning in the Fast Lane:

Learning in the Fast Lane: NEW AGENDA SERIES Learning in the Fast Lane: Adult Learners Persistence and Success in Accelerated College Programs Raymond J. Wlodkowski, Jennifer E. Mauldin and Sandra W. Gahn The Center for the Study

More information

Improving STUDENT RETENTION. A Whitepaper from The Learning House, Inc.

Improving STUDENT RETENTION. A Whitepaper from The Learning House, Inc. Improving STUDENT RETENTION A Whitepaper from The Learning House, Inc. Rev. 9/2011 What is retention? Respected college administrator, educational consultant and professor Alan Seidman defines retention

More information

Helping Adult Learners Succeed: Tools for Two-Year Colleges

Helping Adult Learners Succeed: Tools for Two-Year Colleges Helping Adult Learners Succeed: Tools for Two-Year Colleges September 2007 Prepared by Ruth Frey, Consultant Supported by a grant from Lumina Foundation for Education Acknowledgements This publication

More information

for Undergraduate and Graduate Programs

for Undergraduate and Graduate Programs Trends in Enrollment Management 2015 Adult Learner Marketing and Recruitment Practices Benchmark Report for Undergraduate and Graduate Programs What s working in adult learner recruitment and marketing

More information

How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System

How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System How Students who Initially Enroll at a Four-Year Institution Utilize the Community College System Eric Lichtenberger, Ph.D. Assistant Research Professor Illinois Education Research Council Sources of Data

More information

Traditionally Nontraditional: The Barriers College Students with Children Face while Pursuing a Degree in a Traditional Undergraduate Program

Traditionally Nontraditional: The Barriers College Students with Children Face while Pursuing a Degree in a Traditional Undergraduate Program 19 Traditionally Nontraditional: The Barriers College Students with Children Face while Pursuing a Degree in a Traditional Undergraduate Program ABSTRACT Traditionally Nontraditional explores the relationship

More information

Staying Attuned to the Boom Enrollment Management and Planning Priorities for Non- Traditional Students

Staying Attuned to the Boom Enrollment Management and Planning Priorities for Non- Traditional Students Staying Attuned to the Boom Enrollment Management and Planning Priorities for Non- Traditional Students Dr. Barbara Keener, Capella University, Earth Kishia Brock, Rio Salado College, Arizona Richard Liedtke,

More information

STUDENT SATISFACTION SURVEY SUMMARY

STUDENT SATISFACTION SURVEY SUMMARY STUDENT SATISFACTION SURVEY SUMMARY SPRING 2010 INSTITUTIONAL RESEARCH & PLANNING PUTTING THE PIECES TOGETHER Student Satisfaction Survey Summary Spring 2010 1 Community College of Denver Spring 2010 Student

More information

Multiple Roles of Adult Learners

Multiple Roles of Adult Learners 2 Adult learners juggle multiple roles while attending institutions of higher education. Adult students roles and the implications for adults success in college are discussed in this chapter. Multiple

More information

Voluntary Framework of Accountability Adult Basic Education Metrics. February Contact:

Voluntary Framework of Accountability Adult Basic Education Metrics. February Contact: Voluntary Framework of Accountability Adult Basic Education Metrics February 2014 This document only covers measures relating to Adult Basic Education/GED. All measures and definitions are the same as

More information

Prepared Testimony by. Algernon Austin Director Program on Race, Ethnicity and the Economy Economic Policy Institute

Prepared Testimony by. Algernon Austin Director Program on Race, Ethnicity and the Economy Economic Policy Institute Prepared Testimony by Algernon Austin Director Program on Race, Ethnicity and the Economy Economic Policy Institute Before the U.S. House of Representatives Committee on Education and Labor Ensuring Economic

More information

RESEARCH BRIEF. academic experiences and perceptions,

RESEARCH BRIEF. academic experiences and perceptions, RESEARCH BRIEF Alumni Survey Results for Pepperdine University s Graduate Programs Teresa Taningco Kaldor, Ph.D. January 2013 Key Findings This study analyzes the results of the Alumni Survey for Pepperdine

More information

The Future of Independent Agent Distribution. Jamie Green Vice President, Market Strategy National Underwriter Summit Professional Networks

The Future of Independent Agent Distribution. Jamie Green Vice President, Market Strategy National Underwriter Summit Professional Networks The Future of Independent Agent Distribution Jamie Green Vice President, Market Strategy National Underwriter Summit Professional Networks Profile of Today s Independent Professional Purpose: to better

More information

University Counseling Services & DOS/Health Promotion and Wellness Annual Assessment Report Template Academic Year: 2013-2014

University Counseling Services & DOS/Health Promotion and Wellness Annual Assessment Report Template Academic Year: 2013-2014 I. Assessment Report University Counseling Services & DOS/Health Promotion and Wellness Annual Assessment Report Template Academic Year: 2013-2014 Name of Department: University Counseling Services & Dean

More information

Waiting until After College Graduation to Marry

Waiting until After College Graduation to Marry Waiting until After College Graduation to Marry Amanda Fankhauser and Christopher Emerson Undergraduate Students, Human Development and Family Studies Keywords: Marriage, divorce, education Abstract This

More information

Application Trends Survey

Application Trends Survey The premier provider of market intelligence Application Trends Survey SURVEY REPORT About This Study The Application Trends Survey is a product of the Graduate Management Admission Council (GMAC ), a global

More information

WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE

WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE Issue Brief May 2006 WORKING THEIR WAY THROUGH COLLEGE: STUDENT EMPLOYMENT AND ITS IMPACT ON THE COLLEGE EXPERIENCE During the 2003 04 academic year, 78 percent of undergraduates worked while they were

More information

Title Measuring the Success of Student Veterans and Active Duty Military Students

Title Measuring the Success of Student Veterans and Active Duty Military Students Title Measuring the Success of Student Veterans and The NASPA Research and Policy Institute In partnership with 2013 NASPA & InsideTrack, All Rights Reserved. INTRODUCTION AND ISSUE OVERVIEW The nation

More information

The MetLife Survey of

The MetLife Survey of The MetLife Survey of Collaborating for Student Success Part 3: Teaching as a Career The MetLife Survey of the American Teacher: Collaborating for Student Success The MetLife Survey of the American Teacher:

More information

Succeeding Calumet Conference Center, Purdue University Calumet, Hammond, IN June 17, 2010

Succeeding Calumet Conference Center, Purdue University Calumet, Hammond, IN June 17, 2010 Post-Secondary Student Pathways in Northwest Indiana: Patterns of Enrollment Research findings from the Mobile Working Students Collaborative Desiree Zerquera & Jin Chen Project on Academic Success WORKING

More information

AAUW. Women in Community Colleges. Access to Success

AAUW. Women in Community Colleges. Access to Success AAUW Executive Summary Women in Community Colleges Access to Success a AAUW Executive Summary Higher education is essential to the productivity and innovation of the U.S. workforce, and ongoing economic

More information

A Study of Career Patterns of the Presidents of Independent Colleges and Universities

A Study of Career Patterns of the Presidents of Independent Colleges and Universities A Study of Career Patterns of the Presidents of Independent Colleges and Universities Harold V. Hartley III Eric E. Godin A Study of Career Patterns of the Presidents of Independent Colleges and Universities

More information

SECTION IV NONTRADITIONAL STUDENTS

SECTION IV NONTRADITIONAL STUDENTS SECTION IV NONTRADITIONAL STUDENTS Nontraditional students are defined as those students 25 years of age or above, in comparison to the traditional-age student pool, which consists of individuals 18-24

More information

Research Brief. College Students are Put to the Test: The Attitudes, Behaviors and Knowledge Levels of Financial Education

Research Brief. College Students are Put to the Test: The Attitudes, Behaviors and Knowledge Levels of Financial Education Research Brief College Students are Put to the Test: The Attitudes, Behaviors and Knowledge Levels of Financial Education January 2013 Executive Summary Nearly one thousand first year students representing

More information

Math Alliance Research Study. High School Students who Intend to Major in Math: Differences by Gender, Race, Ethnicity, and Confidence Levels

Math Alliance Research Study. High School Students who Intend to Major in Math: Differences by Gender, Race, Ethnicity, and Confidence Levels Math Alliance Research Study Issue Brief #4 October 2013 High School Students who Intend to Major in Math: Differences by Gender, Race, Ethnicity, and Confidence Levels Casey George-Jackson, Ph.D. Women

More information

High School Graduation and the No Child Left Behind Act

High School Graduation and the No Child Left Behind Act Connecticut The Policy Context High School Graduation and the No Child Left Behind Act The federal No Child Left Behind Act (NCLB), enacted in 2002, holds states and the schools under their jurisdictions

More information

Facing the Baby Blues? Serving Student Parents On Campus. By Heather S. Gasser & Ray F. Gasser

Facing the Baby Blues? Serving Student Parents On Campus. By Heather S. Gasser & Ray F. Gasser Facing the Baby Blues? Serving Student Parents On Campus By Heather S. Gasser & Ray F. Gasser With significant attention and programs dedicated for parents of traditional-age students on our campuses (including

More information

Participation and pass rates for college preparatory transition courses in Kentucky

Participation and pass rates for college preparatory transition courses in Kentucky U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college

More information

Transfer Intelligence: How Community College Transfer Students Work toward a Bachelor s in Criminal Justice

Transfer Intelligence: How Community College Transfer Students Work toward a Bachelor s in Criminal Justice Transfer Intelligence: How Community College Transfer Students Work toward a Bachelor s in Criminal Justice Lisel Blash, Darla Cooper, Kelley Karandjeff, Nathan Pellegrin, Diane Rodriguez-Kiino, Eva Schiorring

More information

College of Business Strategic Plan 2014-2018

College of Business Strategic Plan 2014-2018 Vision Statement College of Business Strategic Plan 2014-2018 The COB s vision is to accelerate student success through applied business knowledge and to contribute to a better and brighter future for

More information

Ten Tips for Recruiting Adult Learners. Your Change Agent To Recruit And Graduate Students

Ten Tips for Recruiting Adult Learners. Your Change Agent To Recruit And Graduate Students Ten Tips for Recruiting Adult Learners Your Change Agent To Recruit And Graduate Students Recruitment of Adult Learners A Sequence of 10 Steps Strategy 1: Profile Analogous to Freshman Class Profile Goal

More information

Student Motivations for Choosing Online Classes

Student Motivations for Choosing Online Classes International Journal for the Scholarship of Teaching and Learning Volume 6 Number 2 Article 11 7-2012 Student Motivations for Choosing Online Classes Heidi S. Harris Eastern Oregon University, hasharris@gmail.com

More information

Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields

Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields Effective Practices at Community Colleges and Four- Year Institutions for Increasing Women in Information Technology (IT) Fields Project Results and Overview Problem Statement and Project Goals Colorado

More information

Lake Land College Noel Levitz Student Satisfaction Inventory 2015

Lake Land College Noel Levitz Student Satisfaction Inventory 2015 Lake Land College Noel Levitz Student Satisfaction Inventory 2015 M. Lynn Breer PhD Office of Institutional Research i Table of Contents Introduction... 1 Sampling Design... 1 2015 Student Respondent Profile...

More information

Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program

Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program Addressing Education Deficits: LaGuardia Community College s Bridge to College and Careers Program Vanessa Martin, MDRC Amy Dalsimer, LaGuardia Community College Overview Background and context The reform

More information