Post Secondary

This spotlight discusses the characteristics, enrollment, and degrees conferred at four types of these institutions: historically Black colleges and universities, Hispanic-serving institutions, tribally controlled colleges and universities, and Asian American and Native American Pacific Islander-serving institutions.

In academic year 2017–18, there were 3,883 degree-granting institutions in the United States¹ with first-year undergraduates: 2,407 were 4-year institutions offering programs at the bachelor’s or higher degree level and 1,476 were 2-year institutions offering associate’s degrees and other certificates. Some of the differences in the characteristics of 4-year and 2-year institutions may be related to their differing institutional missions.

Between 2000 and 2017, total undergraduate enrollment in degree-granting postsecondary institutions increased by 27 percent (from 13.2 million to 16.8 million students). By 2028, total undergraduate enrollment is projected to increase to 17.2 million students.

This paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The Condition of Education. This year’s report presents 49 indicators of important developments and trends in U.S. education.

The Condition of Education. This year's report presents 50 indicators of important developments and trends in U.S. education.

Trends in College Pricing provides information on changes over time in undergraduate tuition and fees, room and board, and other estimated expenses related to attending colleges and universities. The report, which includes data through 2018-19 from the College Board's Annual Survey of Colleges, reveals the wide variation in prices charged by institutions of different types and in different parts of the country. 

This research compare for-profit college networks with the public sector. The author emphasize economic criteria for evaluating colleges and the need to consider many such criteria to make a valid comparison. In conclusion, public colleges are much cheaper than for-profit colleges. From a student perspective, this difference would have to be offset by a much superior performance of for-profit colleges to be advantageous. However, the evidence tends to point in the opposite direction. While ITT’s post-enrollment student earnings are comparable to those of many public colleges, on the whole the outcomes of public colleges appear to be better than those of the two closed for-profit networks of colleges.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. 

This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity.  The report also has special sections on public school teachers by race/ethnicity and characteristics of post-secondary institutions serving specific minority racial/ethnic groups. 

This study describe the schools, students, and programs in the for-profit higher education sector, it's phenomenal recent growth, and it's relationship to the federal and state governments. The study find that for-profit institutions educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at reatining students in their first year and fetting them to complete short programs at the certificate and AA levels. But they also find that the for-profit students end-up with higher unemployment and "idleness" rates and lower earning six years after entering programs than do comparable students from other schools. and they have far greater student debt burdens and default rates on their student loans.

This research examines meta-analyses on the topic to identify those practices that predictably lead to effective classroom instruction. The paper examines practices such as teacher degrees, preparation models, methods of course delivery, technology-based instruction, cooperative learning practices, instruction methods, field experience, field experience supervision, and induction practices.

A disproportionate reliance on SAT scores in college admissions has generated a growing number and volume of complaints. Some applicants, especially members of underrepresented minority groups, believe that the test is culturally biased. Other critics argue that high school GPA and results on SAT subject tests are better than scores on the SAT reasoning test at predicting college success, as measured by grades in college and college graduation.

Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. 

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

The purpose of this report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a small amount of the data included in the spring 2017 collection are displayed in this

This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.

The Rise of Universities goes far beyond its central subject to offer a broad description of the social conditions in which universities took root and flourished. 

This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. 

This report recommend thirteen specific steps the federal government can take to develop new methods to define and measure such outcomes, use federal resources to build and apply evidence of what works, and help colleges and universities invest in student outcomes.

McKeachie's Teaching Tips is a handbook designed to provide helpful strategies for dealing with both the everyday problems of teaching at the university level, and those that pop up in trying to maximize learning for every student. The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations.

The edTPA is a performance assessment of teaching used variously by some state education departments and institutions of higher education for licensure testing and evaluating teaching candidates. The edTPA artifacts include written commentaries, lesson plans, video segments, and samples of student work, based on a series of three to five consecutive lessons.

This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

National Center for Education Statistics (NCES) presents table data on total undergraduate fall enrollment in degree-granting postsecondary institutions, by attendance status, sex of student, and control and level of institution: Selected years, 1970 through 2028. 

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures.

Programs leave too much of student teaching to chance. Only six percent of programs incorporate two essential elements that contribute to an effective student teaching experience: providing frequent feedback to student teachers and evaluating the quality of the cooperating teachers who open their classrooms to student teachers. A quarter of programs fail to take either of these basic steps.

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research.

Undergraduate statistics students vary widely in performance, and many are passive learners. Worksheets (problem sets) help students to be more active and to learn by doing. Working individually, however, students may require too much time to complete worksheets in class, when the instructor is available to help.

In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.

This paper makes a survey of the importance of soft skills in students’ lives both at college and after college. It discusses how soft skills complement hard skills, which are the technical requirements of a job the student is trained to do.

The averaged freshman graduation rate provides an estimate of the percentage of students who receive a regular diploma within 4 years of entering ninth grade.

This annual publication is thedefinitive compendium of data on virtually every aspects of education from pre-kindergarten through graduate school. Its chapters include: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. 

This article presents some recommendations for employment and career-building by addressing two major vital to transition: competitive employment outcomes and post­secondary education.