Literaturnachweis - Detailanzeige
| Autor/inn/en | Lenth, Charles S.; Russell, Alene Bycer |
|---|---|
| Institution | State Higher Education Executive Officers Association. |
| Titel | Statewide Student Data Systems and Capabilities To Report Postsecondary Graduation Rates. |
| Quelle | (1991), (81 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Persistence; Compliance (Legal); Data Analysis; Data Collection; Databases; Dropout Rate; Graduation; Higher Education; Information Dissemination; School Holding Power; State Programs; Colorado; Florida; Minnesota; New Jersey; North Carolina; Tennessee; Wisconsin |
| Abstract | This report provides background and linkages necessary to bring state-level experiences of reporting graduation rate statistics to bear in implementing the Student Right-to-Know Act particularly regarding the reporting of student persistence and graduation rates at institutions of higher education. Section I provides: (1) an overview of the extent of state-level graduation rate reporting capabilities and the diversity among these existing data systems; (2) a more technical description of the types of data collected and reported, system designs and other major characteristics; and (3) a discussion of the uses, applications, effectiveness and future plans for these state-level student data systems. Section II provides more detailed information on the development and evolution of student data systems in seven states: Colorado, Florida, Minnesota, North Carolina, New Jersey, Tennessee and Wisconsin. All these states have well-developed student data systems, some of which date back to the early or mid-1970s, all have gone through several stages of system development and have adapted to new types of analysis and reporting requirements as these have emerged. An appendix contains a list of state-level contacts and agencies. (JB) |
| Anmerkungen | SHEEO, 707 Seventeenth Street, Suite 2700, Denver, CO 80202-3427. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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