Analysis of Annual Report Data for School Years 1990, 1991, and 1992.

Autor/in	Lewis, Morgan V.
Institution	Ohio State Univ., Columbus. Center on Education and Training for Employment.
Titel	Analysis of Annual Report Data for School Years 1990, 1991, and 1992.
Quelle	(1993), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Annual Reports; Data Analysis; Dropout Rate; Enrollment; Graduation; Institutional Characteristics; Job Placement; Loan Default; Outcomes of Education; Performance; Performance Factors; Postsecondary Education; Predictor Variables; Relevance (Education); School Effectiveness; Student Financial Aid; Tables (Data); Vocational Education; Vocational Schools + Suchen Sie Ihr Suchwort? Annual report; Tätigkeitsbericht; Auswertung; Einschulung; Abschluss; Graduierung; Employment service; Employment services; Arbeitsvermittlung; Schuldnerverzug; Lernleistung; Schulerfolg; Achievement; Leistung; Leistungsindikator; Post-secondary education; Tertiäre Bildung; Prädiktor; Relevance; Relevanz; Schuleffizienz; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Tabelle; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	Annual report data for the 1990, 1991, and 1992 school years of schools and colleges accredited by the Accrediting Commission of Career Schools/Colleges of Technology were analyzed to determine whether such schools and colleges have any characteristics that are significantly related to their performance. The following six measures were derived: graduation rates, withdrawal rates, and training-related placement rates of the schools calculated for full-time and for part-time students. For each of the 3 years studied, nearly two-thirds of full-time students leaving the accredited institutions graduated, and three-fourths of graduates found employment related to their area of study. Part-time students had lower (by 10-12%) graduation and training-related employment rates and higher (by 1-2%) withdrawal rates than full-time students did. Multiple-regression analysis established that the following school characteristics have consistent, statistically significant relationships with school performance: percentage of enrollment receiving Pell grants, percentage of students classified as Ability to Benefit students, average program length in weeks, main branch or campus, total enrollment, separate facilities, and faculty turnover. (Appended are project-related correspondence and eight tables detailing the correlations and multiple regression analyses for the identified performance measures for the 3 years studied.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01