Student Outcomes at Private, Accredited Career Schools and Colleges of Technology. An Analysis of the Effects of Selected School/College Characteristics on Student Outcomes for School Years 1990, 1991, 1992.

Autor/inn/en	Lewis, Morgan V.; Harrington, Lois G.
Institution	Ohio State Univ., Columbus. Center on Education and Training for Employment.
Titel	Student Outcomes at Private, Accredited Career Schools and Colleges of Technology. An Analysis of the Effects of Selected School/College Characteristics on Student Outcomes for School Years 1990, 1991, 1992.
Quelle	(1993), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Dropout Rate; Graduation; Institutional Characteristics; Job Placement; Loan Default; Outcomes of Education; Performance Factors; Postsecondary Education; Private Schools; Relevance (Education); Technical Institutes; Vocational Education; Vocational Schools + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; Employment service; Employment services; Arbeitsvermittlung; Schuldnerverzug; Lernleistung; Schulerfolg; Leistungsindikator; Post-secondary education; Tertiäre Bildung; Private school; Privatschule; Relevance; Relevanz; Technische Fakultät; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	A study examined student outcomes at those schools and colleges that filed reports with the Accrediting Commission of Career Schools/Colleges of Technology during the 1990, 1991, and 1992 school years. The study focused on the following rates calculated separately for full- and part-time students: graduation, withdrawal, training-related placement, and default on Stafford loans. For each of the 3 years studied, nearly two-thirds of the 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 (10-12%) graduation and training-related employment rates and higher (1-2%) withdrawal rates than full-time students did. Multiple-regression analysis of the relationships of the 4 outcomes studied to 25 measures of the schools' characteristics confirmed that the following program characteristics have consistent, statistically significant relationships with school performance: total enrollment, main branch or campus, dual accreditation, separate facilities, percentage of enrollment receiving financial aid, average program length in weeks, faculty turnover, and percentage of students classified as Ability to Benefit students. (Technical notes regarding study definitions and formulas are included.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01