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 through 1993.

Autor/in	Lewis, Morgan V.
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 through 1993.
Quelle	(1995), (33 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; Proprietary 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 analyzed student outcomes at those schools and colleges that filed reports with the Accrediting Commission of Career Schools/Colleges of Technology during the 1993 school year. It also compared these data to information collected in 1990, 1991, and 1992. The study focused on the following outcomes calculated separately for full- and part-time students: graduation, withdrawal, training-related placement, and default on Federal Family Educational Loans. The performance of the institutions was highly consistent over the 4 years. Almost two-thirds of the full-time students graduated, and three-fourths were placed in training-related jobs. The graduation rate of part-time students was slightly more than one-half, and two-thirds were placed in training-related jobs. Default rates were fairly consistent at about one-fourth of the students leaving school. Multiple-regression analysis of the relationships of the 4 outcomes studied to 27 measures of the schools' characteristics confirmed that the following program characteristics have consistent, statistically significant relationships with school performance: total enrollment, main or branch campus, dual accreditation, separate facilities, percentage of students receiving financial aid, average program length, faculty turnover, and percentage of students classified as "Ability to Benefit" students. (Technical notes regarding study definitions and formulas are included. Eleven sources for comparison statistics are listed.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01