Student Progress--Comparisons over Time. Research Report No. 94-5.

Autor/in	Seppanen, Loretta
Institution	Washington State Board for Community and Technical Colleges, Olympia. Enrollment Planning and Information Services Div.
Titel	Student Progress--Comparisons over Time. Research Report No. 94-5.
Quelle	(1994), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Community Colleges; Degrees (Academic); Dropouts; Ethnic Groups; Longitudinal Studies; Outcomes of Education; Persistence; School Holding Power; Stopouts; Technical Institutes; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Ausdauer; Ausstieg; Technische Fakultät
Abstract	Each year, 14,500 to 16,500 students begin at a Washington technical or community college with the goal of completing a degree at that college. The State Board for Community and Technical Colleges has developed a longitudinal reporting system to track the progress of these students. In the system, students are tracked even if they stop out and return, but are regarded as no longer enrolled if they make an early transfer to another institution. In fall 1992, 14,900 students entered the system with intent to graduate, and after 2 years, 7,300 had completed degrees or made substantial progress (i.e., had enrolled for four or more quarters) toward their degree. This represented an increase over fall 1991, when 13,600 entered and 6,700 completed or progressed toward degrees after 2 years. Of the students from the 1992 cohort who did not complete or make substantial progress, 22% enrolled for the initial quarter only and 29% enrolled for two or three quarters before leaving the college. A comparative analysis of outcomes for the 1990-1992 cohorts indicated that the percentages of students completing or making substantial progress, remained fairly constant for the 3 years. For the same three cohorts, African American and Hispanic students made less progress than students from other ethnic groups, while students of color in general improved their rates of completion/progress over the 3-year period. (A table of outcomes by college is attached.) (KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC