The New College Course Map and Transcript Files: Changes in Course-Taking and Achievement, 1972-1993. Second Edition.

Autor/in	Adelman, Clifford
Institution	National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Titel	The New College Course Map and Transcript Files: Changes in Course-Taking and Achievement, 1972-1993. Second Edition.
Quelle	(1999), (230 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-16-050152-0
Schlagwörter	Quantitative Daten; Classification; College Outcomes Assessment; Colleges; Community Colleges; Courses; Degrees (Academic); Educational Attainment; Enrollment Trends; Higher Education; Longitudinal Studies; Majors (Students); Statistical Data; Time to Degree; Universities; Vocational Schools; National Longitudinal Study of the High School Class of 1972 + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; College; Hochschule; Fachhochschule; Community college; Community College; Kursangebot; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; University; Universität; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	This report uses data from the National Longitudinal Study of the High School Class of 1972 and the High School & Beyond/Sophomores Study to summarize information on what is studied, where, and by whom, in the nation's colleges, community colleges, and postsecondary trade schools. Section 1 describes how the data is based on that which the taxonomy of courses and analyses of course-taking, credits, grades, degrees, etc., were constructed and edited. Section 2, "Degrees, Majors, Credits, and Time," presents the long-term educational attainment of the two cohorts of students (classes of 1972 and 1982). Section 3, "The Changing Shape of Delivered Knowledge," presents the taxonomy of courses, and includes the most common course titles in over 1,000 course categories, as well as enrollment trends by course category. Section 4 examines all credits earned by the two cohorts and identifies which courses account for most of those credits to yield an empirical "core curriculum." Section 5 provides data on proportions of students studying given subject categories; trend data is included for the past two decades. Finally, Section 6 provides data concerning such issues as trends in grade inflation and which courses students fail at high rates. The conclusion offers suggestions for further analysis of these data bases. (Contains 43 references.) (DB)
Anmerkungen	U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-370-1244.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC