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National Association of Student Financial Aid Administrators' (NASFAA's) National Student Aid Profile is an annual publication designed to give a high-level overview of the federal student financial aid programs that provide funding to millions of students each year. This profile includes an overview of: (1) The Federal Pell Grant Program; (2) The Federal Supplemental Educational Opportunity Grant (FSEOG) Program; (3) The Federal Work-Study Program; (4) The Federal Direct Subsidized and Unsubsidized Loan Programs; and (5) The Federal Direct PLUS Loan Program. For each program, in addition to a basic description, the most up-to-date data and information can be found on the: (1) number of recipients; (2) total volume of awards; (3) federal funding levels; and (4) distribution by family income. In addition, the profile provides an appropriations update on Title IV program funding for the 2023-24 award year. Due to the impacts of the coronavirus pandemic, the U.S. Department of Education (ED) took action to mitigate the negative economic effects on federal student loan borrowers by providing a number of flexibilities. These temporary flexibilities include a suspension of loan payments and interest accrual, and a halt to collections on defaulted loans. There are several tables and figures in this report that are impacted as a result of these changes. Under each affected table/figure, there is a "COVID-19 note" with a brief explanation of the changes reflected. At the time of this profile's release, student loan borrowers are scheduled to resume making monthly payments in October 2023, and interest will begin to accrue on September 1, 2023. There will also, per ED's guidance, be a 12-month on-ramp back into repayment, during which time interest will accrue, but the adverse consequences associated with delinquency will be suspended. The overall impacts of COVID-19 on student loan borrowing, repayment, and other aspects of federal student aid may not be known for several years.

This report aims to provide an overview of the annual fall census data for students enrolled in degree credit courses within the North Dakota University System (NDUS). Compared to previous editions, this report adds two new tables, as well as revisions to existing ones. Tables and figures include: (1) NDUS Census Headcounts, Full Time Equivalencies & Scheduled Credit Hours; (2) Headcount & FTE by Degree/Non-Degree Seeking; (3) Institutional Headcount by Academic Level; (4) Part Time & Full Time Headcounts; (5) Full Time Equivalencies of Part Time & Full Time Students; (6) Scheduled Credit Hours by Academic Level; (7) High School Students taking College Courses; (8) High School Students by County; (9) New Undergraduates; (10) Developmental & Collaborative Enrollments; (11) Trending Headcount, Full Time Enrolled & FTE; (12) Headcount by Course Delivery Mode, Course Delivery Mode Trending, Distance Education Course Delivery Modes, North Dakota County, Tuition Residency, Age, and Race; (13) Undergraduate Headcount by State; (14) Graduate Headcount by State; and (15) Current & Historical Headcount by North Dakota County. [For the 2022 Fall Enrollment Report, see ED624642.]

This First Look report presents selected findings about student financial aid during the 2019-20 academic year. This document contains supplemental tables which feature state-level percentages of students receiving aid and average amounts received by undergraduate students. These findings are based on data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20). NPSAS:20 is a national study of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. The main purpose of NPSAS:20 is to measure how students and their families pay for postsecondary education and, particularly, their receipt of federal student aid given through Title IV of the Higher Education Act. [For the full report, see ED629547. For the summary, see ED629548.]

HSIs (Hispanic Serving Institutions) are defined as accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the eHSI category--institutions with undergraduate FTE Hispanic enrollment of 15-24.9%--to track the growth of potential HSIs. There were 401 Emerging HSIs (eHSIs) in 2021-22, representing 13% of all colleges/universities and enrolling 16% of Latino undergraduates. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their Latino enrollment grows. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2019-20 report, see ED627435.]

The North Dakota University System "2022-2023 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, non-degree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. The academic year is reported as preceding summer, fall and spring terms. The three credit types reported are: (1) Degree Credit; (2) Non-Degree Credit; and (3) Non-Credit. Table 1 provides the summative data for annual enrollment. Campus Solutions reporting has allowed identification of 65,962 unduplicated students enrolled across the eleven system institutions. Included in this are 7,405 first time degree seeking freshmen, 3,661 new transfer students, and 2,832 new post-baccalaureate (graduate) students, summarized in Tables 8, 9 and 10. Non-credit coursework reported by TrainND (Table 11) accounts for an unduplicated headcount of 16,008 across 1,830 participating businesses. Totals are reported in the tables as unduplicated. Students are duplicated in institutional counts when they enroll in two or more separate institutions during the same term, i.e., they are counted at both institutions. Unduplicated system level totals counts students only once, regardless of whether students attend more than one NDUS institution. Likewise, students are duplicated in course delivery tables when they are enrolled in multiple courses with different delivery methods, i.e., they can be counted as both distance education and face to face, etc. Therefore in all report tables, unduplicated totals are not equal to the mathematical "sum of the row or column categories." [For the 2021-22 Annual Enrollment Report, see ED628117.]

On July 1, 2021, Martin Methodist College (MMC) merged with University of Tennessee System as the University of Tennessee Southern (UTS). The purpose of this supplemental report to the 2023 "Tennessee Higher Education Fact Book" is to provide a data summary and snapshot of UTS in relation to other public colleges across the state. This report supplement is reflective of fall 2022 and completions for the 2021-22 academic year. The Tennessee Higher Education Commission (THEC) continues to work with the University of Tennessee System to integrate UTS enrollment and degree completion data into the THEC Student Information System (THECSIS). Beyond statistical reporting, timely and accurate data integration has implications for Quality Assurance Funding, the Outcomes Based Funding formula, and Academic Program Post-Approval Monitoring. [For "Tennessee Higher Education Fact Book: 2022-2023," see ED631767.]

"Current Term Enrollment Estimates Report" Series is published every January and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. Community college enrollment grew slightly this spring (up 0.5%, 22,000 students from spring 2022), after large declines in the previous two years. A growing number of younger students, primarily dual enrolled high school students and freshmen, contributed to the uptick. Undergraduates at public and private nonprofit four-year institutions are still declining but at slower rates (-0.5% and -0.2%, respectively). [For "Current Term Enrollment Estimates: Spring 2022," see ED620639.]

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends, Undergraduate Enrollment; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2023 Headcount Enrollment Shifts; (7) Transfers from Four-Year to Two-Year Institutions; (8) High School Dual Enrollment Headcount; (9) Dual Enrollment College Matriculation; (10) Credit Headcount Enrollment; (11) Full-Time Equivalent (FTE) Enrollment; (12) First-Time Freshmen Headcount Enrollment; (13) Undergraduate Headcount Enrollment; (14) Credit Headcount Enrollment by Gender; (15) Female Credit Headcount Enrollment; (16) Male Credit Headcount Enrollment; (17) In-State Headcount Enrollment; (18) Out-of-State Headcount Enrollment; (19) Headcount Enrollment by Residency; (20) International Student Headcount Enrollment; (21) Higher Education Policy Commission (HEPC) System Summary; (22) Bluefield State College; (23) Concord University; (24) Fairmont State University; (25) Glenville State College; (26) Marshall University; (27) Potomac State College of West Virginia University; (28) Shepherd University; (29) West Liberty University; (30) West Virginia School of Osteopathic Medicine; (31) West Virginia State University; (32) West Virginia University; and (33) West Virginia University Institute of Technology.

Data in this report reflect responses from 64 four-year public institutions that collectively enroll approximately 718,149 undergraduate students (according to data reported to the Integrated Postsecondary Education Data System (IPEDS)). Respondents participated in the Ruffalo Noel Levitz (RNL) national electronic poll of "Effective Practices for Student Success, Retention, and Completion" between January 17 and March 4, 2023. The poll was emailed to student affairs, academic affairs, and retention officers at accredited, degree-granting institutions across the United States. To report the findings as accurately as possible, the rankings of effectiveness were based only on the relative effectiveness options that were given to respondents: "very effective," "somewhat effective," and "minimally effective," rather than including the fourth response, "practice not used." RNL polled campus retention leaders to answer the following questions: (1) Which student retention practices do public colleges and universities use the most? (2) Which are the most effective? and (3) Where are the best opportunities to improve student retention and completion? This report can be used to perform an informal audit of current practices, noting practices that are in place, and highlighting those that can be considered in retention efforts.

This report provides comprehensive data about the tuition and fee prices published by public higher education institutions in the West for academic year 2022-23, including changes in tuition and fee rates over the past one-, five-, and 10-academic year periods. Tuition and fee rates in the region appear to have stabilized over the past decade after significant increases that occurred during the Great Recession and, as noted above, when adjusting for inflation, average tuition and fee rates at public two- and four-year institutions in the region have decreased between 2012-13 and 2022-23. This trend has become even more noticeable over the past two years as higher education institutions and systems have been reluctant to increase rates amidst the uncertainty of the COVID-19 pandemic and as inflation has increased across the economy. [For the 2021-22 report, see ED617649.]

The North Dakota University System "2021-2022 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, non-degree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2021, Fall 2021 and Spring 2022 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the 2020-21 Annual Enrollment Report, see ED615690.]

National Association of Student Financial Aid Administrators' (NASFAA's) National Student Aid Profile is an annual publication designed to give a high-level overview of the federal student financial aid programs that provide funding to millions of students each year. This profile includes an overview of: (1) The Federal Pell Grant Program; (2) The Federal Supplemental Educational Opportunity Grant (FSEOG) Program; (3) The Federal Work-Study Program; (4) The Federal Direct Subsidized and Unsubsidized Loan Programs; and (5) The Federal Direct PLUS Loan Program. For each program, in addition to a basic description, the most up-to-date data and information can be found on the: (1) number of recipients; (2) total volume of awards; (3) federal funding levels; and (4) distribution by family income. In addition, the profile provides an appropriations update on Title IV program funding for the 2022-23 award year. Due to the impacts of the coronavirus pandemic, the U.S. Department of Education (ED) took action to mitigate the negative economic effects on federal student loan borrowers by providing a number of flexibilities. These temporary flexibilities include a suspension of loan payments and interest accrual, and a halt to collections on defaulted loans. There are several tables and figures in this report that are impacted as a result of these changes. Under each affected table/figure, there is a "COVID-19 note" with a brief explanation of the changes reflected. At the time of this profile's release, ED borrowers are scheduled to go back into repayment after Aug. 31, 2022. It is unclear whether that deadline will be extended. The overall impacts of COVID-19 on student loan borrowing, repayment, and other aspects of federal student aid may not be known for several years.

The "2022 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2021 Fall Enrollment Report, see ED615689.]

The Fall 2022 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2021 Enrollment Fact Book, see ED617838.]

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2022 Headcount Enrollment Shifts; (7) Transfers from Four-Year to Two-Year Institutions; (8) High School Dual Enrollment Headcount; (9) Dual Enrollment College Matriculation; (10) Credit Headcount Enrollment; (11) Full-Time Equivalent (FTE) Enrollment; (12) First-Time Freshmen Headcount Enrollment; (13) Undergraduate Headcount Enrollment; (14) Credit Headcount Enrollment by Gender; (15) Female Credit Headcount Enrollment; (16) Male Credit Headcount Enrollment; (17) In-State Headcount Enrollment; (18) Out-of-State Headcount Enrollment; (19) Headcount Enrollment by Residency; (20) International Student Headcount Enrollment; (21) Higher Education Policy Commission (HEPC) System Summary; (22) Bluefield State College; (23) Concord University; (24) Fairmont State University; (25) Glenville State College; (26) Marshall University; (27) Potomac State College of West Virginia University; (28) Shepherd University; (29) West Liberty University; (30) West Virginia School of Osteopathic Medicine; (31) West Virginia State University; (32) West Virginia University; and (33) West Virginia University Institute of Technology. [For the 2021 report, see ED621116.]

"Current Term Enrollment Estimates Report" series is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. Total postsecondary enrollment, which includes both undergraduate and graduate students, fell a further 4.1 percent or 685,000 students in spring 2022 compared to spring 2021. This follows a 3.5 percent drop last spring, for a total two-year decline of 7.4 percent or nearly 1.3 million students since spring 2020. A special analysis of the spring freshmen included this year highlights distinctive pandemic-related enrollment trends. In the first pandemic year, spring starters fell less steeply compared to fall starters (-3.5% in spring 2021, compared to -9.5% in fall 2020), and in the second pandemic year, spring starters rebounded strongly (+4.2%; see page 15), compared to +0.4% for fall 2021 starters. [For "Current Term Enrollment Estimates: Spring 2021," see ED613133.]

This "At a Glance" highlights data from "The Condition of Education 2022" including statistics in the following categories: (1) Family Characteristics; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; (4) Population Characteristics and Economic Outcomes; and (5) International Comparisons. [For "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

The purpose of this supplemental report to the 2022 "Tennessee Higher Education Fact Book" is to provide a data summary and snapshot of the University of Tennessee Southern (UTS) in relation to other public colleges across the state. This report supplement is reflective of the first enrollment period for UTS, fall 2021, and completions for the 2020-21 academic year. The Tennessee Higher Education Commission (THEC) anticipates UTS's student enrollment and awards data to be integrated alongside all other public institutions in the 2023 Fact Book. [For "Tennessee Higher Education Fact Book: 2021-2022," see ED624464.]

With student loan debt reaching approximately $1.6 trillion, many are concerned that student loans may be the next financial bubble to burst. CARES Act funding and U.S. Department of Education actions led to historically low levels of delinquency in 2020-2021. However, there is concern that issues will balloon as soon as governmental action and support are removed, which could lead to a great deal of uncertainty around student loan debt. What is the truth? This presentation presents the facts about college students' indebtedness, relying on the most recent data available. [For the seventh edition, see ED607283.]

This document presents statistics about higher education in Maryland for 2021. The tables in this document are presented according to the following categories: (1) Students; (2) Retention, Graduation, & Transfer; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2021. Revised," see ED611860.]

This report provides comprehensive data about the tuition and fees prices published by public higher education institutions in the West for academic year 2021-22, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. Key takeaways from this year's report include: (1) Average resident undergraduate tuition and fees at public four-year institutions are $10,028 in 2021-22, an increase of 1.2% compared to the year prior; (2) Average resident tuition and fees at public two-year institutions (excluding California) are $4,217 in 2021-22, an increase of 3.4% from 2020-21; and (3) The average increase in tuition and fees at public four-year institutions was the lowest reported annual change over the past decade. [For the 2020-21 report, see ED617640.]

The North Dakota University System (NDUS) "2020-2021 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, nondegree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2020, Fall 2020 and Spring 2021 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the "2019-20 Annual Enrollment Report," see ED612579.]

The "2021 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2020 Fall Enrollment Report, see ED612582.]

The Washington State Encyclopedia of Education Data uses data from a variety of sources to present a holistic look at educational outcomes in the state organized around the Washington Student Achievement Council's Strategic Framework. The key areas addressed in the Encyclopedia are educational attainment and outcomes, state investment and affordability, enrollment and completion, and labor market outcomes. Where applicable, the Encyclopedia presents trends over time and disaggregated data by relevant socio-demographic characteristics, including gender, race, and income. The data shared is meant to provide useful information about the educational landscape in Washington to help inform policymaking and program development in the state. Data in this report was compiled during the first half of 2021 and is current to the greatest extent possible. [This publication was prepared by the Washington Student Achievement Council Research Division.]

HSIs (Hispanic Serving Institutions) are defined as accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the eHSI category--institutions with undergraduate FTE Hispanic enrollment of 15-24.9%--to track the growth of potential HSIs. There were 362 Emerging HSIs (eHSIs) in 2019-20. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their Latino enrollment grows. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2018-19 report, see ED627436.]

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention & Graduation; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2020" see ED604270.]

The 2019 edition of the "Digest of Education Statistics" is the 55th in a series of publications initiated in 1962. The purpose of the "Digest" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. It contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Seven chapters are included: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Funds for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest." [For "Digest of Education Statistics 2018, 54th Edition. NCES 2020-009," see ED601992.]

"Open Doors"® is the only long-standing, comprehensive information resource on international students and scholars in the United States and on U.S. students studying abroad for academic credit. "Open Doors" features graphic displays, data tables and analyses, and is the essential resource for those concerned with U.S. international educational exchange. The "Open Doors 2021 Report on International Educational Exchange" provides detailed information and analysis on: (1) international students at U.S. higher education institutions in 2020/21; (2) U.S. students who studied abroad for academic credit in 2019/20; (3) international scholars who taught and conducted research at U.S. colleges and universities in 2020/21; and (4) international students enrolled in intensive English programs in the United States in 2020.

The "South Carolina Higher Education Statistical Abstract" is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the governor, legislators, college and university staff, other state government officials, and the general public. The 2021 edition of the "Statistical Abstract" marks the 43rd year of this valuable publication. This "Abstract" includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. Additionally, included is this "Abstract" is the Public Agenda Implementation Plan, "Ascend 60X30" which serves as the Commission on Higher Education's (CHE's) strategic blueprint to achieve the larger goals for the state's system of higher education, as established in the 2017 Public Agenda. It encompasses initiatives to reach the primary goal of increasing higher education attainment rates from 48 percent in 2020 to 60 percent by 2030. [For the 42nd Edition, see ED612812.]

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2021 Headcount Enrollment Shifts; (7) Transfers from Four-Year to Two-Year Institutions; (8) High School Dual Enrollment Headcount; (9) Dual Enrollment College Matriculation; (10) Credit Headcount Enrollment; (11) Full-Time Equivalent (FTE) Enrollment; (12) First-Time Freshmen Headcount Enrollment; (13) Undergraduate Headcount Enrollment; (14) Credit Headcount Enrollment by Gender; (15) Female Credit Headcount Enrollment; (16) Male Credit Headcount Enrollment; (17) In-State Headcount Enrollment; (18) Out-of-State Headcount Enrollment; (19) Headcount Enrollment by Residency; (20) International Student Headcount Enrollment; (21) Higher Education Policy Commission (HEPC) System Summary; (22) Bluefield State College; (23) Concord University; (24) Fairmont State University; (25) Glenville State College; (26) Marshall University; (27) Potomac State College of West Virginia University; (28) Shepherd University; (29) West Liberty University; (30) West Virginia School of Osteopathic Medicine; (31) West Virginia State University; (32) West Virginia University; and (33) West Virginia University Institute of Technology. [For the 2020 report, see ED613413.]

Data in this report reflect responses from 296 four-year and two-year colleges and universities that collectively enroll approximately 1,700,000 undergraduate students (according to data reported to IPEDS). Respondents participated in the Ruffalo Noel Levitz (RNL) national electronic poll of Effective Practices for Student Success, Retention, and Completion between March 8 and April 8, 2021. The poll was emailed to student affairs, academic affairs, and retention officers at accredited, degree-granting institutions across the United States. Respondents to the poll included 132 four-year private institutions, 93 four-year public institutions, and 71 two-year institutions. To report the findings as accurately as possible, the rankings of effectiveness were based only on the relative effectiveness options that were given to respondents: "very effective," "somewhat effective," and "minimally effective," and do not include the fourth response, "practice not used." The findings are relayed in the following sections: (1) Most Widely Used Strategies and Tactics for Student Success, Retention, and Completion; (2) Top Programs and Strategies Targeted to Specific Populations to Increase Student Success, Retention, and Completion; (3) Management Practices for Optimizing Student Success, Retention, and Completion; (4) Technology; (5) New Strategies; (6) General Trend of Cohort Graduation Rate; (7) What Guides Retention Planning Efforts?; (8) Student Success, Retention, and Completion Committee; (9) Chief Retention Officer; and (10) Influence of Performance-Based Funding?. [For "2019 Effective Practices for Student Success, Retention, and Completion Report," see ED606629.]

The "Current Term Enrollment Estimates Report" series is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. As with the previous reports, the "Spring 2021 CTEE" provides estimated postsecondary enrollment numbers based on the Clearinghouse universe of institutions, after accounting for data coverage rates. For spring 2021, overall postsecondary enrollment dropped by 3.5 percent, or 603,000 students. This one-year decline is seven times larger than the rate of decline reported in spring 2020 (-0.5%). Undergraduate students accounted for all of the decline, dropping 4.9 percent, or over 727,000 students, from spring 2020. In contrast, graduate enrollment jumped by 4.6 percent or more than 124,000 students over the same period. [For "Current Term Enrollment Estimates: Spring 2020," see ED609890.]

The Fall 2021 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2020 Enrollment Fact Book, see ED617836.]

Teaching English as a Foreign Language from a New Literacy Perspective (2nd edition) is intended to be both a guide for EFL student teachers (i.e. prospective teachers of English enrolled in pre-service EFL teacher education programmes provided by faculties of education at the undergraduate level), and a resource book for EFL teacher educators teaching the TESOL/TEFL Methodology courses for EFL student teachers. The book is also useful as a reference to in-service English language teachers who would like to improve their language teaching practices and keep their teaching competencies up to date. In particular, the book is intended to be an updated resource in the field that considers the new literacy perspectives, and subsequently, the new reality of English language learning (Chapter One). This new reality has been considerably shaped by the technological innovations and the subsequent new literacy practices that have recently come to the fore with the unprecedented influence of the Web in our life. Moreover, the book is the culmination of my theoretical and practical experience as a teaching staff of TESOL/TEFL Methodology who has been working with Egyptian EFL student teachers for more than 20 years. It chronologically provides a comprehensive review of the prominent English language teaching/learning methods (Chapter Two). Then, it deals with lesson planning in a very informative, practical and detailed way appropriate for beginners and novice English language teachers (Chapter Three). After that, it covers teaching new language items, namely teaching new English vocabulary (Chapter Four) and teaching grammar/structure (Chapter Five). Then, it deals with teaching the main language skills: listening (Chapter Six), speaking and oral communication (Chapter Seven), reading (Chapter Eight), and writing (Chapter Nine). Along with the basic knowledge that EFL student teachers need to gain and the teaching skills they need to develop, the book also conveys my understanding of how TESOL/TEFL should be tackled within the Egyptian context in the light of the new literacy challenges imposed by the 21st century, and the subsequent new literacy theories that have been recently influencing language teaching and learning. In addition, it tackles the main language aspects (e.g., vocabulary and grammar) and the main language skills (i.e. listening, speaking, reading, and writing) from a new literacy perspective that recognises the important role of many Web-based facilities (e.g., Google, E-mail, Chat, Wikipedia, and Facebook) as online spaces for learning and practising English as a foreign language.

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2020 Headcount Enrollment Shifts; (7) Headcount Enrollment Shifts; (8) Transfers from Four-Year to Two-Year Institutions; (9) High School Dual Enrollment Headcount; (10) Dual Enrollment College Matriculation; (11) Credit Headcount Enrollment; (12) Full-Time Equivalent (FTE) Enrollment; (13) First-Time Freshmen Headcount Enrollment; (14) Undergraduate Headcount Enrollment; (15) Credit Headcount Enrollment by Gender; (16) Female Credit Headcount Enrollment; (17) Male Credit Headcount Enrollment; (18) In-State Headcount Enrollment; (19) Out-of-State Headcount Enrollment; (20) Headcount Enrollment by Residency; (21) International Student Headcount Enrollment; (22) Higher Education Policy Commission System Summary; (23) Bluefield State College; (24) Concord University; (25) Fairmont State University; (26) Glenville State College; (27) Marshall University; (28) Potomac State College of West Virginia University; (29) Shepherd University; (30) West Liberty University; (31) West Virginia School of Osteopathic Medicine; (32) West Virginia State University; (33) West Virginia University; and (34) West Virginia University Institute of Technology. [For the 2019 report, see ED613411.]

This report provides comprehensive data about the tuition and fees prices published by public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2020-21, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. Key takeaways from this year's report include: (1) Average resident undergraduate tuition and fees at public four-year institutions are $9,876 in 2020-21, an increase of 1.2 percent compared to the year prior; (2) Average in-district tuition and fees at public two-year institutions (excluding California) are $4,057 in 2020-21, an increase of 0.8 percent from 2019-20; (3) The average increase in tuition and fees in both sectors was the lowest reported annual change over the past decade; and (4) The impacts of COVID-19 on tuition and fees rates appeared to be minimal for 2020-21, with potentially more significant impacts coming in 2021-22. [For the 2019-20 report, see ED603282.]

The "2020 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2019 Fall Enrollment Report, see ED605039.]

The North Dakota University System "2019-2020 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, nondegree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2019, Fall 2019 and Spring 2020 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the "2018-19 Annual Enrollment Report," see ED604985.]

HSIs (Hispanic Serving Institutions) are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. Excelencia developed the Emerging HSI category--institutions with undergraduate FTE Hispanic enrollment of 15- 24.9%--to track the growth of potential HSIs. There were 352 Emerging HSIs in 2018-19. While Emerging HSIs do not have the Latino student enrollment required to meet the definition of an HSI, these institutions may soon meet the criteria as their enrollment grows and Latino representation increases. The list of emerging HSIs presented in this report was created using data from the Integrated Postsecondary Education Data System (IPEDS). [For the 2016-17 report, see ED627438.]

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention & Graduation; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2019. Creating a State of Achievement," see ED594205.]

For more than 70 years, the "Open Doors Report on International Educational Exchange" has provided critical insight into students' and scholars' academic mobility patterns. In 2021, the need for comprehensive data is as vital as ever, allowing a better understanding of historical mobility flows into the United States while analyzing the effects of external shocks, especially the COVID-19 health pandemic. This "Open Doors" report provides an important baseline of the numbers before the pandemic. The analysis at the front of the book and the accompanying data tables featuring information on international students and scholars, U.S. study abroad, and intensive English programs showcase the robust level of international exchange in the United States before the COVID-19 pandemic. The findings also highlight that the 2019/20 decline in international students, the first in more than 15 years, varied significantly by institutional profiles. U.S. study abroad continued to increase in 2018/19 across all academic levels, which underscores the strong student interest and institutional support for studying abroad. This year's intensive English program analysis illustrates the unique profile of students in the leading states.

As the student search process becomes more digitally driven, are colleges and universities aligning their marketing and recruitment practices with the students they are targeting? This college recruitment practices report discusses which strategies and practices are most used and rated as the most effective. This report surveyed 151 four-year colleges and universities to reveal: (1) the top 10 most effective outreach strategies and tactics for marketing and recruitment; (2) which channels and calls to action campuses use with their digital advertising; (3) the management practices rated as most effective by enrollment managers; (4) how campuses are engaging families during the search process; and (5) how many institutions have recruitment strategies for underrepresented students. This report also provides key takeaways and insights into opportunities campuses can take right now.

The "Current Term Enrollment Estimates Report Series" is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. The average age for different student groups is a new addition. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2019, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of the total enrollments at Title IV, degree-granting institutions in the U.S. Most institutions submit enrollment data several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated student headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. This edition of the "Current Term Enrollment Estimates" should be viewed as a pre-shutdown, start-of-term baseline that does not reflect any effects of the pandemic on enrollments. The declining trend in enrollments continues from the previous years, but the pace of decline slowed this year. Overall postsecondary enrollments decreased 0.5 percent or 83,803 students from spring 2019. The public sector enrollments (two- and four-year colleges combined), which enrolled nearly three-quarters of all postsecondary students, fell by 1.3 percent (163,964 students), compared to 1.9 percent (244,376 students) reported last year. It is also noteworthy that the recent growth in graduate student enrollments appears to have leveled off this year, with a slight drop of 3,286 students (-0.1%), after increases of 1.7 percent and 2 percent in the previous two years. As opposed to the overall declines, dual enrollments grew at an unprecedented rate of 6.9 percent or 46,737 students to 722,843 students. Over 70 percent of dual enrollees were in a public two-year institution. All institution sectors experienced enrollment declines, with the largest drop in the public two-year sector (-2.3%), followed by the private for-profit four-year and private nonprofit four-year sectors (-1.9% and -0.7%, respectively). [For "Current Term Enrollment Estimates: Fall 2019," see ED609889.]

The Persistence and Retention report series examines first-year persistence and retention rates for beginning postsecondary students. Persistence rate is measured by the percentage of students who return to college at any institution for their second year, while retention rate is by the percentage of students who return to the same institution. Students attaining a credential in their first year are accounted for in persistence and retention rates. The report is designed to help institutions understand trends and patterns in this important early success indicator, and identify disparities by institutional type, state, degree level, starting enrollment intensity, and student demographic factors such as age, gender, and race/ethnicity. [For "First-Year Persistence and Retention for Fall 2017 Cohort. Snapshot™ Report, Summer 2019," see ED601214.]

The "South Carolina Higher Education Statistical Abstract" is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the governor, legislators, college and university staff, other state government officials, and the general public. The 2020 edition of the Statistical Abstract marks the 42nd year of this valuable publication. This "Abstract" includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. [For the 41st Edition, see ED605391.]

Each year, National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2019-20 data from the 51st Annual NASSGAP survey. Data highlights include: (1) In the 2019-20 academic year, the states awarded about $14.8 billion in total state funded student financial aid, an increase of about 4.5 percent in nominal terms and about 2.6 percent in constant dollar terms from the $14.1 billion in aid awarded in 2018-19; (2) The majority of state aid (87.5 percent) remains in the form of grants. In 2019-20, about 4.2 million grant awards were made representing about $12.9 billion in need and nonneed-based grant aid. This represents an increase of about 4.9 percent from the $12.4 billion in grants awarded in 2018-19. Of the grant money awarded in 2019-20, about three-quarters were need-based and about one-quarter was nonneed-based, essentially the same percentage breakout as last year; (3) Funding for undergraduate need-based grant aid increased nationwide from $8.9 billion (corrected) in 2018-19 to about $9.3 billion in 2019-20, an increase of about 4.4 percent in nominal terms; (4) Eight states (California, Texas, New York, New Jersey, Virginia, Illinois, Pennsylvania, Washington) collectively awarded about $6.3 billion in undergraduate need-based grant aid, accounting for about 69 percent of all aid of this type; and (5) States provided about $1.8 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Tuition waivers represented about 47 percent of nongrant aid. [For the previous report, "50th Annual Survey Report on State-Sponsored Student Financial Aid: 2018-2019 Academic Year," see ED611303.]

The Fall 2020 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2019 Enrollment Fact Book, see ED611659.]

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Fall-to-Fall Retention Rates; (5) Credit Headcount Enrollment; (6) High School Dual Enrollment Headcount; (7) Dual-Enrollment College Matriculation; (8) Credit Headcount Enrollment excluding Dual-Enrollment High School Students; (9) Full-Time Equivalent (FTE) Enrollment; (10) First-Time Freshmen Headcount Enrollment; (11) Undergraduate Headcount Enrollment; (12) In-State Headcount Enrollment; (13) Out-of-State Headcount Enrollment; (14) Headcount Enrollment by Residency; (15) International Student Headcount Enrollment; (16) Transfers from Four-Year to Two-Year Institutions; (17) Higher Education Policy Commission System Summary; (18) Bluefield State College; (19) Concord University; (20) Fairmont State University; (21) Glenville State College; (22) Marshall University; (23) Potomac State College of West Virginia University; (24) Shepherd University; (25) West Liberty University; (26) West Virginia School of Osteopathic Medicine; (27) West Virginia State University; (28) West Virginia University; and (29) West Virginia University Institute of Technology.

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the "Comprehensive Plan" that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on non-comparative measures: (1) Public High School Graduates Going Directly to College (2017-2018); (2) Students Completing Adult Basic Education and Continuing into Postsecondary Education (2015-2016); (3) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2013-2017); and (4) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2013-2017). [For the previous report "Comprehensive Statewide Plan for Postsecondary Education 2018 Measuring Accomplishments," see ED599627.]

The 54th in a series of publications initiated in 1962, the purpose of the "Digest" is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. It contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Seven chapters are included: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Funds for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest. [For "Digest of Education Statistics 2017, 53rd Edition. NCES 2018-070," see ED592104.]