Search

Dual enrollment programs, once created for the most advanced students, are now seen as a way to provide an accessible and affordable bridge to postsecondary education for a broader range of students. Research on the outcomes of such programs has been limited in scope and exists for only a few states. This quantitative study used Astin's I-E-O Model as the conceptual framework to analyze 10 years of postsecondary data from Ohio. Outcomes of traditional-aged students enrolled in the state university system who participated in Ohio's Postsecondary Options Program (PSEOP) were compared with students of similar academic ability who did not participate in this program. Key findings centered on attributes which were significantly related to PSEOP participation and outcomes to which PSEOP participation was a significant contributor. Gender, ethnicity, academic performance, and family characteristics were all related to the decision of whether or not to participate in PSEOP. Students that did participate in PSEOP showed this experience as a significant factor in choosing certain majors and had a statistically significantly shorter time-to-degree completion than those students who did not participate in PSEOP. Results from this study provide areas where participation in PSEOP could be improved to widen the access of higher education to a larger pool of students. (Contains 11 tables and 3 figures.)

This study sought to understand and improve effectiveness in institutional research (IR) by interviewing, observing, and analyzing resumes of IR practitioners who have been identified by their colleagues as particularly effective in having an impact on decision-making, planning, and policy formation. Ten themes for effectiveness in IR were identified, including understanding your institution, multiple perspectives of its constituents, and academe in general; engagement, visibility, relationships, and trust; helping leaders make meaning of IR findings and use of IR work in the institution; viewing IR as a means to a greater goal; professional colleagues and professional development; workload, time management, and tools; being self-reflective and proactive; attention to detail and quality control; personal and professional qualities; and technical competency. A model of the components of effectiveness in IR is provided. (Contains 2 figures.)

Electronic portfolios (eportfolios) represent an assessment measure with strong potential to provide feedback about student performance to improve curricula and pedagogy, to determine individual students' mastery of learning and support feedback for improvement, and to actively involve students in the assessment process. This study examined the relationship between eportfolio participation and student success. Despite some limitations, the current study demonstrates that, after controlling for background factors, undergraduate students with e-portfolio artifacts had significantly higher grade-point averages, credit hours earned, and retention rates than a matched set of students without eportfolio artifacts. Also, there were significant positive relationships between various measures of e-portfolio utilization and grade-point average and credit hours earned. There were no statistically significant group differences in any of the National Survey of Student Engagement or New Student Transition Questionnaire scales, which served as measures of student academic engagement. (Contains 10 tables.) [The AIR "Professional File" is intended as a presentation of papers which synthesize and interpret issues, operations, and research of interest in the field of institutional research.]

Electronic portfolios represent an assessment measure with strong potential for providing feedback about student performance to improve curricula and pedagogy, determining individual students' mastery of learning and providing feedback for improvement, and actively involving students in the assessment process. This study examined the relationship between e-portfolio participation and student success. Despite some limitations, the current study has demonstrated that, after background factors are controlled for, undergraduate students with e-portfolio artifacts had significantly grade point averages, credit hours earned, and retention rates than a matched set of students without e-portfolio artifacts. Also, there were significant positive relationships between various measures of e-portfolio utilization and grade point average and credit hours earned among undergraduates, although these results were mixed for graduate students.There were no statistically significant group differences in any of the National Survey of Student Engagement or New Student Transition Questionnaire scales, which serve as measures of student academic engagement.

Several learning communities and first-year programs have been developed at Bowling Green State University, a public doctoral-research intensive university in the midwest, over the last few years. Such programs include the Bowling Green Effect Mentoring Program, the Literacy Serve and Learn program, the Honors Program, the Center for Multicultural and Academic Initiatives, the President's Leadership Academy, UNIV 100 (a voluntary two credit hour course for first-year students), and the University Program for Academic Success. An evaluation of these programs was conducted and the role of the university's office of institutional research was also explored. Logistic regression analyses were carried out to study program participation effects on retention and graduation after controlling for gender, race, and high school grade point average. Other analytic techniques were used to examine income versus expense and program participation effects on student attitudes. Learning center and first-year program directors were asked to comment on program effectiveness and participant satisfaction. It became clear during the program evaluations that local-level assessments are an important part of the process and that learning communities should be encouraged to adopt a more systematic approach to gathering feedback. It was also evident that the evaluation of such programs is of sufficient complexity to establish a partnership of the Office of Institutional Research, the program directors, and other stakeholders. The substantive conclusion of this formative assessment is that several of the learning communities and first-year programs are making significant impacts on retention, graduation, grades, and credit hours earned. It is not yet clear which of the activities of the successful programs are most responsible for their success. (Contains 60 tables and 36 references.) (SLD)

This study provides a thorough examination of the experiences of a group of students who transferred from a public community college in the Midwest to a nearby public residential university between spring 1994 and spring 2001. The study population consisted of 552 students who transferred from the community college to the university with 12 or more semester credit hours. The researchers designated the 2 groups of students in the study persisters (386, or 67%) and non-persisters (184, or 33%). A total of 243 (44%) of the persisters had earned a bachelor's degree and 125 (23%) were still enrolled at the university by spring 2002. The non-persisters were no longer enrolled in the university during spring 2002. Women and whites were the majority in both groups. Almost all of the students in both groups had earned a high school diploma rather than a G.E.D. The majority of both groups attended the community college for 3 years or less, and most did not attend the community college full time. The study suggests that the 2-plus-2 paradigm is probably less realistic than a 3-plus-3, or 3 years at community college and three at university in order to earn a degree. Suggests that transfer centers need to be an intentional part of the community college's academic division. (Contains 13 references and 38 tables.) (NB)

This study investigated the effects of several variables on time-to-degree using a structural equation modeling approach. It examined influences upon time-to-degree for all students earning Bachelor's Degrees in 1998-99 at one university. Dependent variables were total elapsed semesters to degree attainment and total semesters enrolled. Data on students' time-to-degree, demographic and precollege educational characteristics, remedial course and summer freshman program participation, enrollment behaviors, and academic outcomes were assembled into a series of files and merged with student financial aid data and data from two surveys of students' pre-enrollment perceptions and graduates' undergraduate experiences. Average credit hours per term strongly predicted more rapid degree completion. Transfer credit hours was the only strong predictor of credit hour load per term. Total credit hours earned strongly predicted time-to-degree. A positive relationship existed between number of summer semesters enrolled and longer time to degree. The paper discusses: implications for academic advising concerning student course loads; mixed implications for the role of financial aid speculation over the negligible role of student experience and perception variables on time-to-degree; and recognition that timely degree completion is only one of several desirable student outcomes. (Contains 19 references.) (SM)

This study investigated the ability of student inputs, student involvements, and college environments to predict seven groups of academic majors. The research was conducted using a sample of college sophomores extracted from High School and Beyond 1982 follow-up cohort, N=43,614 (weighted). Among the findings of the hierarchical discriminant function analysis was that the combined effects of the three blocks of variables appeared to be the most effective model. Implications of the results for practice, theory, and research are discussed. The study considered the following inputs: race, gender, high school course work, proposed field of study in college, highest degree expected, academic ability, family background, and personality factors. Involvement indicators were: type and degree of involvement in college activities; course work completed in college; importance of success, money, friends, work, and children; family orientation; and community orientation. Environments comprised: indexes of satisfaction with college facilities; faculty; curriculum; cultural and intellectual life; sports and recreation; social life; counseling and job placement; financial cost; prestige; and institution type, public vs. private. (Contains 20 references.) (MAH)

This study investigated differences in freshmen to senior student general education gains across institutions of higher education, with varying patterns of general education requirements using a mixed-effect structural equation model. The subjects were 6,409 students at 34 colleges and universities nationwide. Study procedures used American College Testing Assessment composite scores as the observed measures with the Pre-College Ability latent variable, and groups were based on data from students attending institutions with different general education requirements. Findings indicated that students attending institutions where less than 40 percent of undergraduate curricular requirements were devoted to general education and where there was not equal distribution of general education courses within the requirement were found to have significantly higher general education gains than did students who attended institutions where 40 percent or more of the undergraduate curriculum was devoted to general education and there was equal distribution of courses within the general education requirement. The study also demonstrated the usefulness of the structural equation modeling for representing the interactions between student characteristics and general education program effects. Included are 1 figure, 7 tables, and 23 references. (JB)

In 1992, the Community College Student Experiences Questionnaire (CCSEQ) was administered in class to a randomly selected group of 1,062 students at the two-year regional campuses of Kent State University (KSU). Specifically, the study sought to provide information about the characteristics, experiences, involvement, gains, and satisfaction of students enrolled in KSU's regional campuses. Comparisons were made between transfer and technology students, and between all KSU students and a nationwide group of students at 24 community colleges for which CCSEQ results were available. Highlighted findings included the following: (1) 75% of the respondents were employed, and 25% were employed more than 30 hours per week; (2) 50% of the respondents indicated that job and family responsibilities took some or much time away from their schoolwork; (3) KSU respondents spent more hours per week studying or preparing for classes than students in the national comparison sample; (4) the majority of respondents were enrolled to prepare to transfer to a four-year college or university, while most of the remainder enrolled to enhance job skills; (5) involvement in in-class and out-of-class activities was generally low for regional campus students, but not unlike that of the national comparison group; (6) student self-reported progress in a number of areas of academic, career, social, and personal development was somewhat below that of the national comparison group, and was significantly lower in the areas of acquiring knowledge and skills appropriate to a specific job or type of work and of understanding and speaking a foreign language; and (7) satisfaction with the college environment, as with the comparison group, was fairly high for students at the regional campuses and was similar across campuses. Thirty tables are presented, including 18 that detail percentages of responses to questionnaire items. (JMC)

In 1992, a study was conducted to ascertain the characteristics, performance, and persistence of high school students who enrolled at the two-year regional campuses of Kent State University. Specific data collected for the study included the number of semesters and credit hours completed, and the cumulative grade point averages (GPA's) of the students by campus and by initial semester enrolled. The study population consisted of 118 high school students who were admitted to the regional campuses and enrolled in courses from summer 1990 to fall 1991. The average American College Testing Program score, for students for whom it was available, was 26. Students averaged six hours of enrollment per semester (the equivalent of two courses) with a range from 2 to 30 hours completed. The students' mean GPA was 3.30, and GPA's ranged from a low of 0.23 to a high of 4.00, which was achieved by 36 students. There was considerable variability among the courses in which the students enrolled, with College English I, General Psychology, and American National Government being among the more popular courses. Two of the students who graduated from high school in 1991 subsequently enrolled as full-time students, a third was admitted for the fall, and a fourth was admitted, but did not enroll. Five of the students who will graduate from high school in 1992 were admitted for the fall at the time of the study. (JMC)

In 1991, a study was conducted at the regional campuses of Kent State University to determine the characteristics of students who were admitted but did not enroll; their reasons for not enrolling; and their opinions of the academic and student services provided. Demographic and admissions data were available for all 952 students who were admitted but did not enroll for fall 1991. Half of these students were randomly selected for a survey. Study findings, based on a 15% response rate, included the following: (1) 65% of the respondents were employed, and most who were not employed were so by choice or due to family responsibilities; (2) 49% said they wished to obtain an associate degree, and 40% said a bachelor's degree was their goal; (3) obtaining an associate degree was the most frequently cited academic goal, preparing for a new career the most important career goal, meeting people the most important social participation goal, and learning skills to enrich their lives the most important personal goal; (4) 46% of the students said they did not enroll because they could not afford to attend; (5) unspecified personal reasons, slow financial aid processing, and distance from the campus were also commonly cited reasons for not enrolling; and (6) 25% to 57% of the respondents rated as high or very high their satisfaction with the availability and quality of academic advising (29-30%), admissions (57%), and financial aid (25%). The survey instrument is attached. (JMC)

A study was conducted examining the characteristics and experiences of spring 1991 Kent State University (KSU) baccalaureate degree recipients who were originally enrolled in one of the seven regional two-year college campuses (RC's). Data were available for 177 degree recipients, representing 92% of all graduates who had originated at the RC's, and comprising 13.5% of the total 1991 graduating population. For comparative purposes, data were gathered for 1991 graduates who had begun their educational career at KSU and for graduates who had transferred to KSU from another four-year college. Study findings included the following: (1) 91% of former two-year college students were white and 61% were female; (2) final cumulative grade point averages were higher for former RC students (3.13 on a four-point scale) than for either KSU entrants (3.04) or other transfer students (3.04); (3) the average cumulative credit hours for RC entrants was 145.7, as compared to 142.1 for KSU entrants, and 148.5 for other transfer students; (4) the average age at graduation was 29 years for RC entrants, 23 for KSU entrants, and 26 for other transfer students; (5) RC entrants averaged 84 credit hours at KSU, and fewer than 25% stopped out during their enrollment at KSU; (6) there were no significant differences in RC entrant semesters or credit hours completed at KSU by gender or ethnicity, nor were there differences in total semesters at KSU by RC attended; and (7) RC entrants completed an average of 11 semesters from RC enrollment to KSU graduation, compared with 10 semesters for KSU entrants. Data tables are included. (PAA)

In spring 1991, a study was conducted of non-returning students from the seven 2-year Regional Campuses (RC's) of Kent State University to identify demographic characteristics of such students, determine the reasons they did not continue their enrollment, and obtain their opinions regarding the academic and student services at the RC's. Of the 2,392 students who had enrolled in fall 1990 but who did not return in spring 1991, a random sample of 1,022 were surveyed. Study findings, based on a 20% response rate, included the following: (1) non-returning students shared many of the same demographic characteristics as past and current RC students; (2) 52% of the respondents reported cumulative grade point averages between 3.0 and 4.0, and 83% were employed; (3) 69% of the non-returning students had been enrolled part time, compared with 54% of all RC students; (4) from a list of 19 potential reasons, the ones cited most frequently for not returning were, in rank order, desired courses were not available, personal reasons, did not have enough money to continue, family responsibilities were too great, classes were scheduled at the wrong times, could not work and attend college simultaneously, and achieved academic goals; (5) most academic and student services were rated as moderate, high, or very high; (6) Veterans' Services, and Minority Student Services were rated least favorably; (7) 75% of the respondents said they had enrolled for only a limited number of courses for transfer or increased knowledge, or were unsure of their academic goals; and (8) 47% of the respondents planned to return to the RC's. Detailed data tables and the survey instrument are included. (PAA)

In fall 1990, a study was conducted of new freshmen at the regional campuses (RC's) of Kent State University to gather information on the characteristics and goals of the new students and to determine their reasons for enrolling and their perceptions of the academic and student services provided. Surveys were mailed to all 2,390 new freshmen attending the seven RC's. Study findings, based on a 31.2% response rate, included the following: (1) 71% of the respondents were female, 90% were White, 5% were Native American, and 3% were African American; (2) 63% were between the ages of 18 and 22 years; (3) 62% were enrolled for 12 to 18 semester credit hours; (4) 40% said their most important academic goal was completing courses for transfer to a four-year college, while 35% cited completion of an associate degree as their most important academic goal; (5) preparing for a new career and improving knowledge and technical skills were most frequently given as important career preparation goals; (6) in terms of personal goals, 47% of the respondents cited developing the ability to be independent, self-reliant, and adaptable as important, while 29% were interested in learning skills that would enrich their lives; (7) asked about their reasons for enrolling at the RC's, 53% cited the close proximity to home or work, 16.5% cited program offerings, and 13.5% cited the low cost; and (8) the most frequent reasons cited for choosing a particular major were interest in the subject and relation to a given career. Data tables, the survey instrument and cover letter, and sample open-ended responses are included. (GFW)

In order to determine the length of time taken by graduates of Kent State University's Regional Campuses (RC) to obtain an Associate Degree, master records were analyzed for 91% (N=527) of the students who graduated in May 1990. The study considered the relationship between time to associate degree and such factors as campus attended, major, semester hours accumulated, gender, ethnicity, age, and grade point average (GPA). Complete information was not available for 67% of the graduates concerning the number of semesters they "stopped out," though available information suggested that one half of the graduates stop out at some point and that the average stop out period was two semesters. Other study findings included the following: (1) the May 1990 graduates were 96% Caucasian, 68% female, and an average of 31 years old; (2) the graduates had accumulated an average of 82 semester credit hours and earned an average GPA of 3.01; (3) the largest percentage of graduates received their degrees in 3 years, while the graduates averaged 6 years from admission to graduation; (4) the number of semesters to degree ranged from 5 semesters for Physical Therapy Assisting Technology graduates to 22 semesters for Systems/Industrial Engineering Technology graduates and 30 semesters for Banking and Finance Technology graduates; and (5) there was little difference in semesters to degree by gender, but older students and students with low GPA's tended to take longer to obtain their degrees. (GFW)

In 1990, a survey was conducted of alumni of the regional campuses (RC's) of Kent State University who received an associate degree in 1987, 1988, or 1989. Surveys were mailed to all 1,189 alumni, requesting information on their demographic characteristics, goals, education and employment experience, and satisfaction with the programs and services at the RC's. Study findings, based on a 30.5% response rate, included the following: (1) 66% of the respondents were female, 94% were white, 31% were between 31 and 40 years of age, 51% had been enrolled part time, and 89% were currently employed; (2) 24% of the respondents had enrolled at another college after completing their RC programs, though 48% indicated that their ultimate educational goal was to receive a bachelor's degree; (3) of the 189 respondents who evaluated the job preparation they received at the RC's, 32% gave the colleges an "excellent" rating, 39% said they had received "good" preparation, 24% felt they had gotten "adequate" preparation, and 5% felt their preparation was "inadequate"; (4) 92% of the respondents indicated that the ability to think critically was important in their current situation and, of these, 59% felt that the RC's had been effective in developing such skills; (5) engineering/technology, nursing, and business employed the largest percentages of alumni; (6) 76% of the alumni reported that their overall satisfaction with the RC's was "high" or "very high," although several respondents cited inadequacies in the career planning and career placement services; and (7) 20% of the respondents earned their associate degree in 2 years, while 33% took 3 years to complete their degree. Data tables, selected open-ended comments, and the survey instrument and cover letter are included. (JMC)

The C-17 Globemaster III is a long-range cargo aircraft operated by the U.S. Air Force since 1993. To date, Congress has funded 190 C-17s for the Air Force. The C-17 program remains a key issue as Congress evaluates the needs of DOD's strategic airlift force. This paper provides program background for the C-17. For more detailed analysis of current issues regarding the C-17 acquisition, see CRS Report RL34264, Strategic Airlift Modernization: Analysis of C-5 Modernization and C-17 Acquisition Issues. This report will be updated as events warrant. [ABSTRACT FROM AUTHOR]

The KC-X program, the first of three planned programs intended to recapitalize the Air Force's air refueling fleet, is expected to acquire 179 new, commercial offthe-shelf airliners modified to accomplish air refueling missions. Both Boeing and a consortium consisting of Northrop Grumman and European Aerospace Defense Company (EADS) -- the parent company of Airbus -- are in competition for KC-X. Boeing offered a variant of the 767-200 while Northrop Grumman/EADS submitted a version of the Airbus 330-200. The Air Force is expected to announce source selection soon. Air Force in-flight aerial refueling aircraft, often referred to as "tankers," provide both persistence and range to Department of Defense (DOD) fighters, bombers, airlift and surveillance aircraft. As such, the Air Force's tanker fleet greatly multiplies the effectiveness of DOD air power across the continuum of military operations. Today, the KC-135, which makes up the preponderance of the Air Force's tanker force, is among the Air Force's oldest aircraft. As a result, potential issues for Congress include: [ABSTRACT FROM AUTHOR]

The article focuses on the organizational structure of the U.S. Northern Command (NORTHCOM) and its contributions to homeland security. The direct-reporting NORTHCOM components including Army North (ARNORTH), Marine Forces North (MARFORNORTH), and Joint Task Force North (JTF-N) are mentioned. Among the interagency relationships mentioned are the Joint Interagency Coordination Group (JIACG), the U.S. Department of Homeland Security (DHS), and the U.S. National Guard Bureau (NGB).

Joint Cargo Aircraft (JCA) is a joint acquisition program between the Army and Air Force designed to procure a commercial off-the-shelf aircraft, capable of meeting Army requirements for "direct support" to maneuver units and Air Force requirements for "common-user" intra-theater airlift. The C-27J Spartan has already won the JCA competition. Issues for Congress include requirements and service "roles and missions." [ABSTRACT FROM AUTHOR]