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This study aimed to examine changes in depression and anxiety symptoms from before to during the first six months of the COVID-19 pandemic in a sample of 1,339 adolescents (9-18 years old, 59% female) from three countries. We also examined if age, race/ethnicity, disease burden, or strictness of government restrictions moderated change in symptoms. Data from 12 longitudinal studies (10 U.S., 1 Netherlands, 1 Peru) were combined. Linear mixed effect models showed that depression, but not anxiety, symptoms increased significantly (median increase=28%). The most negative mental health impacts were reported by multiracial adolescents and those under 'lockdown' restrictions. Policy makers need to consider these impacts by investing in ways to support adolescents' mental health during the pandemic. [This paper was published in "Journal of Research on Adolescence."]

Many incoming college students are referred to remedial programs in math or English based on scores they earn on standardized placement tests. Yet research shows that some students assigned to remediation based on test scores would likely succeed in a college-level course in the same subject area without first taking a remedial course if given that opportunity. Research also suggests that other measures of student skills and performance, and in particular high school grade point average (GPA), may be useful in assessing college readiness. The Center for the Analysis of Postsecondary Readiness (CAPR) is conducting a random assignment study of a multiple measures placement system based on data analytics to determine whether it yields placement determinations that lead to better student outcomes than a system based on test scores alone. Seven community colleges in the State University of New York (SUNY) system are participating in the study. The alternative placement system evaluated uses data on prior students to weight multiple measures--including both placement test scores and high school GPAs--in predictive algorithms developed at each college that are then used to place incoming students into remedial or college-level courses. Over 13,000 incoming students who arrived at these colleges in the fall 2016, spring 2017, and fall 2017 terms were randomly assigned to be placed using either the status quo placement system (the control group) or the alternative placement system (the program group). The three cohorts of students will be tracked through the fall 2018 term, resulting in the collection of three to five semesters of outcomes data, depending on the cohort. This interim report, the first of two, examines implementation of the alternative placement system at the colleges and presents results on first-term impacts for 4,729 students in the fall 2016 cohort. The initial results are promising. The final report, to be released in 2019, will examine a range of student outcomes for all three cohorts, including completion of introductory college-level courses, persistence, and the accumulation of college credits over the long term. [This report was written with Dan Cullinan.]

Launched in 1965, Upward Bound (UB) is one of the oldest and largest of the federal college access programs targeted to low-income students and those who would represent the first-generation of college completers in their families. Currently, UB serves more than 60,000 high school students at a cost of about $4,300 per youth and offers an array of academic and college transition support services. While much about the structure of Upward Bound and the services to be offered are prescribed in legislation, little is currently known about the focus or delivery of these services or the extent to which they vary. This report addresses this information gap by describing the approaches that Upward Bound projects use to provide core program services--advising, tutoring, academic coursework, college exposure, college entrance exam preparation, college application assistance, and financial aid application assistance. Data come from a survey of Upward Bound project directors at institutions (mostly colleges) that host the projects. The primary goal of the survey was to help identify common (or uncommon but promising) practices that could inform program improvement studies that Congress requires the U.S. Department of Education (ED) to conduct. The survey results may also be useful as policymakers consider the upcoming renewal of the Higher Education Act, which authorizes and funds the Upward Bound program. Key findings about the implementation of core services among Upward Bound projects are detailed. Appendices include the following: (1) Rubric; (2) Supplemental Tables for Chapter 2; (3) Supplemental Tables for Chapter 3; (4) Supplemental Tables for Chapter 4; and (5) Supplemental Analyses of Promising Practices and Challenges.

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas High School Attrition Rates Stall (Roy L. Johnson); (2) Highest School Attrition Rates are in Regions with the Most Students (Roy L. Johnson); (3) Elusive Zero Attrition Rate is at Least 20 Years Away (Felix Montes); (4) Texas Education Agency Reports No Change in Annual Dropout Rate (Roy L. Johnson); (5) English Language Learners Most Likely to Drop Out of School (Roy L. Johnson); (6) Texas Compares Well with Other States in Federal Dropout Report (Roy L. Johnson); and (7) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2013-14 report, see ED560200.]

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas Attrition Rate Dips One Percentage Point (Roy L. Johnson); (2) Types of Dropout Data Defined; (3) Texas Schools Projected to Lose 2.4 Million More Students before Attrition is Tamed (Felix Montes); (4) A Model for Success; (5) Taking Action to Hold on to Students; (6) 2012-13 Texas Education Agency Texas School Completion and Dropout Report (Roy L. Johnson); (7) Averaged Freshman Graduation Rate--Texas Tied for 22nd in On-Time Graduation in 2011-12 (Roy L. Johnson); and (8) Adjusted Cohort Graduation Rate Completion and Dropout Report (Roy L. Johnson). [Individual reports contain statistics, charts, and resources. For the 2011-12 report, see ED544323.]

This document contains 3 statistical reports. The first report, "Attrition Rate Decline Seems Promising--Though High Schools are Still Losing One in Four Students" (by Roy L. Johnson), presents results of long-term trend assessments of attrition data in Texas public high schools. The second report, "Slow Declining Pace Keeps Zero Attrition Date at 2037" (by Felix Montes), uses linear regression models to predict when the state is likely to reach universal high school education. The third report, "Texas School Completion and Dropout Data, 2010-11 State Report" ( by Roy L. Johnson), contains statistical data on the Texas national dropout rates throughout the years. (Individual reports contain statistics, charts, and resources.)

Attrition rates are an indicator of a school's holding power, or ability to keep students enrolled in school and learning until they graduate. This study examines regional trends in Texas for the number and percent of students lost from public high school enrollment prior to graduation. A comparative analysis of 1985-86, 2005-06, 2006-07, 2007-08, 2008-09 and 2009-10 attrition rates in the 20 education service center (ESC) regions in Texas shows that five regions have persistently higher rates of losing students from public school enrollment and that racial-ethnic gaps have increased in all regions. In general, the "rate" of students lost has improved, while the "number" of students lost has increased. (Contains 22 exhibits.)

The American Recovery and Reinvestment Act (ARRA) was signed into law by President Obama on Tuesday, February 17, 2009. It is the broadest and largest funding package in American history. The intent of the statute is to stimulate the economy both through direct spending on a range of programs and to create tax relief. The package makes investments in education, health, and assistance to families hardest hit by the economy. This document focuses on the provisions in ARRA related to early care and education, elementary education, health, and family support, with a particular focus on a two-generation approach. The stimulus funding described in this guide has the potential to support the strategies that make up the "Making Connections" CHAPSS pathway, e.g., work to ensure all children read at grade level by end of third grade, to expand the supply of quality early childhood experiences (birth to kindergarten), and to connect children with health insurance, medical homes, and ensure they are screened for developmental disabilities and provided appropriate follow up services. This funding could also meet the needs of their parents by providing health, family literacy, nutrition, and housing assistance. Opportunities to connect parents in "Making Connections" neighborhoods to jobs, training, and education are described in a companion guide. The goal in distributing this guide is to help local leaders maximize the dollars that reach "Making Connections" neighborhoods, proportionate to the needs of the community.

The examination of historical trend data on the number and percent of students lost from public school enrollment prior to graduation from high school is becoming increasingly important since distinct trends are emerging on a regional basis. This study examines regional trends in Texas on the number and percent of students lost from public high school enrollment prior to graduation with a high school diploma. A comparative analysis of 1985-86, 2005-06 and 2006-07 attrition rates in Texas' 20 education service center (ESC) regions shows that eight Texas regions have persistently higher rates of losing students from public school enrollment. Education service center regions with traditionally high attrition rates include: ESC Region 1 (Edinburg), ESC Region 4 (Houston), ESC Region 10 (Richardson), ESC Region 13 (Austin), ESC Region 19 (El Paso), and ESC Region 20 (San Antonio). The highest attrition rates are primarily concentrated in regions with the largest student enrollment counts, particularly those in urban areas and those with the largest low-income and minority populations. Schools and communities in Texas and nationwide must work together to improve school holding power and student success. (Contains 12 exhibits.)

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. In 2005-2006, participation in IPEDS was a requirement for the 6,622 institutions and 83 administrative offices (central or system offices) that participated in Title IV federal student financial aid programs, such as Pell Grants or Stafford Loans during the 2005-06 academic year. Tabulations in this report present selected data items collected from the 6,457 Title IV institutions in the United States (excluding those in other jurisdictions) that were eligible for at least one component of the spring 2006 collection. In addition, 80 administrative offices in the United States were eligible for the Finance component and are included in the Finance tabulations. Topics covered are characteristics of enrolled students, revenues and expenses of Title IV institutions, graduation rates, and student financial aid. The following are appended: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 20 tables and 12 footnotes.)

This report presents information from the Winter 2005-06 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2005 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2005-06 by length of contract/teaching period, academic rank, gender, and average salaries. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 8 footnotes.)

This "First Look" presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2005 collection, which included two survey components: Institutional Characteristics for the 2005-06 academic year, and Completions covering the period July 1, 2004, through June 30, 2005. These data were collected through the IPEDS web-based data collection system. The Integrated Postsecondary Education Data System is designed to collect institution level data from postsecondary institutions in the United States (the 50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. For IPEDS, a postsecondary institution is defined as an organization that is open to the public and has as its primary mission the provision of postsecondary education. IPEDS defines postsecondary education as formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This includes academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Tabulations in this report present selected data items collected in fall 2005 from the 6,463 Title IV institutions in the United States. One table also includes the 159 Title IV institutions in the other jurisdictions. Additional detailed information is available through the various IPEDS web tools. In the fall collection, institutions provided data on institutional characteristics, tuition and fees, and price of attendance for the 2005-06 academic year and completions data (degrees, certificates, and other formal awards conferred) for the 2004-05 academic year. Appended to this report are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 8 footnotes.)

This E.D. TAB presents findings from the Integrated Postsecondary Education Data System (IPEDS) Spring 2005 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2003-04 academic year, Enrollment for fall 2004 and 12-month counts for 2003-04. Graduation rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1998 at 4-year institutions or in 2001 at less-than-4-year institutions, and Finance for fiscal year 2004. These data were collected through the IPEDS web-based data collection system. The data on which this report is based are available to researchers and the public through the IPEDS Peer Analysis System and College Opportunities On-Line. This report continues a series of E.D. TABs based on the collection of data from over 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 11 tables and 5 footnotes.)

This E.D. TAB presents findings from the Integrated Postsecondary Education Data System (IPEDS) Winter 2004-05 data collection, which included two required survey components: Employees by Assigned Position (EAP) for fall 2004 and Salaries (SA) for academic year 2004-05; the Fall Staff (S) component was optional for fall 2004. These data were collected through the IPEDS web-based data collection system. Tabulations in this report present selected data items collected from, or imputed for, the 6,374 Title IV institutions in the United States that are eligible for at least one component of the Winter 2004-05 data collection. Data for the 165 institutions located in other jurisdictions, such as Puerto Rico, are not included in the tabulations in this report. Institutions provided data about faculty and staff employed at Title IV participating institutions in the United States as well as salaries and fringe benefits of those full-time instructional faculty at Title IV degree-granting institutions in the United States. Degree-granting institutions are those offering associate's, bachelor's, master's, doctor's, and first-professional degrees. The information presented about salaries and fringe benefits have been adjusted. Total salary outlays for full-time faculty (by rank) on 11/12-month contracts were adjusted to 9/10-month outlays by multiplying the outlay for 11/12-month contracted faculty by 0.8182. The "equated" outlays were then added to the outlays for 9/10-month faculty to determine an average salary for each rank. Salaries for faculty on less than-9-month contracts are not included. Appended are: (1) Survey Methodology; and (2) Glossary of IPED Terms. [This report was produced with assistance from RTI International.] (Contains 9 tables.)

This E.D. TAB presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2004 data collection, which included two survey components: Institutional Characteristics for the 2004-05 academic year, and Completions covering the period July 1, 2003, through June 30, 2004. These data were collected through the IPEDS web-based data collection system. This E.D. TAB report continues a series of E.D. TABs based on the collection of data from over 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. It aims to encourage researchers and others to make full use of the IPEDS data for analysis, peer comparisons, or to help answer questions about postsecondary education institutions. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 11 tables.)

The Right Jobs provides workforce policymakers and directors of workforce development programs with a structured approach to: (1) Identifying the most promising employment opportunities within reach of low-skill workers; (2) Determining the postsecondary training and career preparation routes that will yield results for their clients; and (3) Making the case for investment to public and private funders. Jobs for the Future undertook the research for this guide because of concerns on the part of practitioners and policymakers that, with changes in the global economy, few good jobs outside of health care are accessible to low-skill workers. This guide is the product of their efforts to identify the best career advancement opportunities for low-skilled workers. JFF's research reveals opportunities in a wide range of industries and occupations, including transportation, construction, customer service, automotive repair, and information technology. Career advancement programs that prepare low-skill workers to take advantage of these opportunities can help them rise from entry-level employment to career-track jobs that pay middle-class wages. But to achieve those kinds of outcomes, practitioners must go far beyond the traditional "job first" approach. Instead, they must design and develop programs strategically, giving careful thought to what makes a particular occupation a suitable goal for low-skill job seekers and to the kinds of assistance those job seekers will need to succeed. In evaluating opportunities for low-skill workers, JFF assessed a number of factors--from labor market projections to larger economic forces and trends, from barriers to gaining the necessary skills and credentials to local hiring practices. Appended are: (1) Selected Resources for Secondary Research; (2) List of Interviews; and (3) Commercial Drivers of Heavy Vehicles Career Maps. (Contains 23 endnotes.)

This E.D. TAB presents findings from the Integrated Postsecondary Education Data System (IPEDS) Spring 2004 data collection, which included four survey components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2002-03 academic year, Enrollment for fall 2003, Graduation Rates for full-time, first-time, degree/certificate-seeking undergraduate students beginning college in 1997 at 4-year institutions or in 2000 at less-than-4-year institutions, and Finance for fiscal year 2003. These data were collected through the IPEDS web-based data collection system. The data on which this report is based are available to researchers and the public through the IPEDS Peer Analysis System and College Opportunities On-Line. Both of these sources can be found at http://nces.ed.gov/ipeds. This report continues a series of E.D. TABs based on the collection of data from over 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 19 tables.)

The Integrated Postsecondary Education Data System (IPEDS) is designed to collect data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. For IPEDS, a postsecondary institution is defined as an organization open to the public that has as its primary mission the provision of postsecondary education. IPEDS defines postsecondary education as formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This includes academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Participation in IPEDS was a requirement for the 6,568 institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2003-04 academic year. Title IV schools include traditional colleges and universities, 2- year institutions, and for-profit degree- and non-degree-granting institutions (such as schools of cosmetology), among others. In addition, the four U.S. Service Academies are included in the IPEDS universe as if they were Title IV institutions. Tabulations in this report present selected data collected during the winter 2003-04 IPEDS collection about faculty and staff employed at Title IV degree- granting institutions 4 in the United States. Degree granting institutions are those offering associate's, bachelor's, master's, doctor's, and first-professional degrees.

This document presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2003 data collection, which includes two survey components: Institutional Characteristics for the 2003-04 academic year and Completions covering the period July 1, 2002, through June 30, 2003. This data was collected through the IPEDS web-based data collection system. The Institutional Characteristics component of IPEDS collects and maintains information used to classify postsecondary institutions based on a variety of characteristics. Data on sector, level, control, and affiliation allow classification within general categories. In addition, this component collects data on tuition and fees and room and board charges. The completions component collects data annually on recognized degree completions in postsecondary education programs by level and on other formal awards by length of program. Data were collected by race/ethnicity and gender of recipient and by field of study. In addition, completions data on the number of students with multiples majors were collected by field of study, degree level, race/ethnicity, and gender from those schools that award degrees with multiple majors. The following are appended: (1) Survey of Methodology; and (2) Glossary of IPEDS Terms. (Contains 13 tables & 4 figures.)

This report is one of a series that presents findings from the Integrated Postsecondary Education Data System (IPEDS). Results of the spring 2003 data collection are included and display enrollment data for fall 2002, student financial aid data for the 2001-02 academic year (July 1, 2001 through June 30, 2002), financial statistics for fiscal year 2002, and graduation rate information for students beginning college in 1996 at four-year institutions and in 1999 at less-than-four-year institutions. Tabulations in this report present selected data items collected from the 6,506 Title IV institutions in spring 2003. All institutions were asked to provide Enrollment and Finance data. In addition, institutions admitting full-time, first-time undergraduate-level students were asked to submit Student Financial Aid and Graduation Rates data. Graduation Rates data are included for the first time in this publication. The contents of this document include: (1) Summary; (2) Compendium of Tables; (3) Survey Methodology; and (4) Glossary of IPEDS Terms. (Contains 1 figure and 61 tables.)

This report presents information from the Winter 2002-03 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2002 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2002-03 by length of contract/teaching period, academic rank, gender, and average salaries. (Contains 1 figure and 35 tables.)

This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2001-2002 data collection that included both race and gender information for staff employed in fall 2001 and salaries and fringe benefits of full-time instructional faculty for academic year 2001-2002. Data were collected through a Web-based data collection system from postsecondary institutions in the 50 states and the District of Columbia. Participation in IPEDS is a requirement for most institutions that participated in Title IV federal student financial aid programs in the 2001-2002 academic year. In 2001-2002, 4,143 institutions were required to complete the IPEDS salaries component, and 4,990 Title IV institutions were required to complete the fall staff and salaries components. In fall 2001, Title IV institutions employed more than 3.1 million individuals. Two-thirds were employed full time, and 53% were women. Faculty constituted 36% if all employees, other professional staff accounted for 33%, and the remaining 31% were nonprofessional staff. Similar patterns were observed at public and private not-for-profit institutions. About 55% of faculty were full-time. In the 2001-2002 academic year, full-time instructional faculty on 9/10 month contracts earned an average salary of about $60,000 , and full-time instructional faculty on 11/12 month contracts earned an average salary of about $67,000. As expected, salaries varied by rank and gender, with faculty holding higher ranks earning higher average salaries. In general, men earned higher average salaries than women, regardless of contract length or rank. (Contains 41 tables.) (SLD)

This report presents data from the Integrated Postsecondary Education Data System (IPEDS) fall 2002 data collection, which included institutional characteristics data for the 2002-2003 academic year and completions data covering the period July 1, 2001 through June 30, 2002. Participation in IPEDS was a requirement for institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2002-2003 academic year. Tabulations in this report present selected data items from the 6,354 Title IV institutions in the United States and the 154 Title IV institutions in the outlying areas in fall 2002. Additional detailed information is available through the various IPEDS Web tools. Institutions provided institutional characteristics and prices data for the 2002-2003 academic year and completions data (degrees and other formal awards conferred) for the 2001-2002 academic year. (Contains 1 figure and 40 tables.) (SLD)

This report presents information from the Fall 2001 Integrated Postsecondary Education Data System (IPEDS) Web-based data collection. Data were requested from more than 6,600 postsecondary institutions participating in the Title IV federal student aid programs. The tables in this publication present counts of institutions by selected institutional characteristics and the number of degrees and other formal awards conferred in the period July 1, 2000 through June 30, 2001 by the Title IV postsecondary institutions. Examination of the Title IV degree-granting institutions indicates that 41% were public institutions, 40% were private not-for-profit institutions, and 19% were private for-profit institutions. Of the non-degree-granting Title IV institutions located in the United States, 17% were public institutions, 12 % were private not-for-profit institutions, and 71% were private-for-profit institutions. In the 2000-2001 academic year, about 2.4 million degrees were awarded by Title IV degree-granting institutions in the United States. Of these, 51% were bachelor's degrees. A section of the report discusses the methodology by which these data were collected and analyzed. (Contains 1 figure and 42 tables.) (SLD)

This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2001 data collection, which included enrollment data for fall 2000, financial statistics for fiscal year 2000, and student financial aid data for academic year 1999-2000. The data were collected through the IPEDS Web-based data collection system. IPEDS collects data from about 9,400 postsecondary institutions in the United States. Participation in the IPEDS Spring 2001 data collection was a requirement for the approximately 6,600 institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2000-2001 academic year. Data show that in fall 2000, 15.9 million students were enrolled in the 6,600 Title IV postsecondary institutions, and of these, 86.3 were enrolled in undergraduate programs. The majority, 59.5% were enrolled full time, while 40.5% were enrolled part time. About 56.4% of postsecondary students in these institutions were women, and 63.3% were White, non-Hispanic students. Data are provided on the characteristics of students at degree-granting and nondegree-granting institutions and on the residence and migration of first-time, degree/certificate-seeking students. (Contains 39 tables.) (SLD)

This report describes the methods and procedures used for the full-scale data collection effort of the Beginning Postsecondary Students Longitudinal Study First Follow-Up 1996-98 (BPS:96/98). These students, who started their postsecondary education during the 1995-96 academic year, were first interviewed during 1996 as part of the National Postsecondary Student Aid Study, 1996. This study is the first follow-up of this cohort. Data collected includes postsecondary enrollment, employment, and demographics; a field locating/interviewing component allows comparative analyses with the first (1990) BPS cohort. Chapter 1 provides an introduction, some background, and the purpose of the study; chapter 2 covers the design and methodology of the full-scale study; chapter 3 covers data collection outcomes; chapter 4 covers evaluation of data quality; chapter 5 covers data file construction; and chapter 6 covers weighting and variance estimation. Appendixes include a list of technical review panel members; final data elements; facsimile questionnaire; table of contents of interviewer training manual; and sample mailout materials. (CH)

This report describes the methods and procedures used for the field test of the Beginning Postsecondary Students Longitudinal Study First Followup 1996-98 (BPS:96/98). Students in this survey were first interviewed during 1995 as part of the National Postsecondary Student Aid Study 1996 field test. The BPS:96/98 full-scale student sample includes students who started their postsecondary education during the 1995-96 academic year. Evaluation of procedures used in the field test has led to refinements that benefit the full-scale study. The introductory chapter describes the study and the unique purposes of the field test. Chapter 2 reviews the study design and methodology for the field test. Chapter 3 presents overall outcomes of data collection and the special procedures implemented during the field test. Chapter 4 examines issues related to the quality of the data collected. The major recommendations for changes in the design of the full-scale study are included by topic in chapters 3 and 4, and summarized at the end of chapter 4. Materials used in the field test, including 5 facsimile interviews are provided as five appendixes to the report. (Contains 2 figures and 17 tables.) (SLD)

This update to a previous digest briefly describes the Internet computer network, the physical connections and communication protocols that make it possible, and the applications and information resources the network provides. The applications covered include electronic mail and listservs, the world wide web, telnet connections with remote library catalogs or databases, and file transfer protocol (FTP). Often barriers of distance, time, and cost that are significant with other forms of electronic communication are not as significant on the Internet because it accesses systems quickly regardless of proximity and because institutional users are not usually charged by level of use. Moreover, getting connected to the Internet is often not even as expensive as getting cable television. The Internet continues to evolve through formal standards development and individual or corporate software creation and enhancement. (BEW)

Written for both new and experienced tutors at the Washburn University Writing Center, this handbook describes procedures, presents guidelines, and discusses writing center resources for the student writing consultants. After describing the writing center and its mission, the handbook offers a job description for writing consultants. The handbook then discusses procedure and guidelines on missed appointments, unused time, leaving early, appointments, end of appointment, drop-in times, and canceling a shift. The handbook then addresses the resources at the writing center, including printed materials, computer hardware, periodicals, and the electronic bulletin board listserv. (RS)

This professional development program is designed to improve the understanding of Australian personnel working in adult literacy and basic education (ALBE) of the range of approaches and methods used to achieve different evaluation purposes. It is an adaptation of "A Guide to Program Evaluation" (included here), a detailed guide for people working in the ALBE field. The course is composed of six modules. The modules cover the following: introduction to evaluation and an overview of evaluation issues; evaluation approaches and methodologies; information collection alternatives; collecting and analyzing evaluative information; reporting and ensuring outcomes; and good practice in evaluation. Components of each module are as follows: an overview (duration; purpose; pre- or corequisites; summary of content; delivery; learning outcome; assessment criteria, conditions, and method; suggested resources); contents page; presenter's guidelines that provide a detailed description on how to present the units; transparency masters; and handouts. An appendix contains three case studies (evaluations) of ALBE projects that have been rewritten in an easily accessible style to provide examples of how evaluation projects have been conducted. (YLB)

To meet the challenge of a workplace shaped by technological change and global competition, employers and employees must identify their mutual interests in dealing with change and work together to plan career development programs that will benefit employers (by improving productivity and competitiveness) and employees (by enhancing their value in the labor market and their employability prospects). Among the steps that employers must take are the following: recognize the partnership between employers and employees in the struggle to stay competitive; provide timely, useful labor market information; provide job information that supports career planning; provide guidance/counseling services; and provide support for employees pursuing their career development plans. Employees must take the following actions: understand the employer-employee partnership and take responsibility for their role in the partnership; stay informed; clarify their motivations and expectations; engage in career planning; and make career development a continuous process. Employers and employees wishing to begin a work-based career development program should do the following: work together; assess their current situation; and seek outside help from local community colleges, trade associations, government agencies, the National Skill Standards Board, and/or other nonprofit organizations. (MN)

Students with disabilities often experience particular difficulties with handwriting, and these problems can hinder their development both in school and in postsecondary settings. This paper addresses three issues: (1) the possibility of a prejudicial and potentially lasting first impression, based on the individual's handwriting; (2) the lack of corrective handwriting instruction after the elementary grades; and (3) the variety of methods available to improve a student's handwriting. These issues are discussed in the context of the following topics: handwriting problems, the importance of writing, the absence of instructional commitment to handwriting, and instructional considerations such as print versus cursive skills acquisition and skills maintenance. The importance of an ongoing and consistent program of handwriting instruction is stressed, especially for students with disabilities who need to fight negative first impressions. (Contains 26 references.) (DB)

This resource manual is one component of an instructional package designed to develop an employability assessment and planning program for use with individuals with disabilities. The resource materials are designed to be used as handouts or as overheads in providing program development training to preservice or inservice rehabilitation specialists or educators. The materials provide: definitions of terms, elements of an employability development program, factors influencing successful task completion, principles of testing and test interpretation, vocational choice assessment and planning strategies, job acquisition assessment and planning strategies, job retention assessment and planning strategies, and strategies for empowering and involving consumers in the assessment and planning process. (JDD)

This manual presents guidelines for providing reference service of the highest possible quality consistent with available resources. The manual is designed for orienting new staff users and serves as a source of information for librarians about departmental policy. The major goals of the reference department of the University of Nebraska (Kearney) are to facilitate access to library collections and their informational content and to support the instructional programs of the university through library and bibliographic instruction. Manual sections include: (1) an introduction; (2) library users; (3) priorities for service; (4) desk service; (5) reference desk staffing policy; (6) interlibrary loan service; (7) bibliographic services; (8) reference correspondence; and (9) orientation and instruction. (SLD)