Note the item re the IPEDS Grad Rate Survey & Student Right to Know . . .
Comments? Reactions? Suggestions?
==================================================
Doug Easterling
Director, Institutional Planning and Research
Sinclair Community College
444 West Third Street
Dayton, Ohio 45402
Phone: (513) 226-2854 Fax: (513) 226-3080
Internet Address: [log in to unmask]
==================================================
---------- Forwarded message ----------
Date: Mon, 9 Oct 1995 12:28:57 -0700
From: LARRY NELSON, PLU INST. RESEARCH & ASSESSMENT <[log in to unmask]>
To: Multiple recipients of list AIR-L <[log in to unmask]>
Subject: Electronic AIR, 10/9/95, Part A
* * * * * * * * * * * * * The Electronic AIR * * * * * * * * * * * * *
* *
* The Electronic Newsletter *
* of the Association for Institutional Research (AIR) *
* Serving Institutional Research Professionals *
* and those Engaged in Mgt. Research, Policy Analysis & Planning *
* *
* October 9, 1995. . . . . . . . . . .Volume 15, Number 14 *
* Part A *
* Editor - Larry Nelson, Pacific Lutheran University *
* <[log in to unmask]> *
* Subscription Mgt. - Rob Thomas, AIR Office <[log in to unmask]> *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* Current Subscribers = 1477 *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * TABLE OF CONTENTS * * * * * * * * * * * * *
* THE CHANGING SCENE *
* EDITOR'S NOTE: If You Send Me a Message, Please Be Patient! *
* AIR NEWS - AIR Fellowship and Grant Program Announced *
* NEWS - Alarming Trend in Student Loans Reported *
* NEWS - Report on NCES Tech. Wkng. Group on Graduation Rates Survey *
* and Additional Information on Student Right-to-Know *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* THE CHANGING SCENE *
* "A way to keep up with news about our colleagues." *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
This portion of the newsletter is devoted to keeping you informed
about changes such as readers who relocate to new positions and/or
institutions, professional recognition awards and honors, retirements,
deaths, newly hired colleagues, promotions, etc. If you become aware of
a change on your campus or elsewhere which should be mentioned in "The
Changing Scene," please send me a note at <[log in to unmask]> with
the key facts. Keep it brief, but include the information you think
others would like to know.
STEVE CHAMBERS, <[log in to unmask]> former Interim
Director of University Planning and Institutional Analysis at Northern
Arizona University, became the Director of Institutional Research at
Wichita State University on September 25. Congratulations, Steve!
RICHARD HECK <[log in to unmask]> has left Colgate University
after 26 years to accept a new position as executive officer for the
Dean of the College at Dartmouth . He will still be involved with many
aspects of Institutional Research. Best wishes, Richard!
The Office of Institutional Research and Planning at Georgia
Southern University has been renamed the Office of Planning and
Analysis. MIKE MOORE, formerly Director of Institutional Research and
Planning, is now Director of Planning and Analysis. WILLIAM KNIGHT,
formerly Assistant Director of Institutional Research and Planning, is
now Director of Institutional Research. Good luck, Mike and Bill!
JAMES PRATHER of Georgia State University has left the position of
Director of Institutional Research to teach as a full-time faculty
member in the Department of Political Science. Best wishes, Jim! The
Office of Institutional Research no longer reports directly to the
Provost; it now reports to the newly created position of Associate
Provost for Information Systems and Technology. The IR director
position is currently vacant and a decision about filling it has not yet
been made.
ROBERT ZHANG <[log in to unmask]> recently left Southeast Missouri
State University to begin a new position as Academic Data Analyst at the
Oregon Institute of Technology. Best wishes, Robert!
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* EDITOR'S NOTE: If You Send Me a Message, Please Be Patient! *
* Larry Nelson, Pacific Lutheran University <[log in to unmask]> *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
I will be away from my office for much of the time from tomorrow
(October 10) through October 20 attending meetings of the AIR
Publications Committee and PNAIRP (Pac. NW Assn. for Inst. Research &
Planning). In addition, I have scheduled 3 days of "rest and relaxation
time" while in Georgia for the Publications Committee meeting.
Hopefully, I have turned off enough of the listserv lists to which
I subscribe so that my e-mail box will not fill up during my absence. I
will respond to any inquiries or submissions related to The Electronic
AIR just as soon as I can. Meanwhile, please don't think your message
did not get through if you don't receive an immediate acknowledgment
from me.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* AIR NEWS - AIR Fellowship and Grant Program Announced *
* Terry Russell, AIR Executive Director <[log in to unmask]> *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
The Association for Institutional Research
Announces a New Fellowship and Grant Program
Improving Institutional Research in Postsecondary Educational Institutions
The Association for Institutional Research (AIR), with support from
the National Center for Education Statistics (NCES) and the National
Science Foundation (NSF) announces a new program of research grants and
Washington, D.C.-based fellowships. The goals of the program are to
provide opportunities for professional development, to foster the use of
federal data bases (including the national sample surveys) in
postsecondary education decision-making, and to foster the use the
federal data bases to inform research on issues in postsecondary
education. Proposals are solicited from the staff and faculty of all
U.S. postsecondary education institutions.
The Association for Institutional Research is an international
association of 2,500 postsecondary education professionals located at
over 1,400 postsecondary institutions. Since 1961, AIR has been
dedicated to the advancement and improvement of postsecondary education
through research and analysis, the development and application of
methods and techniques that further the administration and planning of
postsecondary education, and the dissemination of information related to
these goals.
- - - - -
Fellowship Amounts: ($3,600 monthly stipend plus travel and other
expenses. $35,400 maximum, 1 year limit)
The Fellowship Program provides competitive awards for individuals
and requires residency in Washington, D.C. The residency period may
range from one to nine months in duration, with a possible mix of work
in Washington and at the fellow's home campus. Postsecondary education
administrators, professional staff and others who cannot ordinarily get
away from their regular duties for semester-long periods are especially
encouraged to submit proposals.
Two kinds of fellowship proposals are solicited: research fellows,
whose interest and proposed project would focus on the fellow's use of
the national data bases; and policy fellows, whose projects would be
directed to postsecondary education policy issues that might use other
resources in addition to the national data bases. It is anticipated
that the fellowship would include structured networking opportunities
for the fellows as well as require written reporting to mentors, AIR and
home institutions on project outcomes.
Both types of fellows will be matched with a mentor who has
expertise in the use of the fellows' proposed methods and data sets and
an interest in the substance of the project. In addition to NCES and
NSF staff, mentors may be drawn from any federal office with an interest
in postsecondary education or any national postsecondary organization
based in Washington.
- - - - -
Research Grants: ($15,000 annual maximum, 2 year limit)
The Research Grants Program will provide grants to investigators to:
(1) conduct research on postsecondary education using the NCES and NSF
national data bases; (2) conduct other research that promises a
significant contribution to the national knowledge of the nature and
operation of postsecondary education (for example, developing a model
institutional data system); (3) conduct activities that will contribute
to the professional development of professional personnel working in
postsecondary education. Additionally, proposals are solicited for
small grants ($3,000 maximum) for communicating and disseminating
information about the content of the NSF and NCES data bases and
techniques for utilization of national data for analysis. Dissemination
to postsecondary education and science faculty, administrators and their
students -- those beyond the institutional research milieu -- will be
especially encouraged.
- - - - -
Submission Deadlines and Information:
The postmark deadline for proposals is January 15, 1996. Awards
made under this program will be announced in early April for
commencement of work on June 1, 1996. For further information about the
program and to obtain proposal guidelines, contact:
Terrence Russell, Executive Director
The Association for Institutional Research
114 Stone Building
Florida State University
Tallahassee, FL 32308-3036
Phone: 904-644-4470
FAX: 904-644-8824
E-Mail: <[log in to unmask]>
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* NEWS - Alarming Trend in Student Loans Reported *
* Reprinted From: Daily Report Card News Service<[log in to unmask]>*
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
The number of students obtaining loans to finance their education
has grown sharply in the past two years, according to a report released
by the Boston-based Education Resources Institute (De Witt, N.Y. TIMES,
9/22). "Of the $183B borrowed in the 30-year history of these programs,
22% of that has been borrowed in 1993-94," said Fred Galloway, director
of federal policy analysis at the American Council on Education. ACE
estimates that more than 50% of students from four-year colleges
graduate in debt.
The report, "College Debt and the American Family," linked record
levels of debt to an expanded pool of borrowers. According to the TIMES,
in 1984, students and parents borrowed $7.9B for higher education.
However, in 1994, that figure had grown to $23.1B. The increase,
especially large among middle-class families, was attributed to a host
of factors, including rising tuition costs, fewer grants and looser
restrictions on borrowing, reports the paper.
Larry Gladieux, executive director for policy analysis at the
College Board, attributed the recent increases in borrowing to a surge
among middle-class families utilizing the unsubsidized loan option,
notes the paper. However, he contended that the number of borrowers has
already peaked and should begin to decrease. "We're seeing a declining
curve already," he added.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* NEWS - Report on NCES Tech. Wkng. Group on Graduation Rates Survey *
* and Additional Information on Student Right-to-Know *
* Tony Broh, Princeton University <[log in to unmask]> *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Highlights of September 21-22, 1995 Meeting
Technical Working Group - Graduation Rates Survey
National Center for Education Statistics
Washington, DC
This is a summary of key points from a National Center for Education
Statistics (NCES) meeting of the Technical Working Group (TWG) that is
working on a Graduation Rates Survey (GRS). The meeting was held in
Washington DC on September 21-22, 1995. As it turned out the meeting
was held on the same day as the Second Notice of Proposed Rulemaking
(NPRM) was issued for the Student Right-to-Know Act (SRK). The comments
here are designed to provide an overview of the current status of both
developments.
The Student Right-to-Know act and the Graduation Rate Survey are two
separate activities evolving form different legislation. The two are
often confused. GRS is an attempt to develop an IPEDS form for
reporting graduation rates. SRK is, in my opinion, a highly convoluted
regulatory effort to develop consumer information, including data about
graduation rates, transfer rates, and other outcome variables. The
authorizing legislation for IPEDS is the Higher Education Act; the
authorizing legislation for SRK is the Student Right-to-Know Act.
The most important aspect of the new SRK NPRM is that the first
reporting or disclosure requirement for a four year institution is in
the year 2003! GRS, on the other hand, is being developed for pre-
testing now, pilot testing in the Spring of 1996, preliminary tests to a
sample of institutions in Fall 1996, and full implementation as part of
IPEDS in the Fall, 1997. By 2003, GRS will have been in use by four
year institutions for six years.
The implications of these developments for the higher education
community, in my opinion, are two-fold. First, GRS will most likely
become the standard for gathering graduation rates in the immediate
future and possibly beyond. Thus people should become aware of the GRS
standard as a model for higher education. In other words, is this
potential IPEDS form a good one for higher education.
Second, because GRS is likely to become the standard, educational
institutions and organizations should respond to the SRK regulations to
insure that the regulatory burden is consistent with GRS. If we have a
standard that we like, there is little burden even if it is required.
Note that GRS is a form for gathering data about graduation rates.
It is *not* designed to be an outcomes measurement for all sectors of
higher education. Hence it does not attempt to "level the playing
field" for institutions with different educational missions. The form
has data that many different institutions might find useful in
calculating rations and indices that include data about transfer
students. The form also provides the components of a formula that might
reasonably be used at some future time by some institutions for
compliance with Student Right-to-Know.
In sum, GRS will most likely become a required form under IPEDS. If
that is the case, we would like that form to allow compliance for the
Student Right-to-Know regulations. During the 30 day open comment
period, educational institutions and organizations need to make their
voice heard on this topic.
Let me summarize what I expect GRS to look like. At the NCES
meeting we developed two forms which allow for the calculation of
several statistics, some of which could produce compliance with SRK.
This assumes that the community is successful in making the SRK
regulations conform to the GRS forms.
- - - Proposed Forms - - -
FORM 1: Full-time, First-time Degree-seeking Undergraduate
Students, Four year institution
COLUMNS:
01 Nonresident alien men
02 Nonresident alien women
03 Black, non-Hispanic men
04 Black, non-Hispanic women
05 American Indian or Alaskan Native men
06 American Indian or Alaskan Native women
07 Asian or Pacific Islander men
08 Asian or Pacific Islander women
09 Hispanic men
10 Hispanic women
11 White, non-Hispanic men
12 White, non-Hispanic women
13 Race/ethnicity unknown men
14 Race ethnicity unknown women
15 TOTAL ALL STUDENTS Men
16 TOTAL ALL STUDENTS Women
ROWS:
01 Initial cohort of Full-time, First time students (line 01 of
IPEDS fall enrollment
02 Completers of programs of less than 2-years duration
03 a. Within 150% of Normal time to completion
04 b. Not within 150% of normal time to completion
05 Completers of programs of at least two years but less than
four years duration
06 a. Completed in 2 or less years
07 b. Completed in 3 or less but more than two years
08 c. Completed in 4 or less but more than three years
09 d. Completed in more than four years
10 Completers of programs of at least four years duration
11 a. Completed in 4 or less years
12 b. Completed in 5 or less but more than four years
13 c. Completed in 6 or less but more than five years
14 Total Completers (Sum of lines 02, 04, and 10)
15 Still Enrolled
16 Students not graduated/students not enrolled
(Note that the sum of lines 14, 15, and 16 should equal line 01)
Of those listed in line 16, can your institution provide
verification for any students that have successfully transferred to
another institution? _____Yes _____No
(IF YES) please provide the following information:
17 Verified transfers out with no degree (within 150% of normal
time to completion)
18 a. To an institution with predominately less than two
year programs
19 b. To an institution with predominately two year
degree programs
20 c. To an institution with predominately four or more
year degree programs
21 d. To a graduate or first professional degree program
FORM 2a: Transfers-in as a Freshman or Sophomore, four year
institution
COLUMNS:
01 Nonresident alien men
02 Nonresident alien women
03 Black, non-Hispanic men
04 Black, non-Hispanic women
05 American Indian or Alaskan Native men
06 American Indian or Alaskan Native women
07 Asian or Pacific Islander men
08 Asian or Pacific Islander women
09 Hispanic men
10 Hispanic women
11 White, non-Hispanic men
12 White, non-Hispanic women
13 Race/ethnicity unknown men
14 Race ethnicity unknown women
15 TOTAL ALL STUDENTS Men
16 TOTAL ALL STUDENTS Women
ROWS:
01 Initial cohort of all transfers-in
02 To a programs of less than 2-years duration
03 To a program of at least two years but less than four years
duration
05 a. Completed in 2 or less years
06 b. Completed in 3 or less but more than two years
07 c. Completed in 4 or less but more than three years
08 d. Completed in more than four years
09 To a program of at least four years duration
11 a. Completed in 4 or less years
12 b. Completed in 5 or less but more than four years
13 c. Completed in 6 or less but more than five years
14 Still enrolled
15 Transfer-in students not graduated/students not enrolled
(Note that the sum of lines 2, 3, 9, 14, and 15 should equal line
01)
FORM 2b:
Basically the same as form 2a except that it is for student who
transfers in as a Junior, Senior, or other designation as an
Upperclassman.
- - - - -
Here are some important observations about these proposed forms.
1. The forms do not have any adjustment of the initial cohort for
Military service, foreign service, church mission, death, or permanent
disability.
2. The forms would be collected in the Fall, 1997 for the 1990 cohort.
3. Similar forms would be developed for predominately two-year
institutions for first administration in the Fall, 1997 using the 1993
cohort.
4. Forms will be developed (but not required as part of IPEDS) for use
with the various sports required under SRK, i.e. football, basketball,
baseball, track and field, and all other sports.
5. Note that the form has provisions for transfer-out students, but
only those that can be verified as transfers. The accepted verification
would be specified but will probably include the receipt of a
transcript, a state electronic system showing re-enrollment at another
institution, receipt of a SPEEDE packet.) A transfer would be defined
consistently with current IPEDS definitions.
6. GRS would also have several institutional characteristics that would
optionally be collected with the form. some of he suggestions are the
following:
a. Percentage of Form 1 cohort that is full-time and the
percentage that is part-time students.
b. Percentage of Form 1 cohort that was continuously
enrolled as a full-time student for the entire six years.
c. Percentage of Form 1 cohort that was continuously
enrolled as part-time students for the entire six years.
d. Percentage of students on Pell grants
e. There may be others that I missed or could be derived
from a combination of ratios from other IPEDS forms.
7. A "completer" is defined on this form as a person has *received*
(vis-a-vis completed all of the requirements for) a certificate or
degree.
8. The forms allow for a "frozen cohort" that does not change in any
way. The initial cohort can then be matched with data six years later to
determine the academic status of each student. The form does *not*
require *continuous* update as was required with other previously
discussed methodologies.
9. The open comment period for Student Right-to-Know lasts until
October 25, 1995.
- - - - - - - - -
This newsletter is continued in Part B, sent separately.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* If you wish to subscribe, change your e-mail address, or request a *
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* utive Office, <[log in to unmask]> (Florida State University). *
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* <[log in to unmask]> (Pacific Lutheran University). *
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* If you have news for the SCUP electronic newsletter, send it to *
* Terry Calhoun, SCUP Publ. Dir.,<[log in to unmask]>. *
* For further information regarding individual or organizational *
* membership in the Association for Institutional Research, contact *
* Terrence Russell, Executive Director, AIR, 114 Stone Bldg., *
* Florida State University, Tallahassee, FL 32306-3038; *
* Telephone: (904) 644-4470 or on Internet: <[log in to unmask]>. *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
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