Publ. comme no 53, spring 1993 de la revue New directions for teaching and learningBibliogr. Ã la... more Publ. comme no 53, spring 1993 de la revue New directions for teaching and learningBibliogr. Ã la fin des textesIndex: p. 105-11
Choosing; COLLEGES HOW SOCIAL CLASS AND SCHOOLS STRUCTURE OPPORTUNITY Patricia M. McDonough ... C... more Choosing; COLLEGES HOW SOCIAL CLASS AND SCHOOLS STRUCTURE OPPORTUNITY Patricia M. McDonough ... CHOOSING COLLEGES This One 5BGZ-PBY-1RAF ... CHOOSING COLLEGES How Social Class and Schools Structure Opportunity Patricia M. McDonough ...
As an introduction to the primary ideas of educational research, this text is well. conceived. It... more As an introduction to the primary ideas of educational research, this text is well. conceived. It is designed specifically for students of education who have no statistical experience and is faithful throughout to the author's intent of minimizing the reader's encounters with ...
S ince 1986, the higher education system in Russia has experienced many significant changes. The ... more S ince 1986, the higher education system in Russia has experienced many significant changes. The formal educational reforms for higher education planned in 1986 were intended to raise academic standards, eliminate VUZy-Russian for institutions of higher education-introduce more accountability, develop admissions targets related to actual labor market demands, and provide more individualized curricula. Two of the most significant developments for Russian universities are their sources of funding and the nature of their relationships with students. Under the Soviet system, VUZy received all of their funding from the national government. The funding lines were so direct and specific that Russian VUZy did not have senior administrators for financial matters. In contrast, current national appropriations barely cover faculty salaries and student stipends. Funds for research, equipment, capital expenditures, and maintenance must come from other sources.
To examine the accuracy of myths of state higher education finance trends, this study used data f... more To examine the accuracy of myths of state higher education finance trends, this study used data from 50 states to explore recent patterns in funding allocation, state policies, and system characteristics. Data were gathered through development of a database on state system characteristics and trends and through two surveys sent to state higher education executive officers soliciting information on appropriations and budgeting, linkages affecting appropriations and tuition, cost containment strategies, policy goals and state financial aid policies. Findings included the following: (1) unmet student financial need has been increasing in all states; (2) most states mount no systematic effort to link appropriations for institutions and student aid to public tuition rates; (3) only 26.7 percent of respondent states have discussions underway to adopt market approaches to tuition; (4) states that spend more on subsidies for their public systems also spend more for financial aid appropriations; (5) in general, any direct link at the state level between state aid appropriations, state appropriations for public institutions and tuition levels for public higher education is a myth; and (6) few states have enacted policies to link tuition levels at state institutions to levels of state financial aid available. An appendix contains additional tables. (Contains 39 references.) (JB)
I ncreasingly, education policymakers are turning attention to the access and persistence of the ... more I ncreasingly, education policymakers are turning attention to the access and persistence of the new college majority,-a group that may be described as mobile working students (Ewell, Schild, & Paulson, 2003). Traditionally, much research on college students has focused on students who graduate from high school and move on to attend a four-year college on a full-time basis, graduating in four to six years. However, as Adelman (2006) and others show, even among traditional-age college students this pattern of linear enrollment is less and less common. Thus, as Kasworm (chapter 2) also argues, metaphors such as the education pipeline no longer Jfi t. Instead, students are more accurately represented as moving alongpath ways or even swirling toward postsecondary success. The experience of the mobile working student as conceived in this chap ter encompasses multiple aspects of mobility and the varied, nonlinear, and evolving patterns of college going increasingly characteristic of students nationwide. One aspect of mobility in this complex and emerging picture centers on students' experiences at commuter institutions, moving onto and off of campuses. In addition, students enroll in multiple institutions, moving between them. Finally, because they move into and out of institutions as well, the concomitant issues of attrition, stop-out, and degree attainment are also important to this project. The role of paid work in these evolving patterns of enrollment, college experience, and student success is central. As others in this volume also note, about 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003). This rate represents an 8 percentage point increase over undergraduates less than a decade earlier, when 72% worked (Cuccaro Alamin & Choy, 1998). Moreover, the percentage of full-time college stu dents who are employed has risen steadily over the past three decades, from
Publ. comme no 53, spring 1993 de la revue New directions for teaching and learningBibliogr. Ã la... more Publ. comme no 53, spring 1993 de la revue New directions for teaching and learningBibliogr. Ã la fin des textesIndex: p. 105-11
Choosing; COLLEGES HOW SOCIAL CLASS AND SCHOOLS STRUCTURE OPPORTUNITY Patricia M. McDonough ... C... more Choosing; COLLEGES HOW SOCIAL CLASS AND SCHOOLS STRUCTURE OPPORTUNITY Patricia M. McDonough ... CHOOSING COLLEGES This One 5BGZ-PBY-1RAF ... CHOOSING COLLEGES How Social Class and Schools Structure Opportunity Patricia M. McDonough ...
As an introduction to the primary ideas of educational research, this text is well. conceived. It... more As an introduction to the primary ideas of educational research, this text is well. conceived. It is designed specifically for students of education who have no statistical experience and is faithful throughout to the author's intent of minimizing the reader's encounters with ...
S ince 1986, the higher education system in Russia has experienced many significant changes. The ... more S ince 1986, the higher education system in Russia has experienced many significant changes. The formal educational reforms for higher education planned in 1986 were intended to raise academic standards, eliminate VUZy-Russian for institutions of higher education-introduce more accountability, develop admissions targets related to actual labor market demands, and provide more individualized curricula. Two of the most significant developments for Russian universities are their sources of funding and the nature of their relationships with students. Under the Soviet system, VUZy received all of their funding from the national government. The funding lines were so direct and specific that Russian VUZy did not have senior administrators for financial matters. In contrast, current national appropriations barely cover faculty salaries and student stipends. Funds for research, equipment, capital expenditures, and maintenance must come from other sources.
To examine the accuracy of myths of state higher education finance trends, this study used data f... more To examine the accuracy of myths of state higher education finance trends, this study used data from 50 states to explore recent patterns in funding allocation, state policies, and system characteristics. Data were gathered through development of a database on state system characteristics and trends and through two surveys sent to state higher education executive officers soliciting information on appropriations and budgeting, linkages affecting appropriations and tuition, cost containment strategies, policy goals and state financial aid policies. Findings included the following: (1) unmet student financial need has been increasing in all states; (2) most states mount no systematic effort to link appropriations for institutions and student aid to public tuition rates; (3) only 26.7 percent of respondent states have discussions underway to adopt market approaches to tuition; (4) states that spend more on subsidies for their public systems also spend more for financial aid appropriations; (5) in general, any direct link at the state level between state aid appropriations, state appropriations for public institutions and tuition levels for public higher education is a myth; and (6) few states have enacted policies to link tuition levels at state institutions to levels of state financial aid available. An appendix contains additional tables. (Contains 39 references.) (JB)
I ncreasingly, education policymakers are turning attention to the access and persistence of the ... more I ncreasingly, education policymakers are turning attention to the access and persistence of the new college majority,-a group that may be described as mobile working students (Ewell, Schild, & Paulson, 2003). Traditionally, much research on college students has focused on students who graduate from high school and move on to attend a four-year college on a full-time basis, graduating in four to six years. However, as Adelman (2006) and others show, even among traditional-age college students this pattern of linear enrollment is less and less common. Thus, as Kasworm (chapter 2) also argues, metaphors such as the education pipeline no longer Jfi t. Instead, students are more accurately represented as moving alongpath ways or even swirling toward postsecondary success. The experience of the mobile working student as conceived in this chap ter encompasses multiple aspects of mobility and the varied, nonlinear, and evolving patterns of college going increasingly characteristic of students nationwide. One aspect of mobility in this complex and emerging picture centers on students' experiences at commuter institutions, moving onto and off of campuses. In addition, students enroll in multiple institutions, moving between them. Finally, because they move into and out of institutions as well, the concomitant issues of attrition, stop-out, and degree attainment are also important to this project. The role of paid work in these evolving patterns of enrollment, college experience, and student success is central. As others in this volume also note, about 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003). This rate represents an 8 percentage point increase over undergraduates less than a decade earlier, when 72% worked (Cuccaro Alamin & Choy, 1998). Moreover, the percentage of full-time college stu dents who are employed has risen steadily over the past three decades, from
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