Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009

Autor/in	Topper, Amy
Institution	Achieving the Dream, Inc.
Titel	Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009
Quelle	(2009), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Credentials; Community Colleges; Credits; Developmental Studies Programs; Gender Differences; Age Differences; Transfer Students; Remedial Instruction; Academic Persistence; Outcomes of Education; Statistical Data; Enrollment; Student Characteristics; College Students; Evidence; Achievement Gap; National Programs; At Risk Students; Cohort Analysis; Educational Policy; Comparative Analysis; Improvement Programs; Stopouts; Graduation Rate; Terminal Students; Time to Degree + Suchen Sie Ihr Suchwort? Studienbuch; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Hochschulwechsel; Schulwechsel; Studienortwechsel; Förderkurs; Lernleistung; Schulerfolg; Einschulung; Collegestudent; Evidenz; nicht übertragen; Kohortenanalyse; Politics of education; Bildungspolitik; Effizienzsteigerung; Ausstieg
Abstract	Using the data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the second of a two-part series investigating the characteristics of late stop-outs--students who accumulate at least 30 credits within the first two years, only to stop out without completing credentials or transferring. The data show that male students were more likely to stop out (53 percent) than female students (48 percent), and students under 20 and 30 years old and over were less likely to stop out (47 percent and 52 percent, respectively) than students in their twenties (about 55 percent). Fifty-five percent of students without a declared major or program of study left the college by the end of their fifth year, compared with 53 percent of students with a terminal goal and 47 percent of students with a transfer goal. Students who had earned at least 30 credits by the end of their second academic year and were referred to developmental education courses one level below college level--regardless of subject area--had five-year outcomes (45 to 49 percent) that were not dissimilar to those for non-referred students (50 percent). (Contains 7 footnotes and 5 figures.) [For Part 1, see ED521297.] (As Provided).
Anmerkungen	Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10