Search Results

The City of Los Angeles - a vibrant metropolis with a diverse and dynamic population - is a critical economic and cultural hub for the state of California. California's economy is the fifth largest economy in the world, but maintaining this dominance depends, in large measure, on the economic success of Los Angeles and its surrounding regions. Los Angeles' success will be determined by the success of its schools, colleges, and universities in supporting students to enroll in college, complete a bachelor's degree, and join the workforce with the skills and preparation needed to participate in a 21st Century economy.

Ensuring equity in higher education access and success for Black and Latinx Californians requires building and maintaining robust pathways from LA's high schools to its colleges and universities. That includes ensuring Latinx and Black Angelenos are supported to graduate from high school fully eligible to enroll in the state's public four-year systems. LA's leaders must also ensure that Black and Latinx high school graduates enroll in college - community college or a four-year university - and provide them with the support they need to earn a bachelor's degree and fully participate in California's economy.

Mirroring statewide trends that we noted in our 2021 reports, 'The state of higher education for Latinx Californians' [available in VOCEDplus at TD/TNC 146.216] and 'The state of higher education for Black Californians' [available in VOCEDplus at TD/TNC 154.507], Black and Latinx students in Los Angeles do not receive the support or opportunity needed to ensure they enroll in college and earn bachelor's degrees at the same rates as their white peers. And, though California's high schools, community colleges, and public four-year universities have increased enrollment and support for Black and Latinx students who seek associate and bachelor's degrees, the challenges associated with the [Coronavirus Disease 2019] COVID-19 global pandemic threaten to offset and undo years of improvements for California's high schools and community colleges.

Summary from publisher's website. Show less

The aim of this guide is to make available to students and their advisors, information about the entry and advanced standing opportunities available in the University of Technology, Sydney, for holders of Technical and Further (TAFE) major awards.

TAFE NSW and the University of Technology have cooperated in the preparation of this publication. Show less

This annual publication provides data on the state of education around the world. These indicators can be used to assist governments in building more effective and equitable education systems. The 2017 edition presents a new focus on fields of study, investigating both trends in enrolment at upper secondary and tertiary level, student mobility, and labour market outcomes of the qualifications obtained in these fields. The publication also introduces for the first time a full chapter dedicated to the Sustainable Development Goals, providing an assessment of where OECD and partner countries stand on their way to meeting the SDG targets. Finally, two new indicators are developed and analysed in the context of participation and progress in education: an indicator on the completion rate of upper secondary students and an indicator on admission processes to higher education. The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa). The contents are as follows: The output of educational institutions and the impact of learning; Financial and human resources invested in education; Access to education, participation and progression; The learning environment and organisation of schools.

Excerpts from publication. Show less

For the first time, the Norwegian Government has presented a Report to the Parliament (the Storting), in which internationalisation of Norwegian education is viewed from an overall perspective and which includes all levels of education. It has been important for us that this should be a consolidated presentation so as to indicate that this has high political priority. The Report to the Parliament proposes many measures and at the same time establishes a framework for further development and priorities.

Excerpt from publication. Show less

College students across the country are highly mobile. More than 37 per cent of students at U.S. colleges and universities transfer at least once during their postsecondary career. Almost half who transfer do so two or more times. The vast majority of transfers stay in the same state. Washington's students follow nationwide trends in transfer and mobility. Thirty-four per cent of Washington students transfer at least once, and 39 per cent of those who transfer do so more than once. Seventy-three per cent of transfer students stay in the state. Washington designed its first transfer degree, the Direct Transfer Agreement (DTA) associate degree, 45 years ago. Since then, Washington's transfer policy partners have continued to develop transfer degrees and policies that support the state's attainment goals.

This report highlights the following: Students who transfer from a Washington public community or technical college (CTC) are more likely to finish a bachelor's degree than students from other states; Approximately one-third of undergraduate students enrolled at Washington baccalaureate institutions are transfer students; The percentage of Washington CTC students who intend to transfer to a baccalaureate institution remains steady at 35 per cent; The number of total transfer degrees awarded in Washington increased by 11 per cent since the 2013-14 academic year; the degree with the largest per cent increase was the Associate of Science - Transfer (AS-T) degree; The state developed three new transfer pathways for students majoring in nursing, computer science, and music.

Excerpts from publication. Show less

Community colleges are increasingly recognized as providing an accessible and affordable pathway to STEM occupations, particularly for underrepresented racial and ethnic, first-generation, and low-income students. There are several institutional and academic factors that influence transfer outcomes. But one of the most central factors that can either help students successfully navigate the two-to-four-year pathway or cause significant roadblocks and cost students considerable delays - is advising. In this study, we investigate how advising practices at three institutions - two community colleges and one university - contribute to the success of underrepresented students on the transfer pathway in STEM disciplines. We conducted interviews with 39 near-transfer or recently transferred students in STEM. Most students experienced at least some good advising (n = 28); however, 21 students reported poor advising experiences, which in some cases created undue challenges and barriers. Positive advising experiences contributed to students' sense of trust with their advisors, departments, and the institution. Early positive relationships with advisors also contributed to students being more likely to seek future help from advisors (including at other institutions); conversely negative advising relationships contributed to students being more likely to seek help elsewhere, like from friends or family, and sometimes giving up and not receiving any help at all.

Published abstract reprinted by permission of the copyright owner. Show less

Objectives/research question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year?

Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models.

Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students.

Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college.

Published abstract reprinted by permission of the copyright owner. Show less

The aim of this guide is to make available to students and their advisors, information about the entry and advanced standing opportunities available in the University of Wollongong for holders of Technical and Further Education (TAFE) major awards.

TAFE NSW and the University of Wollongong have co-operated in the preparation of this publication. This issue updates the 1989 edition. Show less

This research study examines regional student participation and migration, using novel data sources and analytic techniques. It seeks to progress knowledge of regional student participation and mobility through quantitative analysis of: factors associated with regional student progression through school and into higher education, using data generated by the Longitudinal Survey of Australian Youth (LSAY); and factors associated with the migration of students with a commencing regional home address to major cities and other regional areas using customised data obtained from the Department of Education and Training.

Edited excerpts from publication. Show less

The traditional unidirectional ('linear') postsecondary path from high school to a community college to a 4-year institution into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions, both within levels of the higher education system (e.g. multiple community colleges, multiple 4-year institutions) and across levels (e.g. movement back and forth between community colleges and 4-year institutions). These 'swirling' patterns of enrollment are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that address 89,057 first-time students in the California community college system to answer a number of key questions concerning lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student 'swirl'. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called 'double-dipping'. I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in students' progress and development. Finally, I probe the relationship between students' level of academic investment in their current community college and the risk of lateral transfer.

Published abstract. Show less