The future of higher education will bring more hybrid learning models—but colleges may not yet have the staff and systems they need to scale up high-quality programs that blend in-person and online experiences. New study shows colleges may need to hire more digital experts and better prepare students to learn online.
Due to the COVID-19 pandemic, university and college student enrollment has decreased by slightly more than 5% from fall 2019 to the present. While previous studies have revealed that student involvement in recreation center activities increases return and retention at college campuses, this study asks if these results are still true during the COVID-19 pandemic.
The steady growth in the six-year college completion rate started to slow down for full-time starters in fall 2014, and the rate declined notably for part-time starters. Full-time starters at community colleges earned a credential at the highest rate in six years (46.5% by year six) whereas the stop-out rate increased sharply for their part-time counterparts from a year ago. The persistence disadvantage in part-time entering students appears to be worsening, with an increasing stop-out rate early in their career.
Seventy-five percent of students who started college in the first fall of the COVID-19 pandemic returned for their second year. This persistence rate represents a one-year increase of 1.1 percentage points but has yet to recover to the pre-pandemic level in this important early student success indicator.
In the 2020-21 academic year, the total number of undergraduate credential earners increased by 1.1 percent or 39,000 to 3.7 million graduates. After a brief standstill in the previous year, graduate numbers began to rise again...
The Some College, No Credential (SCNC) report series seeks to understand the educational trajectories of millions of U.S. adults who left postsecondary education without receiving a postsecondary credential and are no longer enrolled. As the third in the series, this report identifies the levels of opportunity within each state for re-engaging SCNC students in the postsecondary attainment pipeline by tracking SCNC student outcomes annually: “Re-Enrollment” after stop-out, completion of “First Credential,” and “Perseverance” as indicated by continuous enrollment beyond first re-enrollment.
This book is a collection of empirical studies that seeks to address how receiving instruction in Spanish language affects heritage Spanish speakers not only linguistically, but also attitudinally, socially, and academically. The research literature identifies three pedagogically significant ways in which heritage language (HL) learners differ from second (L2) learners: namely, with respect to their skills in the target language, their socio-affective needs vis-à-vis the target language and culture, and their receptivity to instruction. This volume contributes to the scholarly conversation surrounding how to most effectively meet the instructional needs of heritage Spanish speakers.
Enrollment declines are worsening this spring. Total postsecondary enrollment, which includes both undergraduate and graduate students, fell a further 4.1 percent or 685,000 students in spring 2022 compared to spring 2021.
At least 1.4 million adults in the United States identify as transgender or gender nonconforming (TGNC), meaning that their gender identity does not correspond with the sex they were assigned at birth and in some cases may fall outside of the current gender binary. Younger generations are more likely to identify as TGNC: estimates suggest that as many as 1 in 14 (7%) of adults ages 18–24 identify as TGNC, and this number is increasing over time. Despite this predicted increase in enrollment, TGNC students face academic, social, and legal challenges not encountered by their cisgender peers.
The retention of First-Generation College Students is an issue faced across different universities in the United States. FGCS are faced with various challenges that impact their enrollment in post-secondary institutions and these challenges are presented as the factors that affect retention in this study. This study attempts to analyze the three factors that affect the retention of FGCS which are mental health, financial well-being, and social support.