Browsing by Author "Scott Swail, Watson"
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- The California Dream and its Future: Indicators of Educational and Economic Opportunity in the Golden StateScott Swail, Watson; Gladieux, Lawrence E.; Lee, John B. (EdFund, 2001-09-01)This report is an in depth analysis of economic and educational indicators in the nation's largest state. The report concludes that low-income students are bearing a larger burden in paying for college than middle- and higher-income families, even though they receive considerable financial aid. Mirroring the finding of low-income students, the report found that affluent students are better prepared for college and are more likely to receive a degree than those from other socio-economic groups.
- Data Collection Efforts at Postsecondary InstitutionsScott Swail, Watson; Fung-Angarita, Maly (The Educational Policy Institute, 2018-10-01)This paper identifies and describes current and recent efforts at the institutional, state, regional, and national levels to collect individual student data for tracking progress in postsecondary education in order to provide comprehensive information on promising and usable efforts to collect data. This effort was conducted by the Educational Policy Institute in collaboration with the AAAS Center for Advancing Science & Engineering Capacity with support from the Alfred P. Sloan Foundation.
- A Different Viewpoint on Student RetentionScott Swail, Watson (Educational Policy Institute, 2014-06-01)Although student retention, persistence, and graduation is a high priority for institutions and policymakers, graduation rates are not improving. Nowadays, more students from first-generation and low-income backgrounds have access to traditional higher education. However, an educational system that fails to prepare many students for higher education and the growing costs of attending college are making it more and more difficult for many students to persist and graduate. Ultimately, we might need to decide, on a policy basis, who we want to go to college, who we want to succeed, and who will pay for it.
- Higher Education and the New Demographics for PolicyScott Swail, Watson (Educational Policy Institute, 2002-07-01)For much of the last half of the 20th century, federal and state policies have focused on opening the doors of higher education to the underserved populations of America. The result has been a qualified success: more students from all backgrounds are attending college than ever before, but large gaps still exist in who goes where and who completes degree programs. Low-income and first-generation students, as well as students of color, are less likely to attend four-year institutions and to persist through degree completion than are more advantaged students. In this context, the author draws some impacts between the demographic changes and the higher education policies at different levels in the United States.
- Institutional Retention Strategies at Historically Black Colleges and Universities and Their Effects on Cohort Default Rates: 1987 - 1995Galloway, Fred J.; Scott Swail, Watson (Sallie Mae Education Institute, 1999-11-01)This study focuses on an analysis of the factors that significantly affect the cohort default rates at Historically Black Colleges and Universities -HBCUs, and on the potential for reducing these rates. It is hoped that findings from the analysis will help pave the way for further analysis, and ultimately develop a better understanding of which institutional practices have greater success in reducing the higher default rates for these colleges and universities.
- Latino Student and the educational pipeline - Part I: From Middle School to the WorkforceScott Swail, Watson; Cabrera, Alberto A.; Lee, Chul; Williams, Adriane (Educational Policy Institute, 2005-04-01)This report is one of a series of three reports on Latino students in the educational pipeline, all of which are available for free download on the web at www.educationalpolicy.org. The purpose of this series is to provide a sense of the challenges facing Latino youth compared to White youth on the pathways to postsecondary education and the baccalaureate. The series relies on data from the National Educational Longitudinal Study (NELS), sponsored by the National Center for Education Statistics in 1988 to follow 8th grade students from middle school through to the workforce. In total, over 26,000 8th-grade students were surveyed in 1988, with follow up surveys in 1990 (10th grade), 1992 (12th grade), 1994 (2 years after scheduled high school graduation), and finally in 2000 (8 years after scheduled high school graduation). NELS gives us the best glimpse of students in and beyond the educational pipeline in America.
- Latino Students and the Educational Pipeline, Part III: Pathways to the Bachelor's Degree for Latino StudentsScott Swail, Watson; Cabrera, Alberto A.; Lee, Chul; Williams, Adriane (The Educational Policy Institute, 2005-04-04)This report is one of a series of three reports on Latino students in the educational pipeline. The purpose of this series is to provide a sense of the challenges facing Latino youth compared to White youth on the pathways to postsecondary education and the baccalaureate. The series relies on data from the National Educational Longitudinal Study (NELS), sponsored by the National Center for Education Statistics in 1988 to follow 8th grade students from middle school through to the workforce. In total, over 26,000 8th-grade students were surveyed in 1988, with follow-up surveys in 1990 (10th grade), 1992 (12th grade), 1994 (2 years after scheduled high school graduation), and finally in 2000 (8 years after scheduled high school graduation). NELS gives us the best glimpse of students in and beyond the educational pipeline in America.
- Latino Youth and the Pathway to CollegeScott Swail, Watson; Cabrera, Alberto F.; Lee, Chul (Pew Research Center, 2004-06-23)The act of going to college and earning a degree is more important than ever to today’s youth and our society. Individuals with a bachelor’s degree earn much more than high school graduates, and society as a whole also benefits from an educated citizenry. Unfortunately, access to a postsecondary education is not equal in America. Students historically underrepresented at the postsecondary level–students of color, those from low-income backgrounds, and first-generation students–are still less likely to prepare for, apply for, enroll in, and persist through postsecondary education. This report outlines the pathway to and through postsecondary education for Latinos and other students, and looks at a number of variables which offer insight into how motivated and prepared these students are for postsecondary work. This study was conducted by the Educational Policy Institute through a grant from the Pew Hispanic Center to provide the most up-to-date analysis of Latino achievement through postsecondary education.
- Retaining Minority Students in Higher EducationScott Swail, Watson; Redd, Kenneth E.; Perna, Laura W. (Educational Policy Institute, 2003-01-01)This report was intended as a reference for key stakeholders regarding the realities of, and strategies for student retention. The authors hope that it will serve as a “compass” for those charged with the complex task of improving retention at their campus. More specifically, this reader details the findings of three levels of research. The first was an exhaustive review of the literature on the issues that affect retention of minority and underrepresented students in postsecondary education. Updating a previous study of minority-student retention in the mid-1990s by Swail (1995), this review looked at more recent issues facing underrepresented students in the college pipeline. Second, the team analyzed a number of databases to look for enrollment, persistence, and completion trends of students of color at U.S. colleges and universities. The authors also examined pre and post-college issues, such as preparation and employment. Finally, investigators conducted a series of focus groups and interviews with campus leaders and practitioners about current practice and their perspectives on how our nation’s campuses are dealing with the student retention problem.