Browsing by Author "Snyder, Thomas D."

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    Digest of Education Statistics 2018
    Snyder, Thomas D.; De Brey, Cristobal; Dillow, Sally A. (U.S Department of Education, National Center for Education Statistics, 2019-12-01)
    The report provides a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school up to date 2018.
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    The effects of variability on damage identification with inductive learning
    Snyder, Thomas D. (Virginia Tech, 1994)
    This work discusses the effects of inherent variabilities on the damage identification problem. The goal of damage identification is to detect structural damage before it reaches a level which will detrimentally affect the structure’s performance. Inductive learning is one tool which has been proposed as an effective method to perform damage identification. There are many variabilities which are inherent in damage identification and can cause problems when attempting to detect damage. Temperature fluctuation and manufacturing variability are specifically addressed. Temperature is shown to be a cause-effect variability which has a measurable effect on the damage identification problem. The inductive learning method is altered to accommodate temperature and shown experimentally to be effective in identifying added mass damage at several locations on an aluminum plate. Manufacturing variability is shown to be a non-quantifiable variability. The inductive learning method is shown to be able to accommodate this variability through careful examination of statistical significances in dynamic response data. The method is experimentally shown to be effective in detecting hole damage in randomly selected aluminum plates from a manufactured batch.
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    Historically Black Colleges and Universities, 1976 to 2001
    Provasnik, Stephen; Snyder, Thomas D. (U.S. Department of Education, National Center for Education Statistics, 2004-09-01)
    This report presents a statistical overview of historically Black colleges and universities (HBCUs) from 1976 to 2001. HBCUs are institutions established prior to 1964, whose principal mission is the education of Black Americans. Although most HBCUs are 4-year institutions in the southern United States, they represent a diverse set of institutions in 19 states, the District of Columbia, and the Virgin Islands. They are both public and private; single-sex and coeducational; predominantly Black and predominantly White; 2-year and 4-year colleges; research universities, professional schools, community colleges, and small liberal arts colleges.
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    Status and Trends in the Education of Hispanics
    Llagas, Charmaine; Snyder, Thomas D. (U.S. Department of Education, 2003-04-01)
    In 2005, Hispanics will become the largest minority group in the United States, representing 13 percent of the population. Hispanic students and adults have made gains in several key education areas in the past 20 years, such as increasing educational attainment and improving achievement scores. Despite these gains, however, gaps in academic performance between Hispanic and White (non-Hispanic) students remain. This report examines the educational status— both the current condition and recent trends—of Hispanics in the United States using statistical measures. It presents a selection of indicators that illustrate the educational gains made in recent years, as well as the many gaps that still exist