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Browsing by Author "U.S. Department of Education"

Now showing 1 - 11 of 11
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    Advancing Diversity and Inclusion in Higher Education
    U.S. Department of Education (U.S. Department of Education, 2016-11-01)
    The U.S. Department of Education’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Integral to furthering that mission is supporting efforts to create diverse and welcoming campus communities for all students. Toward that end, the Obama Administration has encouraged institutions not only to attract and admit students from various backgrounds and experiences, but to support and retain these students once on campus. The Administration has also supported efforts by institutions of higher education to use legally permissible strategies to promote student body diversity on their campuses, including by issuing guidance and technical assistance to help institutions do so. Through all of these strategies, we can achieve the goal of preparing all of the nation’s students to be great citizens of the world and to compete in a global environment. While highlighting the Obama Administration’s efforts to promote diversity in institutions of higher education, this report shows the continuing educational inequities and opportunity gaps in accessing and completing a quality postsecondary education.
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    Bachelor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976, 77 through 2014, 15
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2016-09-01)
    This fact sheet shows the Bachelor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2014-15.
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    The Condition of Education 2017
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2017-05-01)
    This report includes 50 indicators on topics ranging from pre-kindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also, it includes an At a Glance section, which allows readers to quickly make comparisons within and across indicators, and a Highlights section, which captures a key finding or set of findings from each indicator. The report contains a Reader’s Guide, a Glossary, and a Guide to Data Sources that provide additional information to help place the indicators in context. In addition, each indicator references the data tables that were used to produce the indicator, most of which are in the Digest of Education Statistics
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    Confronting the Odds: Students At Risk and the Pipeline to Higher Education
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 1997-10-01)
    The purpose of this report is twofold. First, it aims to understand the critical junctures in the pipeline to college enrollment where at-risk high school graduates leave at substantially higher rates than their counterparts not at risk. Second, it identifies factors that contribute to at-risk students’ successful navigation of the pipeline to college enrollment
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    Doctor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2016-09-01)
    This fact sheet shows the Doctor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2014-15.
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    Examples of Policies and Emerging Practices for Supporting Transgender Students
    U.S. Department of Education (U.S. Department of Education, 2016-05-01)
    The U.S. Department of Education (“ED”) is committed to providing students with the information they need to experience a safe, supportive, and nondiscriminatory learning environment. This report points out policies and emerging practices for supporting transgender students.
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    Higher Education: Gaps in Access and Persistence Study
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2012-08-01)
    Numerous studies have documented persistent gaps between the educational attainment of White males and that of Black, Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander males. The NCES report Higher Education: Gaps in Access and Persistence Study presents 46 indicators of important developments and trends in the education of males and females within and across specific racial/ethnic groups. These indicators focus on student demographics, school characteristics, student behaviors and after school activities, academic preparation and achievement, students’ college knowledge, postsecondary education, and postsecondary outcomes and employment. In the chapters that follow, we use the most recent data available to explore the educational achievements and challenges of males and females, noting where the groups are similar and where they differ. The primary focus of the Higher Education: Gaps in Access and Persistence Study is to examine differences between males and females overall and within racial/ethnic groups. The racial/ethnic groups of interest include Blacks, Hispanics, Native Hawaiians/Pacific Islanders, and American Indians/Alaska Natives. The secondary focus of the report is to examine overall sex and racial/ethnic differences. In addition to the indicators, this report also includes descriptive multivariate analyses of variables that may influence male and female postsecondary attendance and attainment in different ways.
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    Master's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976, 77 through 2014, 15
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2016-09-01)
    This fact sheet shows the Master's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2014-15.
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    Minorities in Higher Education - Findings from the Condition of Education 1996
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 1997-01-01)
    Minorities in the United States have long suffered lower economic prosperity and social status compared to the white majority. Higher education often serves as the best means of social mobility available to our nation’s youth. For example, graduating from college is associated with more stable patterns of employment and higher earnings. As the gap in earnings between high school and college graduates continues to widen, college has become even more important for minorities who are trying to enter into a globally competitive labor market. This report reviews the higher education aspirations and preparation, college enrollment, persistence, and completion rates of minorities in comparison with the majority white population
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    Resource Guide: Supporting Undocumented Youth
    U.S. Department of Education (U.S. Department of Education, 2015-10-20)
    As a nation of immigrants, the United States has benefited tremendously from the talents, values, and contributions of newcomers to our shores. In the face of immense barriers, many undocumented youth have exhibited exemplary perseverance, work ethic, and leadership. Yet hurdles and challenges remain. Many educators, counselors, and school leaders have expressed interest in learning how to better support all children so that they can achieve educational and economic success – regardless of actual or perceived immigration status. Informed by research and promising practices, the U.S. Department of Education (Department) has compiled this Resource Guide to assist and enhance State and local efforts to support undocumented youth at the secondary and postsecondary school levels.
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    Status and Trends in the Education of Racial and Ethnic Groups 2017
    U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 2017-07-01)
    Status and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challenges of students in the United States by race/ethnicity. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance.