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It's too bad there wasn't a "developmental student" category in this
study. I should develop some type of similar measure and give it to my
students during my study. It would really be interesting to see where
dev. Readers fall in this taxonomy. But, these students often tell you
what you want to hear (in a survey or otherwise) rather than what they
meala think or do.
Mary

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Norman Stahl
Sent: Thursday, June 22, 2006 7:53 AM
To: [log in to unmask]
Subject: FYI-- New report


Subject: NEW NCES REPORT! - Profile of Undergraduates in U.S.
Postsecondary Education Institutions: 2003-04, With a Special Analysis
of Community College Students


This report is the fifth in a series of reports that accompany the
release of the data from the National Postsecondary Student Aid Study
(NPSAS). This report includes an analysis of community college students,
examining the relationship between a measure of students' degree
commitment and their likelihood of maintaining their enrollment over the
1-year period under study.

The study developed a taxonomy called the Community College Track, which
classifies students' degree commitment (more, less, or not committed)
based on their reported intentions of completing a program of study
(transfer, associates degree, certificate, or no degree) and their
attendance status (at least half time or not) within their program of
study.

Overall, some 49 percent of community college students were classified
as "more committed," 39 percent as "less committed" and 12 percent as
"not committed." The two largest groups were students classified as
"more committed" in transfer programs (29 percent) and "less committed"
in general associate's degree programs (17 percent).

The results indicate that students who demonstrate a relatively strong
commitment to completing a program of study (i.e., they explicitly
report that either transfer or degree completion are reasons for
attending and they attend classes at least half time) are very likely to
maintain their enrollment for one year. Some 83 percent of the "more
committed" students did so, compared with 70 percent of "less committed"
and 58 percent of those designated as "not committed."

To download, view and print the publication as a PDF file, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006184-----------------
---

Norman A. Stahl
Professor and Chair
Literacy Education
GA 147
Northern Illinois University
DeKalb, IL 60115

Phone: (815) 753-9032
FAX:   (815) 753-8563
[log in to unmask]

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