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I did not find specific study, but rather read a 2006 report by Mark Schneider, commissioner of the National Center for Education Statistics (NCES) that clearly addressed the problems with NCES's Integrated Postsecondary Education Data System (IPEDS), which is the principal source of annual data at the level of individual postsecondary institutions regarding a number of variables that include characteristics of students, staff, finance, student aid, and graduation rates. Despite its size, IPEDS is limited and cannot answer many questions needed to be answered. Surprisingly, current data simply does not allow NCES "to estimate graduation rates for the vast majority of students" (Schneider, 2006), because the units of analysis are institutions of higher education that report data on an aggregate basis. IPEDS data are limited to full-time, first-time degree- or certificate-seeking students in a particular year (cohort), by race/ethnicity and gender. Thus, no data are available on time to degree for individual students, family income, students who transfer and graduate from a subsequent institution, those enrolling on a part-time basis, and students who start - "stop out" - restart. Schneider asks, "How do you measure quality or design accountability systems for institutions that serve an appreciable number of non-traditional students with data that ignore these students?" A 1958 book by John Brubacher and Rudy Willis, reported on by the Teachers College Record, a journal of educational research, analysis, and commentary published...
Into its regions, where lies a mass of unorganized data concerning higher education..." only a few researchers have ventured. It appears that this land still remains uncharted.
Schneider raises a very relevant question. With such a large number of nontraditional students, and especially the number of the students who drop out of college, it is necessary to determine how many go to another college or get a degree through distance learning. It is also important to know why these individuals are leaving and what can be done to help them continue their education. This report leaves the reader with many more questions than what was answered.
References
National Center for Educational Statistics (2002) Findings from the Condition of Education 2002: Nontraditional Undergraduates. Website retrieved June 16, http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002012
Schneider, Mark (February 6, 2006) Comments delivered to the American Enterprise Institute for Public Policy Research. Website retrieved June 16, 2007. http://nces.ed.gov/whatsnew/commissioner/remarks2006/2_6_2006.asp
TC Record (1959). "Higher Education in Transition" Report on Higher Education in Transition by John Brubacher and Willis Rudy. Website retrieved June 16, 2007 http://www.tcrecord.org/About.asp
Non-Traditional Student Success in Post-Secondary Education The student population category referred to as non-traditional cuts a wide-swath. Depending on the criteria used for inclusion in this category, non-traditional students may be: Working or non-working adults, active military or veterans, enrolled part-time, returning from an absence from higher education or enrolling after having delayed entrance immediately after high-school, commuting, parents, or supporting other family members or dependents. (Perna, 2010; Wang & Pilarzyk,
Introduction Non-traditional students are students over the age of 25 in college. These students differ from the traditional young and naïve teenagers who go to college without much responsibilities. Their population has been growing rapidly from the late 90s to now, with more and more students taking evening classes, part-time classes and mini courses in college and juggling with unemployment or full employment to get by (Adebayour DO, 2014). In the
Pre-Course Program for Entry-Level Online Adult Students Distance education is one of the most dynamic and fastest-growing segments of college and graduate level education. Many educational institutions with long histories of traditional classroom-based learning opportunities are expanding their programs to include distance-based learning via the Internet. In fact, many colleges and universities have invested heavily in their distance education programs. Courses for distance learners are offered in an array of
I saw self-directed learning in my mother as she set her goal, which was to complete each class, and to earn her degree. Motivation to Learn I felt like my mother was really motivated to learn. She was internally motivated because she had always wanted the opportunity to earn her degree in education and to become a classroom teacher. She often spoke about how she wanted to be able to help