IPEDS data consists of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2012, winter 2012-13, and spring 2013.
This report analyzes the growth of the Pell Grant program, the potential effects of some proposals to change the program, and alternative approaches to address college affordability for low-income students, such as forgivable loans, grant commitments to middle and high school students, federal support of state grant programs, and grants for occupational training.
The report addresses two questions: Why is college expensive? and What can schools do about it? It concludes by posing new questions, including: Can higher education costs be reduced under the current regulatory framework, accreditation system, and availability of consumer information?
A study of first-year students at Northwestern University shows these students "learn relatively more from non-tenure line professors in their introductory courses. These differences are present across a wide variety of subject areas and are particularly pronounced for Northwestern's average students and less-qualified students." The results provide evidence that the rise of full-time designated teachers at U.S. colleges and universities may actually be educationally beneficial.
PSCUs open doors to many of the 13 million unemployed and 90 million undereducated Americans by providing a skills-based education. To remain competitive over the next decade, we must identify between 8 and 23 million new workers with postsecondary skills. PSCUs are a necessary part of that solution, having produced over 800,000 degrees last year alone.