Runaway College Costs

2020 ◽  
Keyword(s):  
College Costs

Assistant Secretary Stroup Issues Statement Regarding Report on College Costs

2004 ◽  
Author(s):  
Susan Aspey ◽  
Jane Glickman ◽  
Stephanie Babyak
Keyword(s):  
College Costs

Career and College Planning Needs of Ninth Graders–as Reported by Ninth Graders

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders ◽  
Mark E. Wiles ◽  
Julie B. Stephan ◽  
Patrick E. Davis
Keyword(s):  
Decision Making ◽  
Parent Education ◽  
Career Planning ◽  
Ninth Graders ◽  
Accurate Information ◽  
College Planning ◽  
College Costs ◽  
Career Plans ◽  
Education Group ◽  
College And Career

Few researchers have asked students directly about what they know and need to know regarding college and career planning. Given the critical choices made early in high school, ninth graders (n = 222) were surveyed regarding their educational and career plans and the resources they were using in their decision-making. Overall results as well as differences by ethnicity, gender, and parent education group are reported. Results indicated a discrepancy between plans and accurate information about college costs and availability.

scholarly journals Rethinking the Traditional Textbook

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Deanna Cozart ◽  
Erin Maria Horan ◽  
Gavin Frome
Keyword(s):  
Open Educational Resources ◽  
Course Evaluations ◽  
College Costs ◽  
Foundations Of Education ◽  
Teacher Student ◽  
Course Grades ◽  
Qualitative Survey ◽  
Student Academic Performance ◽  
Course Outcomes ◽  
Academic Year

As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.  

Tuition Rising: Why College Costs So Much

2002 ◽  
Vol 21 (2) ◽  
pp. 189-191 ◽  
Author(s):  
Samuel Cooper
Keyword(s):  
College Costs

Social Class and College Costs

2002 ◽  
Vol 73 (2) ◽  
pp. 189-236 ◽  
Author(s):  
Michael B. Paulsen ◽  
Edward P. St. John
Keyword(s):  
Social Class ◽  
College Costs

Drivers of Community College Costs and Prices

2019 ◽  
Vol 51 (3) ◽  
pp. 21-27 ◽  
Author(s):  
David H. Feldman ◽  
Richard M. Romano
Keyword(s):  
Community College ◽  
College Costs

Adjusting College Costs for Noncredit Enrollments: An Issue for Data Geeks or Policy Makers?

2019 ◽  
Vol 47 (2) ◽  
pp. 159-177
Author(s):  
Richard M. Romano ◽  
Rita J. Kirshstein ◽  
Mark D’Amico ◽  
Willard Hom ◽  
Michelle Van Noy
Keyword(s):  
New York ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Full Time ◽  
Full Time Equivalent ◽  
Policy Makers ◽  
College Costs ◽  
Education Data ◽  
Project Data ◽  
The Impact

Objective: In the first study of its kind, the impact of excluding noncredit enrollments in calculations of spending in community colleges is explored. Noncredit enrollments are not reported to Integrated Postsecondary Education Data System (IPEDS), but expenditures for these efforts are. This study corrects for this omission and provides new estimates of spending on community college students in four states. Method: Data on noncredit enrollments were made available from four states—New York, New Jersey, California, and North Carolina. Interviews with campus and state officials within each state helped us verify the findings. In addition, Delta Cost Project data were analyzed and adjusted to account for noncredit enrollments. Results: Our analysis indicates that the expenditure per full-time equivalent (FTE) student measure, which researchers typically use, seriously overstates the resources that community colleges have to spend on educating students; however, great variations exist within and across states. Conclusion: Community colleges are underfunded to an even greater extent than standard IPEDS analyses indicate.

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