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Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009

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Title: Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009
Language: English
Authors: Topper, Amy, Achieving the Dream, Inc.
Source: Achieving the Dream. 2009.
Availability: Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 4
Publication Date: 2009
Document Type: Collected Works - Serial
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Credentials, Community Colleges, Credits, Developmental Studies Programs, Gender Differences, Age Differences, Transfer Students, Remedial Instruction, Academic Persistence, Outcomes of Education, Statistical Data, Enrollment, Student Characteristics, College Students, Evidence, Achievement Gap, National Programs, At Risk Students, Cohort Analysis, Educational Policy, Comparative Analysis, Improvement Programs, Stopouts, Graduation Rate, Terminal Students, Time to Degree
Abstract: Using the data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the second of a two-part series investigating the characteristics of late stop-outs--students who accumulate at least 30 credits within the first two years, only to stop out without completing credentials or transferring. The data show that male students were more likely to stop out (53 percent) than female students (48 percent), and students under 20 and 30 years old and over were less likely to stop out (47 percent and 52 percent, respectively) than students in their twenties (about 55 percent). Fifty-five percent of students without a declared major or program of study left the college by the end of their fifth year, compared with 53 percent of students with a terminal goal and 47 percent of students with a transfer goal. Students who had earned at least 30 credits by the end of their second academic year and were referred to developmental education courses one level below college level--regardless of subject area--had five-year outcomes (45 to 49 percent) that were not dissimilar to those for non-referred students (50 percent). (Contains 7 footnotes and 5 figures.) [For Part 1, see ED521297.]
Abstractor: As Provided
Entry Date: 2011
Accession Number: ED521298
Database: ERIC
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  Data: Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009
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  Data: Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org
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  Data: <searchLink fieldCode="DE" term="%22Credentials%22">Credentials</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Credits%22">Credits</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+Students%22">Transfer Students</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Data%22">Statistical Data</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22National+Programs%22">National Programs</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cohort+Analysis%22">Cohort Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement+Programs%22">Improvement Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Stopouts%22">Stopouts</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Terminal+Students%22">Terminal Students</searchLink><br /><searchLink fieldCode="DE" term="%22Time+to+Degree%22">Time to Degree</searchLink>
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  Data: Using the data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the second of a two-part series investigating the characteristics of late stop-outs--students who accumulate at least 30 credits within the first two years, only to stop out without completing credentials or transferring. The data show that male students were more likely to stop out (53 percent) than female students (48 percent), and students under 20 and 30 years old and over were less likely to stop out (47 percent and 52 percent, respectively) than students in their twenties (about 55 percent). Fifty-five percent of students without a declared major or program of study left the college by the end of their fifth year, compared with 53 percent of students with a terminal goal and 47 percent of students with a transfer goal. Students who had earned at least 30 credits by the end of their second academic year and were referred to developmental education courses one level below college level--regardless of subject area--had five-year outcomes (45 to 49 percent) that were not dissimilar to those for non-referred students (50 percent). (Contains 7 footnotes and 5 figures.) [For Part 1, see ED521297.]
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      – SubjectFull: Credentials
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      – SubjectFull: Credits
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      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Gender Differences
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      – SubjectFull: Age Differences
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      – SubjectFull: Transfer Students
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Graduation Rate
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