Department of Education Oversight, Gatekeeping: Hearing Before the Subcommittee on Human Resources and Intergovernmental Relations of the Committee on Government Reform and Oversight, House of Representatives, One Hundred Fourth Congress, Second Session, June 6, 1996U.S. Government Printing Office, 1997 - 239 pages |
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Page 113
... statistically significant relationships with graduation , withdrawal , training - related placement , and default . These findings are being used to assist the Commission in evaluating and attempting to help improve the performance of ...
... statistically significant relationships with graduation , withdrawal , training - related placement , and default . These findings are being used to assist the Commission in evaluating and attempting to help improve the performance of ...
Page 114
... statistically significant relationships with these outcomes measures of school performance . The Center performed a multiple regression analysis to determine the net , independent effect of 39 different characteristics . As a result of ...
... statistically significant relationships with these outcomes measures of school performance . The Center performed a multiple regression analysis to determine the net , independent effect of 39 different characteristics . As a result of ...
Page 117
... statistically accurate . The " typical " student is no longer someone who graduates from high school in the Spring , enrolls in a four - year college or university in the Fall of the same year , attends full - time , and is dependent on ...
... statistically accurate . The " typical " student is no longer someone who graduates from high school in the Spring , enrolls in a four - year college or university in the Fall of the same year , attends full - time , and is dependent on ...
Page 127
... statistically significant relationships with school performance in both the annual total and cohort data . Most of these relationships , however , were found for full - time enrollments . The outcomes for part - time enrollment have ...
... statistically significant relationships with school performance in both the annual total and cohort data . Most of these relationships , however , were found for full - time enrollments . The outcomes for part - time enrollment have ...
Page 129
... statistically significant relationships with the four outcomes . In the following sections we explain how we defined the measures of school performance and char- acteristices used in this report . Measures of School Performance As noted ...
... statistically significant relationships with the four outcomes . In the following sections we explain how we defined the measures of school performance and char- acteristices used in this report . Measures of School Performance As noted ...
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Common terms and phrases
1992 amendments 1992 HEA Amendments 300 or less Ability to benefit accredited schools accrediting agencies Accrediting Commission ACCSCT analysis annual total data assessment ATB students audits BARNES billion BLANCHETTE Categorical variables certification cohort data Congress correlation cosmetology Department of Education Department's dual accreditation education and training effect eligibility enrollments of 300 ensure Faculty turnover full-time enrollment full-time equivalent funds gatekeeping graduation rates grants Stafford Higher Education Act indicates KUBE licensing LONGANECKER Main campus multiple regression obtained related employment outcome measures oversight participate in Title percent percentage of ATB percentage of students percentage points percentage trained placement rates postsecondary education postsecondary institutions program length receiving Pell grants regression analysis requirements role school characteristics school performance schools accredited schools and colleges schools with enrollments SFA programs SHAYS significant relationships staff Stafford loans student loan Subcommittee Title IV programs total and cohort training-related placement triad variables VATEA vocational withdrawal rates
Popular passages
Page 6 - I would ask unanimous consent that all members of the subcommittee be permitted to place any opening statement in the record and that the record remain open for 3 days for that purpose. Without objection, so ordered. I also ask unanimous consent that our witnesses be permitted to include their written statements in the record.
Page 94 - SUBCOMMITTEE ON HUMAN RESOURCES AND INTERGOVERNMENTAL RELATIONS, COMMITTEE ON GOVERNMENT REFORM AND OVERSIGHT, Washington, DC.
Page 97 - Success with respect to student achievement in relation to the institution's mission, including, as appropriate, consideration of course completion, State licensing examination, and job placement rates.
Page 98 - Its mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
Page 67 - ... a program of training to prepare students for gainful employment in a recognized occupation; and (4) is a public or other nonprofit institution.
Page 13 - Protecting an institution against harmful internal and external pressures! 6. Creating goals for self-improvement of weaker programs and stimulating a general raising of standards among educational institutions; 7. Involving the faculty and staff comprehensively in institutional evaluation and planning; 8. Establishing criteria for professional certification, licensure, and for upgrading courses offering such preparation; and 9. Providing one basis for determining eligibility for Federal assistance.
Page 62 - Department to attain clear, measurable and binding performance standards to help meet the requirements of the Government Performance and Results Act of 1 993 (GPRA).
Page 118 - I will be happy to respond to any questions the members of the subcommittee may have, and I ask that my complete statement be included in the record.
Page 178 - Beginning in 1980. total includes some schools accredited by the Accrediting Commission of Career Schools and Colleges of Technology. 6 Included under "private nonprofit.
Page 40 - Congress to improve the eligibility and certification process, and our combined efforts nave paid off handsomely. For example, the percentage of initial applications for certification that are denied has increased substantially, from 16.6 percent in 1990 to 30.5 percent in 1992 to nearly 40 percent in 1995, reflecting our tougher standards for certification. Furthermore, the sheer number of initial applications for certification has declined more than 50 percent since 1991.