Data on Higher Education in the United States

Higher education is a mixed sector. It includes many public institutions as well as many independent colleges and universities. It also includes some for-profit enterprises. Data resources for the study of higher education are generally very good. This is particularly true for studies of students, faculty, institutional quality, and financial resources. This article provides a catalog of existing data resources, including comments about limitations in the quality of some data sources. The article also discusses data resources needs for the future. These needs will focus on key changes in higher education: the rise offor-profit enterprises and private resources, new markets for postsecondary education, new instructional technologies, and changing social partnership activities. The article concludes by describing a number of studies that could be conducted using data on higher education to address issues high on the agenda of students of the nonprofit sector.

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Improving the Quality of Survey Data on College Campus Woman Abuse: The Contribution of a Supplementary Open-Ended Question

Violence Against Women ◽

10.1177/1077801220975496 ◽

2020 ◽

pp. 107780122097549

Author(s):

Walter S. DeKeseredy ◽

Danielle M. Stoneberg ◽

James Nolan ◽

Gabrielle L. Lory

Keyword(s):

Quality Of Life ◽

Higher Education ◽

Survey Data ◽

College Campus ◽

Woman Abuse ◽

Institutions Of Higher Education ◽

Prevalence Rates ◽

Methodological Challenge ◽

Using Data

Obtaining accurate survey data on the prevalence of woman abuse in institutions of higher education continues to be a major methodological challenge. Underreporting is difficult to overcome; yet, there may be effective ways of minimizing this problem. One is adding a supplementary open-ended question to a primarily quantitative questionnaire. Using data derived from the Campus Quality of Life Survey (CQLS), this article examines whether asking respondents to complete such a question increases the prevalence rates of four types of woman abuse and provides information on behaviors that are not included in widely used and validated measures of these harms.

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Purchasing Quality Nursing Home Care in the Veterans Health Administration

Innovation in Aging ◽

10.1093/geroni/igaa055 ◽

2020 ◽

Vol 4 (6) ◽

Author(s):

Orna Intrator ◽

Edward Alan Miller ◽

Portia Y Cornell ◽

Cari Levy ◽

Christopher W Halladay ◽

...

Keyword(s):

The United States ◽

Veterans Affairs ◽

Nursing Home Care ◽

Veterans Health ◽

Health Administration ◽

Star Rating ◽

For Profit ◽

Veterans Affairs Medical Centers ◽

And Performance

Abstract Background and Objectives U.S. Department of Veterans Affairs Medical Centers (VAMCs) contract with nursing homes (NHs) in their community to serve Veterans. This study compares the characteristics and performance of Veterans Affairs (VA)-paid and non-VA-paid NHs both nationally and within local VAMC markets. Research Design and Methods VA-paid NHs were identified, characterized, and linked to VAMC markets using data drawn from VA administrative files. NHs in the United States in December 2015 were eligible for the analysis, including. 1,307 VA-paid NHs and 14,253 non-VA-paid NHs with NH Compare measures in 128 VAMC markets with any VA-paid NHs. Measurements were derived from the Centers for Medicare and Medicaid Services (CMS) five-star rating system, NH Compare. Results VA-paid NHs had more beds, residents per day, and were more likely to be for-profit relative to non-VA-paid NHs. Nationally, the average CMS NH Compare star rating was slightly lower among VA-paid NHs than non-VA-paid NHs (3.05 vs. 3.21, p = .04). This difference was seen in all 3 domains: inspection (3.11 vs. 3.23, p < .001), quality (2.68 vs. 2.83, p < .001), and total nurse staffing (3.36 vs. 3.42, p < .10). There was wide variability across VAMC markets in the ratio of average star rating of VA-paid and non-VA-paid NHs (mean ratio = 0.93, interquartile range = 0.78–1.08). Discussion and Implications With increased community NH use expected following the implementation of the MISSION Act, comparison of the quality of purchased services to other available services becomes critical for ensuring quality, including for NH care. Methods presented in this article can be used to examine the quality of purchased care following the MISSION Act implementation. In particular, dashboards such as that for VA-paid NHs that compare to similar non-VA-paid NHs can provide useful information to quality improvement efforts.

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The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

Educational Evaluation and Policy Analysis ◽

10.3102/0162373718795053 ◽

2018 ◽

Vol 40 (4) ◽

pp. 631-652 ◽

Cited By ~ 2

Author(s):

Adela Soliz

Keyword(s):

Community College ◽

Postsecondary Education ◽

Large Scale ◽

Higher Education System ◽

For Profit ◽

Education Data ◽

Education Levels ◽

Short And Long Term ◽

Using Data ◽

The Impact

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

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La rivalité entre de langues des colonisateurs (français et anglais)

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43283 ◽

2019 ◽

Vol 3 ◽

pp. 00010

Author(s):

Cartalyna Napitupulu

Keyword(s):

Higher Education ◽

The United States ◽

Cultural Preservation ◽

National Language ◽

Font Size ◽

National Assembly ◽

French And English ◽

Long Time ◽

Internationalization Of Education

For a long time French and English compete in international life. Globalization has led to the internationalization of education. With the desire of universities to become international universities, the position of foreign languages, such as English, French, German, Japanese become more important. In France as in other countries one of the most important languages is English. Hagège says that to impose one&#39;s language is also to impose one&#39;s thought. It seems that France is becoming more open to English. In addition to the growth of foreign languages, it is necessary to consider the consequences of internationalization for cultural preservation, the prestige of the national language, linguistic and cultural diversity and the quality of the university. Fioraso, the former French education minister, has published a law that is considered unacceptable for higher education unions. On May 22, 2013 teachers-researchers and students were mobilized, against the project of reform higher education examined at no charge by the National Assembly. Teachers-researchers and students were mobilized on Wednesday, May 22, to protest against the proposed reform of higher education examined at no charge by the National Assembly. In general, researchers who evaluate the internationalization of higher education tend to share the idea that internationalization opens opportunities that are more desirable than dangerous. This article discusses the influence of English, because of the internationalization of education in France and the domination of the United States. These two colonial languages continue to compete and the widespread use of English has been rejected by some people. Both have some prestige, English is Shakespear&#39;s tongue of a coast and French is the language of Molière.

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Academic Libraries in For-Profit Schools of Higher Education

College & Research Libraries ◽

10.5860/crl-179 ◽

2011 ◽

Vol 72 (6) ◽

pp. 568-582 ◽

Cited By ~ 3

Author(s):

Jinnie Y. Davis ◽

Mignon Adams ◽

Larry Hardesty

Keyword(s):

Higher Education ◽

Academic Libraries ◽

The United States ◽

Colleges And Universities ◽

Library Services ◽

Profit Motive ◽

Proprietary Schools ◽

For Profit ◽

Proprietary Colleges ◽

Considerable Controversy

For-profit schools constitute the fastest-growing sector of higher education institutions in the United States.1 Yet accompanying the phenomenal growth of these proprietary colleges and universities has been considerable controversy over the role that the profit motive should play in higher education.2 The literature of higher education contains increasingly more works about proprietary schools. The library literature, however, offers little in this arena. Through this article, the authors seek to introduce the library readership to U.S. for-profit colleges and universities. We summarize their history and their characteristics, and we explore reasons for their success and present areas in which these schools appear to excel. With regard to their library services and resources, we focus on issues of concern based specifically on our experience with academic libraries in proprietary schools operating in the state of Ohio. Finally, we suggest ways in which these for-profit institutions can address the challenges faced by their libraries.

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Richard Wayne Lykes. Higher Education and the United States Office of Education (1867–1953). Washington, D.C.: Bureau of Postsecondary Education, United States Office of Education. 1975. Pp. xii, 298

The American Historical Review ◽

10.1086/ahr/82.1.203 ◽

1977 ◽

Cited By ~ 1

Keyword(s):

Higher Education ◽

United States ◽

Postsecondary Education ◽

The United States

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SUICIDE, SOCIAL CAPITAL, AND HATE GROUPS IN THE UNITED STATES

World Affairs ◽

10.1177/00438200211053889 ◽

2021 ◽

pp. 004382002110538

Author(s):

Brendan Szendro

Keyword(s):

Social Capital ◽

Public Support ◽

The United States ◽

Public Attention ◽

Far Right ◽

Hate Groups ◽

Suicide Rates ◽

Using Data ◽

Enduring Power

In recent years, hate groups have increasingly attracted public attention while at the same time escaping the purview of scholars. Although overt prejudiced attitudes have lost public support in recent decades, hate group and hate-group activity has remained relatively consistent. What, then, explains the enduring power of hate? I argue that hate groups have arisen in reaction to the loss of social capital, particularly in regard to rural and exurban communities. Using county-level suicide rates as a proxy for the loss of social capital, I test this theory using data from the lower 48 states from 2010 to 2019. I find that each 5.38 percent increase in suicide rates is associated with 1 additional hate group forming. These findings highlight the importance of examining quality-of-life in understanding far-right activity, and challenge previous findings with regard to rurality and hate.

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The gainful employment rule and for-profit higher education in the United States

A Global Perspective on Private Higher Education ◽

10.1016/b978-0-08-100872-0.00018-5 ◽

2016 ◽

pp. 299-312

Author(s):

L.B. Jakiel

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Gainful Employment ◽

For Profit

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Nurturing Practitioner-Researcher Partnerships to Improve Adoption and Delivery of Research-Based Social and Public Health Services Worldwide

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16050862 ◽

2019 ◽

Vol 16 (5) ◽

pp. 862 ◽

Cited By ~ 3

Author(s):

Rogério Pinto ◽

Anya Spector ◽

Rahbel Rahman

Keyword(s):

Public Health ◽

The United States ◽

Public Health Services ◽

Partnership Development ◽

Research Cycle ◽

Tailored Approach ◽

Using Data ◽

Research Based Interventions ◽

Research Based Practices

Research-based practices—psychosocial, behavioral, and public health interventions—have been demonstrated to be effective and often cost-saving treatments, but they can take up to two decades to reach practitioners within the health and human services workforce worldwide. Practitioners often rely on anecdotal evidence and their “practice wisdom” rather than on research, and may thus unintentionally provide less effective or ineffective services. Worldwide, community engagement in research is recommended, particularly in low-resource contexts. However, practitioner involvement has not been adequately explored in its own right as an innovative community-engaged practice that requires a tailored approach. The involvement of practitioners in research has been shown to improve their use of research-based interventions, and thus the quality of care and client outcomes. Nevertheless, the literature is lacking specificity about when and how (that is, using which tasks and procedures) to nurture and develop practitioner–researcher partnerships. This paper offers theoretical and empirical evidence on practitioner–researcher partnerships as an innovation with potential to enhance each phase of the research cycle and improve services, using data from the United States, Brazil, and Spain. Recommendations for partnership development and sustainability are offered, and a case is made for involving practitioners in research in order to advance social justice by amplifying the local relevance of research, increasing the likelihood of dissemination to community settings, and securing the sustainability of research-based interventions in practice settings.

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Market vs. Academic Models

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch189 ◽

2011 ◽

pp. 1272-1274

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

United States ◽

Distance Learning ◽

The United States ◽

Educational Programs ◽

Market Model ◽

Market Models ◽

For Profit ◽

University Mission

In recent years much has been written on the link between distance learning and the commercialization of higher education (Berg, 2002). Particularly in the United States, this debate has been described as a conflict between open and traditional academic-market models. As various government, nonprofit, and for-profit ownership of these nontraditional universities are present worldwide, it is important to understand the market-model issues and how they influence university mission and implementation of educational programs.

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