scholarly journals Data for Students: The Potential of Data and Analytics for Student Success

2020 ◽  
Author(s):  
Katherine Leu
Keyword(s):  
Student Success ◽  
Financial Aid ◽  
Postsecondary Education ◽  
Data Analytics ◽  
Data Science ◽  
Postsecondary Institutions ◽  
College Completion ◽  
Ethical Challenges ◽  
Education Data ◽  
Data Linkages

Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.

scholarly journals Heterogeneity of Older Learners in Higher Education

2018 ◽  
Vol 30 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Phyllis A. Cummins ◽  
J. Scott Brown ◽  
Peter Riley Bahr ◽  
Nader Mehri
Keyword(s):  
Postsecondary Education ◽  
Age Groups ◽  
Postsecondary Institutions ◽  
Full Time ◽  
Older Learners ◽  
Public College ◽  
Enrollment Trends ◽  
Education Data ◽  
Part Time ◽  
Time Basis

Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.

Estimated Profit: A Look at the Excess Revenues of Private Four-Year Nonprofit Postsecondary Institutions

2021 ◽  
Vol 16 (1) ◽  
pp. 125-145
Author(s):  
Robert Toutkoushian ◽  
Manu Raghav
Keyword(s):  
Postsecondary Education ◽  
Postsecondary Institutions ◽  
Private Institutions ◽  
Size Selectivity ◽  
Education Data ◽  
Number Of Factors ◽  
Level Data ◽  
Different Types ◽  
Tuition Discount ◽  
Double Digit

In this study, we use institution-level data for the period 2004 to 2016 from the Integrated Postsecondary Education Data System to examine the excess revenues of private, four-year nonprofit institutions. We present data on the magnitude of excess revenues for these institutions over this period, examine how excess revenues are associated with different types of private institutions, and how within-institution excess revenues are affected by changes in time-varying factors, such as their size, selectivity, revenue structure, and expense distribution. We find that across most years in our sample, private, four-year nonprofits averaged double-digit excess returns. The results show that variations over time in excess revenues are related to a number of factors, including institution size, yield rates, net tuition revenue, and tuition discount rates.

scholarly journals What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

2018 ◽  
Vol 11 (3) ◽  
pp. 109 ◽  
Author(s):  
Gina Ann Garcia
Keyword(s):  
Postsecondary Education ◽  
Secondary Data ◽  
Geographic Area ◽  
The United States ◽  
Postsecondary Institutions ◽  
Primary Data ◽  
Research Practice ◽  
Organizational Identities ◽  
Education Data ◽  
Hispanic Serving

 While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered “Latinx-serving,” there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple “types” of Hispanic- Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution’s ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.

6. The Communicative Pragmatics of Data-Use for Equity: A Theoretical and Methodological Framework

2020 ◽  
Vol 2 (1) ◽  
pp. 117-149
Author(s):  
Mary B. Ziskin
Keyword(s):  
Critical Race Theory ◽  
Communicative Action ◽  
Educational Equity ◽  
Data Use ◽  
College Faculty ◽  
Postsecondary Institutions ◽  
Data Driven ◽  
Future Research ◽  
Education Data ◽  
Critical Qualitative Research

<?page nr="117"?>Abstract Calls for higher education institutions to implement improvements guided by “data-driven” processes are prevalent and widespread. Despite the pervasiveness of this turn toward data, research on how data-use works on the ground in postsecondary institutions—that is, how individuals within institutions make sense of education data and use it to inform practice—is still developing.Drawing on Habermas’ Theory of Communicative Action (TCA), critical-race theory, and methodological guidance on critical-qualitative research methods, this paper synthesizes methodological and substantive insights from P–12 data-use research, with an eye to applying these insights to critical questions on postsecondary educational equity. The result of the review and analysis is a theoretical framework and a set of methodological recommendations for future research on the perceptions and experiences of college faculty, administrators, and practitioners, regarding their data-use and its implications for equity.

scholarly journals Record linkage of routine data with cohorts’ data of infants under European and Portuguese law

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Doetsch ◽  
I Lopes ◽  
R Redinha ◽  
H Barros
Keyword(s):  
Big Data ◽  
Data Processing ◽  
Data Protection ◽  
Record Linkage ◽  
Data Science ◽  
Personal Data ◽  
Routine Data ◽  
Cohort Data ◽  
Education Data ◽  
Explicit Consent

Abstract The usage and exchange of “big data” is at the forefront of the data science agenda where Record Linkage plays a prominent role in biomedical research. In an era of ubiquitous data exchange and big data, Record Linkage is almost inevitable, but raises ethical and legal problems, namely personal data and privacy protection. Record Linkage refers to the general merging of data information to consolidate facts about an individual or an event that are not available in a separate record. This article provides an overview of ethical challenges and research opportunities in linking routine data on health and education with cohort data from very preterm (VPT) infants in Portugal. Portuguese, European and International law has been reviewed on data processing, protection and privacy. A three-stage analysis was carried out: i) interplay of threefold law-levelling for Record Linkage at different levels; ii) impact of data protection and privacy rights for data processing, iii) data linkage process' challenges and opportunities for research. A framework to discuss the process and its implications for data protection and privacy was created. The GDPR functions as utmost substantial legal basis for the protection of personal data in Record Linkage, and explicit written consent is considered the appropriate basis for the processing sensitive data. In Portugal, retrospective access to routine data is permitted if anonymised; for health data if it meets data processing requirements declared with an explicit consent; for education data if the data processing rules are complied. Routine health and education data can be linked to cohort data if rights of the data subject and requirements and duties of processors and controllers are respected. A strong ethical context through the application of the GDPR in all phases of research need to be established to achieve Record Linkage between cohort and routine collected records for health and education data of VPT infants in Portugal. Key messages GDPR is the most important legal framework for the protection of personal data, however, its uniform approach granting freedom to its Member states hampers Record Linkage processes among EU countries. The question remains whether the gap between data protection and privacy is adequately balanced at three legal levels to guarantee freedom for research and the improvement of health of data subjects.

scholarly journals New dilemmas, old problems: advances in data analysis and its geoethical implications in groundwater management

2021 ◽  
Vol 3 (6) ◽  
Author(s):  
César de Oliveira Ferreira Silva ◽  
Mariana Matulovic ◽  
Rodrigo Lilla Manzione
Keyword(s):  
Decision Making ◽  
Data Analytics ◽  
Data Science ◽  
Final Decision ◽  
Aquifer Recharge ◽  
Groundwater Governance ◽  
Ethical Attitude ◽  
New Information ◽  
Modeling Experiment ◽  
Using Data

Abstract Groundwater governance uses modeling to support decision making. Therefore, data science techniques are essential. Specific difficulties arise because variables must be used that cannot be directly measured, such as aquifer recharge and groundwater flow. However, such techniques involve dealing with (often not very explicitly stated) ethical questions. To support groundwater governance, these ethical questions cannot be solved straightforward. In this study, we propose an approach called “open-minded roadmap” to guide data analytics and modeling for groundwater governance decision making. To frame the ethical questions, we use the concept of geoethical thinking, a method to combine geoscience-expertise and societal responsibility of the geoscientist. We present a case study in groundwater monitoring modeling experiment using data analytics methods in southeast Brazil. A model based on fuzzy logic (with high expert intervention) and three data-driven models (with low expert intervention) are tested and evaluated for aquifer recharge in watersheds. The roadmap approach consists of three issues: (a) data acquisition, (b) modeling and (c) the open-minded (geo)ethical attitude. The level of expert intervention in the modeling stage and model validation are discussed. A search for gaps in the model use is made, anticipating issues through the development of application scenarios, to reach a final decision. When the model is validated in one watershed and then extrapolated to neighboring watersheds, we found large asymmetries in the recharge estimatives. Hence, we can show that more information (data, expertise etc.) is needed to improve the models’ predictability-skill. In the resulting iterative approach, new questions will arise (as new information comes available), and therefore, steady recourse to the open-minded roadmap is recommended. Graphic abstract

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

2018 ◽  
Vol 40 (4) ◽  
pp. 631-652 ◽  
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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