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1	THE ALLOCATION OF STATE APPROPRIATIONS AND STUDENTS ACROSS DIFFERENT TYPES OF PUBLIC INSTITUTIONS OF HIGHER EDUCATION Bush, Joshua L. 01 January 2018 (has links) Public higher education has evolved over time under the control of each individual state. The public system in each state is made up of distinctive types of institutions that together provide higher education in different formats. Public institutions may largely be classified into three groups based on the level of education provided including community colleges, regional institutions, and research universities. While the institutions employed are largely the same in each state, the extent to which each is utilized and the support given reflect the individual characteristics of the state. This dissertation examines appropriations and enrollments by state and year in three classifications of universities: research universities, regional universities, and community colleges. The appropriations and enrollments in regional and community settings are measured relative to the same for research universities. The explanatory variables are political, economic, and demographic variables relevant in state finance to the allocation of state budgets. There are three empirical chapters. The first uses Granger causality concepts to examine whether appropriations and enrollment have strong predictive effects on each other in the following year. Enrollment has no such effect on appropriations, while there is a weak effect the other way. The second chapter studies relative appropriations, finding that the proportion of appropriations allocated to regional institutions has remained consistent, while states have proportionally shifted toward community colleges. The third chapter studies enrollment, which is very stable for regional universities and has shifted toward community colleges relative to research universities. Again, political and economic factors are somewhat different in these models. Examining year effects net of economics and politics, there are no such effects on appropriations; but for enrollment, regional universities grew somewhat relative to research universities in the earlier years (1986 to 1993), and community colleges grew throughout the period with pauses. The Great Recession is clearly visible in community college enrollments, growing as usual during an economic downturn. public higher education higher education finance state appropriations enrollments Education Economics Higher Education Politics and Social Change
2	“Não fui, e se vou não fico” - a questão da matrícula na educação de adolescentes, jovens e adultos da Rede Municipal de Goiânia (1997-2013) / "I don't went, and if I go, I do not stay" - the question of enrollment in education of adolescents, youth and adults of the Goiânia Municipal Network (1997-2013) Nunes, Maria do Rosário Teles de Farias 22 February 2016 (has links) Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-08-04T15:28:13Z No. of bitstreams: 2 Dissertacao - Maria do Rosario Teles de Farias Nunes - 2016.pdf: 958018 bytes, checksum: 9cf4d18880d92d20822fc66c008c02c1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-05T13:45:24Z (GMT) No. of bitstreams: 2 Dissertacao - Maria do Rosario Teles de Farias Nunes - 2016.pdf: 958018 bytes, checksum: 9cf4d18880d92d20822fc66c008c02c1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-05T13:45:24Z (GMT). No. of bitstreams: 2 Dissertacao - Maria do Rosario Teles de Farias Nunes - 2016.pdf: 958018 bytes, checksum: 9cf4d18880d92d20822fc66c008c02c1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This investigation inserts in the line of research Education, Labor and Social Movements. Our purpose was to understand the issues related to access and remaining in education as a right of adolescents, youth and adults, based on the enrollment reduction analysis in the modality of Education of Adolescents, Youth and Adults (EAYA), of the Municipal Secretary of Education in Goiania (MSE/Goiânia) in the 1997-2013 period. This research was guided by the question: Why did not the actions, projects and programs dedicated to EAYA in MSE/Goiânia, in the period 1997-2013, contribute to the significant increase in enrollment in this modality of education? Our analysis was corroborated by the documentary and bibliographical research, using works that discuss the EYA in Brazil and the EAYA in Goiânia, as well as official documents of the proceedings and guidelines of Education in Brazil and Municipal Education Network from Goiânia. We interviewed managers who work in this network and working in data on EAYA. The survey also had a quantitative character, by the use and analysis of data provided by the MSE/Goiânia and by the INEP / MEC on the School Census. This investigation therefore confirms previous research indicating the need to build effective public policies of State in order to the EJA to materialize the right to education for all. / Esta investigação insere-se na linha de pesquisa Educação, Trabalho e Movimentos Sociais. O objetivo foi compreender as questões relacionadas ao acesso e permanência na educação como direito de adolescentes, jovens e adultos, a partir da análise da redução de matrículas na modalidade da Educação de Adolescentes, Jovens e Adultos (EAJA), da Secretaria Municipal de Educação de Goiânia (SME/Goiânia), no período de 1997 a 2013. Orientou esta investigação a seguinte pergunta: por que as ações, projetos e programas dedicados a EAJA na SME/Goiânia, no período de 1997 a 2013, não contribuíram para o aumento significativo de matrícula nesta modalidade de ensino? Tratou-se de pesquisa bibliográfica e documental, utilizando obras que discorrem sobre a EJA no Brasil e sobre a EAJA em Goiânia, bem como documentos oficiais referentes aos processos e diretrizes da Educação no Brasil e da Rede Municipal de Educação de Goiânia. Realizou-se entrevista com gestores que atuam nesta Rede e trabalham com dados relativos à EAJA. A pesquisa assumiu ainda um caráter quantitativo, pela utilização e análise dos dados disponibilizados pela SME/Goiânia e pelo INEP/MEC sobre o Censo Escolar. A presente investigação, portanto, corrobora com pesquisas anteriores que indicam a necessidade da construção de políticas públicas efetivas de Estado para a EJA que materializem o direito à educação para todos. EJA Matrículas na EJA EAJA Goiânia EJA Enrollments in EJA EAYA Goiânia CIENCIAS HUMANAS::EDUCACAO
3	Short-to-Medium Term Enrollment Projection Based on Cycle Regression Analysis Chizari, Mohammad 08 1900 (has links) Short-to-medium projections were made of student semester credit hour enrollments for North Texas State University and the Texas Public and Senior Colleges and Universities (as defined by the Coordinating Board, Texas College and University System). Undergraduate, Graduate, Doctorate, Total, Education, Liberal Arts, and Business enrollments were projected. Fall + Spring, Fall, Summer I + Summer II, Summer I were time periods for which projections were made. A new regression analysis called "cycle regression" which employs nonlinear regression techniques to extract multifrequential phenomena from time-series data was employed for the analysis of the enrollment data. The heuristic steps employed in cycle regression analysis are similar to those used in fitting polynomial models. A trend line and one or more sin waves (cycles) are simultaneously estimated using a partial F test. The process of adding cycle(s) to the model continues until no more significant terms can be estimated. semester credit hour enrollments short-to-medium prejections College attendance -- Forecasting.
4	Spanish Language Enrollment Trends in the United States 1950 – Present Aldrich, Laura Renee 12 June 2010 (has links) No description available. Education Hispanic Americans Language Spanish language enrollments language trends immigration trends
5	AN ANALYSIS OF VIRGINIA TRANSFER POLICY AND ARTICULATION AGREEMENTS: A COMPARATIVE STUDY OF COMMUNITY COLLEGE TRANSFER AND NATIVE STUDENTS--ENROLLMENTS AND OUTCOMES IN A TEACHER PREPARATION PROGRAM Huffman, Michael C. 18 April 2012 (has links) Transfer articulation is an important policy issue in Virginia. With increasing economic strains on federal and state budgets, pressure on key actors in higher education, and critical teacher shortages, an opportunity presented itself to investigate state transfer policy and articulation agreements designed to facilitate student transfer. Articulation agreements are policy instruments designed to facilitate a seamless transfer of both students and credits from the community college system into senior institutions. Over the last decade increased articulation activity has taken place in the Commonwealth of Virginia driven by higher education costs and articulation specific to teacher preparation due to teacher shortages. This study is an effort to add to the literature by linking the presence of one articulation agreement to increased enrollments of Virginia Community College System (VCCS) associate degree holders into a 5-year teacher preparation program at Virginia Commonwealth University (VCU). Select academic outcomes of associate degree holders, students who took coursework in the VCCS, and native students were also examined for comparative purposes. The study engaged a quantitative, nonexperimental, cross-sectional research methodology using existing data related to the 5-year teacher preparation program at VCU. The data collected for the study originated from the initial teacher licensure Master of Teaching (M.T.) programs which include early/elementary, and secondary (6-12) programs in English, foreign languages, history/social studies, mathematics, sciences, and special education. A master file containing 2,349 observations was created from which samples were then drawn for hypotheses testing. Ordinary Least Square regression, multiple regression, and binary logistic regression were used and the results indicated the presence of the 2004 VCU/VCCS Teacher Education Provision Admission (TEPA) articulation agreement had no impact on enrollment likelihood. Earning an associate degree was a strong predictor of graduation likelihood in the teacher preparation program and associate degree holders could also expect to earn fewer cumulative hours in the program—a potential savings of time and money. Total community college credits earned was a strong predictor of teacher licensure likelihood. Race had no impact on elapsed time spent in the teacher preparation program. The findings of this study suggest the mere presence of an articulation agreement does not guarantee increased enrollments into an academic program, in this case, a 5-year teacher preparation program. Student outcomes also suggest earning the associate degree had significant effects post transfer, almost doubling graduation likelihood. Licensing likelihood is positively affected by total community college credits earned. Results of the models testing common measures of student academic success—cumulative GPA, Praxis I performance, and GRE performance had no impact on graduation likelihood. Since the extant research is not robust on 5-year teacher preparation programs, further research is recommended specifically on 5-year programs related to the effectiveness of articulation agreements on enrollments—in addition to post transfer student outcomes. Transfer Policy Articulation Agreements Teacher Preparation Enrollments Student Outcomes Social and Behavioral Sciences
6	Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda Tanner, Janet Jeffery 08 December 2006 (has links) (PDF) Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective. Africa benchmarks business business analysis business practices corporate financial statements correlation development education Education for All EFA enrollments financial analysis financial analysis tools financial assessment financial health financial statement analysis financial statement ratio analysis fiscal viability funding government funding industry averages less developed countries LDCs model model for financial assessment national examination national exam scores norms primary school primary education private schools private secondary schools quality of education ratio analysis revenue reports school financial health schools scores secondary education secondary schools schools Sub-Sahara sustainable sustainability Uganda Uganda Revenue Authority UNEB UPE worldwide Educational Leadership

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