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Collaborative Scholar-Practitioner Efforts to Use NCES Data for Higher Education Research
Sun, April 14, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 100, Room 107BSession Type: Symposium
Abstract
The National Center for Educational Statistics (NCES) is the preeminent source for representative, longitudinal data on U.S. higher education. They make these data available publicly for scholars and practitioners conducting research to inform practice and policy across the nation. This session offers four research briefs from the 2023 NCES Data Institute as exemplars on using NCES public data as well as how scholars and practitioners can partner to answer questions related to educational reform and institutional change. Further, the presented works speak to a range of critical issues on students with disabilities at public two-year institutions, economic returns for students transferring between institutions, and Pell recipient success in higher education.
Sub Unit
Chair
Papers
STEM Beyond the Baccalaureate: Intersectionality of Gender and Ethnicity/Race in Post-Baccalaureate Education and Occupations - Damji Stratton, University of Missouri System; Linli Zhou, University of California - Los Angeles; Ashley Gerhardson, Arkansas Colleges of Health Education; Tien-Ling Hu, Indiana University; Grace Shin, Xavier University; Johnny C. Woods, Seattle Central College
Salary Earnings, Loan Amounts Borrowed Based on Transfer and Degree Attainment - Matthew P. Ison, Western Michigan University; Kim E. Bullington, Old Dominion University; Jing Li, Harvard University; Estela Lopez, University of Wisconsin - Madison
Public Two-Year Institutional Characteristics Associated With Credential Completion by Students With Disabilities - Anthony Lance Fowlkes, University of Texas at Austin; Nicholas R. Stroup, Ohio University; Clare Papay, University of Massachusetts - Boston; Amanda Barton, University of Arkansas Community College at Morrilton; Samantha N. Friar, Reach University
Why Are the Kids Still at Home? - Jude Paul Matias Dizon, California State University - East Bay; Lynneah C. Brown, State Higher Education Executive Officers Association; Heather Epstein-Diaz, Florida State University; Kate Farmer, University of Massachusetts - Amherst; Monique Farone, Georgia State University; Joseph Finke