ERIC Number: ED378891
Record Type: Non-Journal
Publication Date: 1995-Jan
Pages: 32
Abstractor: N/A
ISBN: ISBN-0-16-045466-2
ISSN: N/A
EISSN: N/A
Available Date: N/A
Residence and Migration of First-Time Freshmen Enrolled in Higher Education Institutions: Fall 1992. E.D. TABS.
Korb, Roslyn
This report presents 10 tables of data on the residence and migration of first-time college freshmen in the fall of 1992 using data from the residency portion of the "Fall Enrollment" survey of the Integrated Postsecondary Education Data System (IPEDS). The data are presented by state, by control and level of institution, for all first-time freshmen, and separately for first-time freshmen who graduated from high school in the 12 months prior to the fall of 1992. The IPEDS residence report for fall 1992 accounted for 2.099 million first-time freshmen. Almost 350,000 of these freshmen (17 percent) migrated between states. Other highlights of the data include the following: (1) the percent of first-time freshmen who left their state to attend college varied considerably by state ranging from a low of 6.4 percent in Utah to a high of 52.9 percent in the District of Columbia; (2) in Rhode Island and Vermont over half the classes of first-time freshmen were from out of state; and (3) first-time freshmen who had graduated from high school in the 12 months prior to the fall of 1992 comprised only about 67 percent of the total class of first-time freshmen. Appendixes describe the survey and offer information on study methodology. (JB)
Descriptors: College Freshmen, Differences, Enrollment, Higher Education, In State Students, Migration, Migration Patterns, Nontraditional Students, Place of Residence, Regional Characteristics, Student Mobility, Tables (Data)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: Policymakers; Community
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Grant or Contract Numbers: N/A
Author Affiliations: N/A