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Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity
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Claire Wladis; Alyse C. Hachey; Katherine Conway – Journal of Higher Education, 2024
This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the…
Descriptors: COVID-19, Pandemics, College Environment, Gender Differences
Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges
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Wang, Xueli – Journal of Higher Education, 2012
This study examined factors associated with the upward transfer of baccalaureate aspirants beginning at community colleges. Based on data from the National Education Longitudinal Study of 1988 and the Postsecondary Education Transcript Study, a sequential logistic regression analysis was conducted to predict bachelor's degree-seeking community…
Descriptors: Community Colleges, Performance Factors, College Transfer Students, Longitudinal Studies
Commentary
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Heffernan, James M. – Journal of Higher Education, 1973
The author comments on Jonathan R. Warren's article, External Degrees: Coping with the Problems of Credit. (PG)
Descriptors: Academic Records, Bachelors Degrees, Credit Courses, Credits
College Access for Nontraditional Students
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Munday, Leo A. – Journal of Higher Education, 1976
College access for the traditional and nontraditional student is examined. The data suggest that college preferences of nontraditional students focus on proximity and tuition criteria, independent of family incomes or test scores. (Author/LBH)
Descriptors: Academic Records, Access to Education, Admission Criteria, Adult Students
External Degrees: Coping with the Problems of Credit
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Warren, Jonathan R. – Journal of Higher Education, 1973
Descriptors: Academic Records, Bachelors Degrees, Credit Courses, Credits
Analyzing Academic Records for Informed Administration: The Stanford Curriculum Study.
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Boli, John; And Others – Journal of Higher Education, 1988
Recurrent and comprehensive analyses of student academic records can provide useful information for formulating policy decisions in colleges and universities. The Stanford Curriculum Study is described. Four policy issues are discussed to show how the Curriculum Study is being used to improve academic administration.
Descriptors: Academic Records, College Administration, College Curriculum, Courses