ethanporcaro/eric-fulltext-meta huggingface dataset:
2014 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2014-03-13
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2014 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year have been relatively small, progress through 2010 was generally in the right direction with respect to the first and second priorities recommended in 2003. However, for the past three years, enrollments have declined; (3) Estimates of net-migration--priority three--do not provide sufficient evidence to conclude whether Nebraska is gaining or losing more working-age adults with bachelor's and graduate degrees; and (4) Even though progress toward most of the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2013 report, see ED590331.]
2015 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2015-03-12
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2015 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year have been relatively small, progress through 2010 was generally in the right direction with respect to the first and second priorities recommended in 2003. However, for the past four years, enrollments have declined; (3) Estimates of net-migration--priority three--do not provide sufficient evidence to conclude whether Nebraska is gaining or losing more working-age adults with college degrees; and (4) Even though progress toward most of the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2014 report, see ED590332.]
2017 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2017-03-16
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are analyzed in the context of 10-year trends. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2017 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year have been relatively small, progress through 2010 was generally in the right direction with respect to the first and second priorities recommended in 2003. However, between 2010 and 2016, enrollments have declined; (3) Estimates of net migration--priority three--indicate that out-migration of highly educated working-age Nebraskans has not been eliminated; and (4) Even though progress toward most of the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2016 report, see ED572595.]
2018 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2018-03-08
Type: Reports - Research
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Migration,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation,Public Colleges,Private Colleges,Public Schools,Private Schools,Gender Differences,College Readiness,Secondary School Curriculum,Core Curriculum,Socioeconomic Status,Low Income Students,Grants,Scholarships,In State Students,Out of State Students,Federal Legislation,Educational Legislation,College Transfer Students

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are analyzed in the context of 10-year trends. Overall progress and challenges facing the state include: (1) The research findings in the &quot;2018 Nebraska Higher Education Progress Report&quot; reflect modest annual changes in the state's postsecondary education system; (2) While the changes measured each year have been relatively small, progress through 2010 was generally in the right direction with respect to the first and second priorities recommended in 2003. However, between 2010 and 2017, enrollments have declined; (3) Estimates of net migration--priority three--indicate that out-migration of highly educated working-age Nebraskans has not been eliminated; and (4) Even though progress toward most of the state's higher-education goals is generally in the right direction, it is not aggressive enough to meet the state's long-term needs and goals. [For the 2017 report, see ED590334.]
Comprehensive Statewide Plan for Postsecondary Education Measuring Accomplishments
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2017-11-20
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Community Colleges,Undergraduate Students,Enrollment,Graduation Rate,Time to Degree,Educational Finance,Financial Support,Student Costs,Student Characteristics,Race,Research and Development,Expenditures,Educational Attainment,State Colleges,Remedial Instruction,Academic Persistence,High School Graduates,Adult Basic Education

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the &quot;Comprehensive Plan&quot; that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on: (1) Non-Comparative Measures; (2) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2011-2015), and (3) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2011-2015).
Report of the NASFAA Task Force on Re-Examining Paradigms of Campus-Based Aid
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Student Loan Programs,Higher Education,Federal Legislation,Educational Legislation,Grants,Federal Aid,Work Study Programs,Program Improvement,College Students

The National Association of Student Financial Aid Administrators (NASFAA) task force for Re-Examining Paradigms of Campus-Based Aid was established in June 2017 to examine the &quot;one grant/one loan&quot; concept with a specific focus on whether and how the existing campus-based programs fit into this model. Proposals to eliminate campus-based aid programs are at odds with the NASFAA's reauthorization recommendations. NASFAA's reauthorization proposals also do not support a move to a &quot;one grant/one loan model.&quot; However, should Congress move forward with such a model, NASFAA wants to explore the various possible iterations and the pros and cons of each. In 2016, NASFAA convened the &quot;Examining 'One Grant, One Loan'&quot; task force to consider trade-offs, implications, and implementation recommendations if a &quot;one grant/one loan&quot; model were to be adopted by Congress. This new task force builds on their work and examines potential ways to retain the most valuable aspects of the campus-based programs while also achieving simplification of the overall system. Following discussions about the merits and drawbacks of each of the federal grant, loan, and work programs, the task force attempted to incorporate the best features of each program into a cohesive model. Ultimately, two distinct scenarios were considered: a true &quot;one grant/one loan/one work study&quot; model that adds a portable Federal Work-Study award, and a &quot;one grant/one loan/one campus-based&quot; model that retains the flexibility of the campus-based programs. The task force members found merits in both approaches and did not endorse one of these options over the other. This report presents both options for further consideration.
National Student Aid Profile: Overview of 2018 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation,Loan Repayment,Loan Default,National Surveys

As college costs continue to increase, more and more Americans rely on federal student financial assistance programs to help pay for their postsecondary education. Despite the demonstrable and continually increasing importance of federal student aid, the majority of Americans have little knowledge of the Title IV programs or the processes necessary to apply for these funds. Meanwhile, members of Congress have been debating the best ways to reform and strengthen the federal aid programs. It is important that Congress and the general public understand these programs and the students they serve. In an effort to increase knowledge of these vital programs, the National Association of Student Financial Aid Administrators (NASFAA) provides the &quot;National Student Aid Profile,&quot; updated annually. In 2018, NASFAA added two new sets of data to the National Profile. The first is from the Office of Federal Student Aid's &quot;FSA Data Center&quot; and includes data on repayment status, loan status, delinquency status, and the Public Service Loan Forgiveness (PSLF) program. The second is the 2015-2016 National Postsecondary Student Aid Study (NPSAS:16) (see ED580387), released by the National Center for Education Statistics (NCES). In addition, the profile provides an appropriations update on Title IV program funding for the 2018-2019 award year. The National Profile provides detailed information about each of the programs authorized under Title IV of the Higher Education Act (HEA), including: (1) descriptions of the federal student aid programs; (2) recent trends in federal program appropriations; (3) income levels of students and families who receive aid; and (4) a description of the federal student aid application process. [For the 2017 report, see ED590340.]
Designing Regulations to Protect Federal Student Loan Borrowers: Closed School Discharge
Author: Steele, Patricia
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Student Loan Programs,Financial Aid Applicants,School Closing,College Students,Withdrawal (Education),Federal Regulation,Loan Repayment

In April, 2015 the National Association of Student Financial Aid Administrators (NASFAA) joined a collaboration to assist students whose college or career school closed while they were attending or shortly after they withdrew. This collaboration, a response to the closure of Corinthian College, received hundreds of student inquiries in the first 24-hours. The Department of Education (ED) has provided some guidance for displaced students, many of whom may qualify for federal loan discharge, a large gap in financial aid knowledge remains for this population. As a mission-driven organization, NASFAA welcomed the opportunity to participate in helping these students understand their financial aid options. NASFAA members--financial aid administrators--are glad to provide knowledge and service to the students who were impacted by these school closures, with the hope that given the right guidance, they will continue their educational careers. To address the issues outlined above, NASFAA commissioned a paper examining current federal student loan provisions for students whose college or career schools closed while they were attending or shortly after they withdrew. Based on this research seven recommendations are detailed throughout the report. These recommendations underscore the importance of policies that balance the interests of students, institutions, and taxpayers in the event of school closings. Loan discharge provisions must preserve the goal of educational opportunity that is fundamental to the loan program, while at the same time enforcing borrower responsibility and avoiding excessive costs to taxpayers.
National Student Aid Profile: Overview of 2017 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2017-07-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation,Budgets

This &quot;National Profile&quot; serves as a helpful resource document on the basics of the federal student financial aid programs that provide funding to millions of students each year. This information is more important than ever, as data from the U.S. Department of Education (ED) show that the number of students applying for federal financial assistance rose from around 14 million in 2006-2007 to over 19.8 million in the 2015-2016 award year, a 29 percent increase over nine years. The upcoming reauthorization of the Higher Education Act (HEA) also heightens the interest in the federal student aid programs, with many examining the current programs and discussing proposals to make them more effective. This profile provides an overview of the following programs: (1) The Federal Pell Grant Program; (2) The Federal Supplemental Educational Opportunity Grant (FSEOG) Program; (3) The Federal Work-Study Program; (4) The Federal Perkins Loan Program; (5) The Federal Direct Subsidized and Unsubsidized Loan Programs; and (6) The Direct PLUS Loan Program. For each program, in addition to a basic description, the profile provides the most up-to-date data and information on the following: (1) Number of Recipients; (2) Total Volume of Awards; (3) Federal Funding Levels; and (4) Distribution by Family Income. An appropriations update on Title IV program funding for the 2017-2018 award year is also provided. [For the 2016 report, see ED590341.]
National Student Aid Profile: Overview of 2016 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2016-06-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation,Budgets

This &quot;National Profile&quot; serves as a helpful resource document on the basics of the federal student financial aid programs that provide funding to millions of students each year. This information is more important than ever, as data from the U.S. Department of Education (ED) show that the number of students applying for federal financial assistance rose from around 16.4 million in 2008-2009 to over 21.8 million in the 2012-2013 award year, a 33 percent increase over five years. The upcoming reauthorization of the Higher Education Act (HEA) also heightens the interest in the federal student aid programs, with many examining the current programs and discussing proposals to make them more effective. This profile provides an overview of the following programs: (1) The Federal Pell Grant Program; (2) The Federal Supplemental Educational Opportunity Grant (FSEOG) Program; (3) The Federal Work-Study Program; (4) The Federal Perkins Loan Program; (5) The Federal Direct Subsidized and Unsubsidized Loan Programs; and (6) The Direct PLUS Loan Program. For each program, in addition to a basic description, the profile provides the most up-to-date data and information on the following: (1) Number of Recipients; (2) Total Volume of Awards; (3) Federal Funding Levels; and (4) Distribution by Family Income. An appropriations update on Title IV program funding for the 2016-2017 award year is also provided. [For the 2015 report, see ED590342.]
National Student Aid Profile: Overview of 2015 Federal Programs
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2015-07-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Federal Legislation,Need Analysis (Student Financial Aid),Income,Undergraduate Students,Graduate Students,Family Income,Higher Education,Educational Legislation,Budgets

This &quot;National Profile&quot; serves as a helpful resource document on the basics of the federal student financial aid programs that provide funding to millions of students each year. This information is more important than ever, as data from the U.S. Department of Education (ED) show that the number of students applying for federal financial assistance rose from around 19.4 million in 2007-2008 to over 31.4 million in the 2011-2012 award year, a 62 percent increase over five years. The upcoming reauthorization of the Higher Education Act (HEA) also heightens the interest in the federal student aid programs, with many examining the current programs and discussing proposals to make them more effective. This profile provides an overview of the following programs: (1) The Federal Pell Grant Program; (2) The Federal Supplemental Educational Opportunity Grant (FSEOG) Program; (3) The Federal Work-Study Program; (4) The Federal Perkins Loan Program; (5) The Federal Direct Subsidized and Unsubsidized Loan Programs; and (6) The Direct PLUS Loan Program. For each program, in addition to a basic description, the profile provides the most up-to-date data and information on the following: (1) Number of Recipients; (2) Total Volume of Awards; (3) Federal Funding Levels; and (4) Distribution by Family Income. An appropriations update on Title IV program funding for the 2015-2016 award year is also provided. [For the 2014 report, see ED590343.]