An Assessment of Master's Degree Programs Pre and Post Pandemic

In this study, graduate "programs of strategic emphasis” at a state university in Florida, USA during the spring semesters of 2019, 2020, 2021, and 2022 were examined. The students' application, enrollment, performance, and graduation data for the four semesters were collected and analyzed. Due to COVID-19, all courses had to be delivered purely online in the latter spring semester of 2020. Facing various challenges and uncertainties, the Graduate School worked with all programs to update their programs and remove admission barriers, including graduate record examination (GRE) requirements. After the onset of the pandemic, the number of applicants increased (p < 0.001), the number of students enrolled increased (p < 0.001), and the yield rate of enrolled new students compared to applicants decreased (p < 0.001). Despite the removal of admission barriers, the undergraduate grade point averages (GPA) of new applicants did not decrease (p = 0.500), graduate GPA in the first semester increased (p < 0.001), and overall graduate GPA increased (p < 0.001). Finally, graduation rates increased after the onset of the pandemic (p < 0.001). This study demonstrates that despite challenges due to the pandemic, removal of admission barriers did not adversely affect student outcomes. © 2023 by the authors.

Report on the Condition of Education 2023. NCES 2023-144

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

Working Across the Aisle: Connecting Enrollment Management to Financial Aid to Re-Enroll College Students with Satisfactory Academic Progress Concerns

Students who leave higher education before earning a credential ("stop outs") often do so for failing to maintain satisfactory academic progress, or SAP. This article details why enrollment managers must work with their financial aid counterparts to smooth students' re-entry to higher education, focusing on SAP alleviation strategies.

Competition in american social work education during times of COVID-19: a midwestern case study

Competition to attract students for enrollment in American social work degree programs is intense. Program attributes (e.g. minimum grade point average, maximum transfer credits permitted, institutional tuition rate, and rankings) distinguish social work education programs in the United States. Determining which program attributes appeal to potential students could help increase a program's competitiveness in a crowded education marketplace. The COVID-19 pandemic is further intensifying recruitment of students to BSW programs. This research used a case study approach to compare admission attributes of 21 bachelor of social work programs (BSW) offered at 11 public and 10 private institutions located in one state that could be viewed as representative of American BSW programs. This paper compared attributes that differentiated these undergraduate social work programs, while exploring the potential impact of the pandemic on BSW student recruitment. Implications for social work education are discussed, including lessons learned that may be helpful to BSW faculty and staff responsible for student recruitment activities and related operations. Social work education program administrators and faculty could use this information to review recruitment and application processes and raise awareness of the burgeoning influence of reputational ranking services.

Clinically stable covid-19 patients presenting to acute unscheduled episodic care venues have increased risk of hospitalization: secondary analysis of a randomized control trial.

BACKGROUND: Assessment for risks associated with acute stable COVID-19 is important to optimize clinical trial enrollment and target patients for scarce therapeutics. To assess whether healthcare system engagement location is an independent predictor of outcomes we performed a secondary analysis of the ACTIV-4B Outpatient Thrombosis Prevention trial. METHODS: A secondary analysis of the ACTIV-4B trial that was conducted at 52 US sites between September 2020 and August 2021. Participants were enrolled through acute unscheduled episodic care (AUEC) enrollment location (emergency department, or urgent care clinic visit) compared to minimal contact (MC) enrollment (electronic contact from test center lists of positive patients).We report the primary composite outcome of cardiopulmonary hospitalizations, symptomatic venous thromboembolism, myocardial infarction, stroke, transient ischemic attack, systemic arterial thromboembolism, or death among stable outpatients stratified by enrollment setting, AUEC versus MC. A propensity score for AUEC enrollment was created, and Cox proportional hazards regression with inverse probability weighting (IPW) was used to compare the primary outcome by enrollment location. RESULTS: Among the 657 ACTIV-4B patients randomized, 533 (81.1%) with known enrollment setting data were included in this analysis, 227 from AUEC settings and 306 from MC settings. In a multivariate logistic regression model, time from COVID test, age, Black race, Hispanic ethnicity, and body mass index were associated with AUEC enrollment. Irrespective of trial treatment allocation, patients enrolled at an AUEC setting were 10-times more likely to suffer from the adjudicated primary outcome, 7.9% vs. 0.7%; p < 0.001, compared with patients enrolled at a MC setting. Upon Cox regression analysis adjustment patients enrolled at an AUEC setting remained at significant risk of the primary composite outcome, HR 3.40 (95% CI 1.46, 7.94). CONCLUSIONS: Patients with clinically stable COVID-19 presenting to an AUEC enrollment setting represent a population at increased risk of arterial and venous thrombosis complications, hospitalization for cardiopulmonary events, or death, when adjusted for other risk factors, compared with patients enrolled at a MC setting. Future outpatient therapeutic trials and clinical therapeutic delivery programs of clinically stable COVID-19 patients may focus on inclusion of higher-risk patient populations from AUEC engagement locations. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT04498273.

Factors Associated With Enrollment into Inpatient Coronavirus Disease 2019 Randomized Controlled Trials: A Cross-sectional Analysis.

Background: Clinical trials for coronavirus disease 2019 (COVID-19) have struggled to achieve diverse patient enrollment, despite underrepresented groups bearing the largest burden of the disease and, presumably, being most in need of the treatments under investigation. Methods: To assess the willingness of patients to enroll into inpatient COVID-19 clinical trials when invited, we conducted a cross-sectional analysis of adults hospitalized with COVID-19 who were approached regarding enrollment. Associations between patient and temporal factors and enrollment were assessed by multivariable logistic regression analysis. Results: A total of 926 patients were included in this analysis. Overall, Hispanic/Latinx ethnicity was associated with a nearly half-fold decrease in the likelihood to enroll (adjusted odds ratio [aOR], 0.60 [95% confidence interval {CI}, .41-.88]). Greater baseline disease severity (aOR, 1.09 [95% CI, 1.02-1.17]), age 40-64 years (aOR, 1.83 [95% CI, 1.03-3.25]), and age ≥65 years (aOR, 1.92 [95% CI, 1.08-3.42]) were each independently associated with higher likelihood to enroll. Over the course of the pandemic, patients were less likely to enroll during the summer 2021 wave in COVID-19-related hospitalizations (aOR, 0.14 [95% CI, .10-.19]) compared with patients from the first wave in winter 2020. Conclusions: The decision to enroll into clinical trials is multifactorial. Amid a pandemic disproportionately affecting vulnerable groups, Hispanic/Latinx patients were less likely to participate when invited, whereas older adults were more likely. Future recruitment strategies must consider the nuanced perceptions and needs of diverse patient populations to ensure equitable trial participation that advances the quality of healthcare for all.

The Role of Student Beliefs in Dual-Enrollment Courses.

Access to dual-enrollment courses, which allow high school students to earn college credit, is stratified by race/ethnicity, class, and geography. States and colleges have begun using multiple measures of readiness, including non-cognitive measures of student preparedness, in lieu of strict reliance on test scores in an attempt to expand and equalize access. This practice was accelerated by COVID-19 due to disruptions in standardized testing. However, limited research has examined how non-cognitive beliefs shape students' experiences and outcomes in dual-enrollment courses. We study a large dual-enrollment program created by a university in the Southwest to examine these patterns. We find that mathematics self-efficacy and educational expectations predict performance in dual-enrollment courses, even when controlling for students' academic preparedness, while factors such as high school belonging, college belonging, and self-efficacy in other academic domains are unrelated to academic performance. However, we find that students of color and first-generation students have lower self-efficacy and educational expectations before enrolling in dual-enrollment courses, in addition to having lower levels of academic preparation. These findings suggest that using non-cognitive measures to determine student eligibility for dual-enrollment courses could exacerbate, rather than ameliorate, inequitable patterns of participation. Students from historically marginalized populations may benefit from social-psychological as well as academic supports in order to receive maximum benefits from early postsecondary opportunities such as dual-enrollment. Our findings have implications for how states and dual-enrollment programs determine eligibility for dual-enrollment as well as how dual-enrollment programs should be designed and delivered in order to promote equity in college preparedness. Supplementary Information: The online version contains supplementary material available at 10.1007/s11162-023-09740-z.

Innovative Approaches to Managing Scale

Enrollments in computer science courses and majors are at or exceeding capacity at the college level. This context drives local innovations that may benefit individuals across the SIGCSE community. The panelists will share how, in the context of booming enrollments and COVID, they strive to protect faculty time, engage students in larger classes, take advantage of scale, improve student-TA interactions, motivate faculty to teach larger classes, and better monitor students in large classes. During the panel Q&A, attendees will be invited to share additional strategies live on Course.Care, which will then be disseminated through CSTeachingTips.org.

The effect of COVID-19 pandemic on college enrollment: How has enrollment in criminal justice programs been affected by the pandemic in comparison to other college programs

The COVID-19 pandemic has affected various aspects of our lives. For many, it has affected their ability to attend school. While some have switched to online classes, others have had to drop or delay college until later. Using official enrollment data for 12 public universities in the State of Texas, this study explores the impact the COVID-19 pandemic has had on student enrollment in criminal justice programs. A series of statistical techniques, including t-tests comparing pre- and post-pandemic enrollment numbers and panel data analysis models, are utilized to investigate the trends and changes in the program enrollments between 2009 and 2021. While in alignment with the existing research on the effect of the COVID-19 pandemic on college enrollment in general the authors have found a negative statistically significant effect of the pandemic on total college enrollment for all universities in the sample, no statistically significant effect of the pandemic was found on enrollment in criminal justice programs at 12 public universities. The effect was also non-existent for engineering and all social science programs combined. In contrast to all other programs studied herein, enrollment in natural science programs was found to be positively associated with the pandemic. Authors offer an explanation for these findings as well as suggest ideas for future research. Copyright © 2023 Korotchenko and Dobbs.

The impact of standardized test requirements suspended due to the COVID-19 pandemic on undergraduate admission process, performance and applicant profile at non-profit, four-year private, mid-size, semi-selective colleges and universities

In recent decades, the long-standing mandatory requirement for standardized tests in higher education undergraduate admission has slowly lost ground to test-optional policies. However, in the first year of the global pandemic, American colleges and universities transitioned from mandatory to optional standardized test policies at a significantly greater rate than in the previous two decades. This study sought to identify the impact of suspended standardized tests on other admission criteria, processes, and performance measures for institutions forced to make this policy change due to the pandemic. Using an explanatory sequential mixed-method research design, a quantitative survey was used to address these questions. Qualitative interviews, guided by a conceptual framework of change management, were conducted to explore the degree to which pandemic-related changes transformed admissions. Results showed that high school grade point average and transcripts were used significantly more than any other application factor in response to suspended standardized tests and that this shift was taking place prior to the pandemic. A corresponding decrease in the use of standardized tests had also begun prior to the pandemic. As a result, admission processes for study participants were minimally impacted. Results also showed that study participants outperformed national trends in admission and enrollment of underrepresented minority students. Institutional mission and goals for access and diversity were credited for this outcome rather than policy change. Participants deemed the pandemic a catalyst rather than a reason for inevitable change. Transformative change in admissions was guided by existing institutional governance structure and implemented in accordance with sound change management principles. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of the COVID-19 Pandemic on Higher Education-A Case of Success of ICT Educational Programs

The COVID-19 pandemic has had a big impact in all human being activities;education context was especially affected. A disrupted shift from face-to-face teaching-learning practices to learning activities and/or pedagogical activities supported by digital platforms or social networks was lived. Limitations in Internet access and mastering of technological media impacted the pedagogical, psychological, and affective side of the students. This paper presents a study on the changes caused by the COVID-19 pandemic in terms of school dropout;an analysis was carried out on the percentages of the indicator of non-enrollment of each one of the educational programs at a Mexican university. The results showed that educational programs with an ICT orientation beat this contingency in a better way. This encourages us to continue this research to investigate how new professionals are getting ready for the fashion of working from home. © 2022 IEEE.

Clinical trial facilitators: A novel approach to support the execution of clinical research at the study site level.

In the summer of 2020, multiple efforts were undertaken to establish safe and effective vaccines to combat the spread of the coronavirus disease (COVID-19). In the United States (U.S.), Operation Warp Speed (OWS) was the program designated to coordinate such efforts. OWS was a partnership between the Department of Health and Human Services (HHS), the Department of Defense (DOD), and the private sector, that aimed to help accelerate control of the COVID-19 pandemic by advancing development, manufacturing, and distribution of vaccines, therapeutics, and diagnostics. The U.S. Department of Veterans Affairs' (VA) was identified as a potential collaborator in several large-scale OWS Phase III clinical trial efforts designed to evaluate the safety and efficacy of various vaccines that were in development. Given the global importance of these trials, it was recognized that there would be a need for a coordinated, centralized effort within VA to ensure that its medical centers (sites) would be ready and able to efficiently initiate, recruit, and enroll into these trials. The manuscript outlines the partnership and start-up activities led by two key divisions of the VA's Office of Research and Development's clinical research enterprise. These efforts focused on site and enterprise-level requirements for multiple trials, with one trial serving as the most prominently featured of these studies within the VA. As a result, several best practices arose that included designating clinical trial facilitators to study sites to support study initiation activities and successful study enrollment at these locations in an efficient and timely fashion.

A survey of student motivations for enrolling in engineering and technology undergraduate programs

Despite many efforts to attract and retain students in STEM programs in U.S. universities, it has proven to be a significant challenge. The ongoing COVID-19 pandemic has added to the struggles of students and educational institutions. At the same time, there is significant interest among funding agencies, including the National Science Foundation and philanthropic organizations to encourage enrollment in minority populations. This requires that we need to better understand the student population. Many national surveys and data sources including the Integrated Postsecondary Education System (IPEDS) provide a macro-level view across the entire country. This is insufficient for producing classroom-level changes. We need detailed information at the micro-level such as student surveys across multiple institutions to probe student motivations and ensure that their expectations are met and nurtured. We present the results of conducting a survey among 32 STEMs students enrolled in an introductory engineering course at Fairleigh Dickinson University. This is the first semester after the pandemic that courses were taught in person. We found significant differences along gender and racial lines. For the male students, 38% chose their STEM major due to parental or social influence, whereas for females it was 12.5%. For whites, parental/social influence accounted for 28% of STEM choices, whereas for African Americans, it was 0%. Across all students, 50% chose a STEM major due to an early interest in the field, or due to self-realization that they were good at STEM-related activities such as problem-solving. Our results indicate the importance of hands-on STEM exposure to students at the K-12 level and the role of mentors. Due to the recency of the data collected, we expect our findings to be valuable to the STEM education community. © 2022 IEEE.

Targeted marketing to the underserved: Examining the factors that influence college intent and choice for minority male high school students in Edgecombe County, North Carolina

This mixed-methods study investigates the real and perceived barriers that African American male Edgecombe County high school students face when considering college enrollment to inform potential interventions to improve college enrollment of this market segment. Phase I of the study design included a survey of current, African American, male college students to determine potential barriers African American high school students may face when considering college. Phase II included semi-structured group interviews of African American male Edgecombe County high school students. "Uncertainty" and "frustration" were revealed as the main barriers these students face when considering postsecondary enrollment. Participants indicated uncertainty about college majors, college cost, paying for college, student loans, money, and self-efficacy. Additionally, participants indicated frustration related to course choices in college programs, mathematics classes, as well as their high school GPA not being an accurate indicator of their ability. Phase III included the development of career and technical education (CTE) certificates to create more dual enrollment options for underserved students. Finally, a focus group review of 9-14 pathway samples by African American male students was used to develop a student-informed template for future 9-14 pathways utilized by Edgecombe Community College. Responses from study participants and subsequent meetings with key stakeholders show opportunities to improve the college approach to recruiting students from this demographic. More dual-enrollment certificate options and clearly defined educational pathways (from high school through college) with job market analysis incorporated in those pathways were tools that this study has indicated may help create more postsecondary opportunities for African American male high students in the Edgecombe Community College service area. Additionally, financial aid literacy initiatives for both students and parents and increased recruiting visits to area high schools as the Novel Corona Virus pandemic begins to wane were also indicated as outreach and recruitment strategies. The findings of this study helped develop intentional, dual enrollment certificate options and 9-14 educational pathways the college will utilize to create more postsecondary opportunities for African American males and other underserved groups of students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Factors Influencing Intention to Enroll in The Online Academic Year among Undergraduate Students in the Philippines during the COVID-19 Pandemic

The COVID-19 pandemic has resulted in the loss of the number of enrollees at universities in many developing countries, including the Philippines. The current study integrated the Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM) to determine factors affecting intention to enroll in the online academic year among undergraduate students during the COVID-19 pandemic. 370 Filipino undergraduate students filled the online survey, which contained 71 questions. The Structural Equation Modeling (SEM) indicated that attitude, subjective norms, and perceived behavioral control had significant direct effects on perceived usefulness which subsequently led to an engagement. Regarding the perceived ease of use, SEM indicated that it had a significant direct effect on perceived performance. Furthermore, SEM also indicated that perceived performance and engagement had significant direct effects on perceived effectiveness which subsequently led to the intention to enroll. The integrated TPB and extended TAM can be extended and applied in evaluating the behavioral motives of students to enroll in the online academic year globally that are currently affected by the COVID-19 pandemic. © 2022 ACM.

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology

Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous;half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students;asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Enrollment management strategies as a result of COVID-19 at rural community colleges

Higher education institutions world-wide were impacted by the unprecedented novel coronavirus (COVID-19) beginning in early 2020. COVID-19 caused a disruption in services to students and resulted in pivots of teaching, learning, and student support. Community colleges differ from four-year counterparts through varying student demographics, funding sources, mission and foci, and student intentions. Community college enrollment is affected by economic, employment, and social trends. Enrollment management practices changes as campus operations for student support changed to remote support. COVID-19 forced administrators at colleges to make quick decisions. This study examined the perceptions of academic administrators at rural community colleges regarding how COVID-19 impacted enrollment management practices. This study aimed to determine the perceptions of changes occurring to enrollment management practices and the subsequent financial challenges resulting from COVID-19 within rural Virginia community colleges. Each rural community college in Virginia is included within the Rural Virginia Horseshoe, totaling 14 colleges. This study was a sequential explanatory study that was conducted in two phases. Phase One was a quantitative inquiry using a non-experimental survey to gather mid to senior-level administrators' perceptions of how COVID-19 was impacting enrollment management practices at their college. A total of 45 respondents completed the survey. The distribution included 102 mid to senior-level administrators. For the qualitative inquiry, the multiple case study research tradition was utilized. A total of 10 interviews were conducted with mid to senior-level administrators. Five themes emerged from the findings: (a) COVID-19 led to crisis management and operations in phases, (b) managing student onboarding during COVID-19, (c) COVID-19 created unique challenges for community college students, (d) COVID-19 affected decision-making procedures, and (e) COVID-19 resulted in work/life balance issues and COVID fatigue. Major implications in the current study suggest that colleges should be ready to pivot to remote instruction or back from it, review the onboarding processes and supports to ensure that they are adequately serving students, and advocate to reduce the digital divide. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A "process that never ends": Parents' experiences navigating a public preschool lottery

The current study examined how families navigated the rules and admissions requirements of Washington, DC's common enrollment lottery for public preschool.Informed by ethnography and case study methods, multiple in-depth qualitative interviews were conducted with two Black mothers and one White mother over the course of a year to understand their processes for navigating the school lottery. Despite the lottery telling parents to rank schools in the order of their preference, informal rules were identified via lottery preferences and prior waitlist information. Race shapedparticipants' school search processes as well, with both Black mothers indicating concerns regarding how some schools would treat their children. While all three participants reviewed DC data on waitlists, school quality, and academic curriculum, they still relied heavily on information from other parents to get specific experiences about schools. Despite an abundance of research supporting the importance of early childhood education on later outcomes, the mothers in this study downplayed the importance of preschool, perhaps in response to the level of effort expended on the lottery process.Their focus for the most part was on the later elementary years and beyond. Quantitative data on school demographics, waitlists, and school ratings are also analyzed to show how school- and ward-level structural constraints informed mothers' processes. The study occurred during the COVID-19 pandemic, providing a unique opportunity to show how families adjusted to school decisions during this historic event. By the last interview-about one year after the study began-all three mothers were participating in the lottery again. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Double Disruption

Higher education enrollment managers in the US knew disruption was coming. The looming demographic crisis was pushing them to strategically think ahead and urge their presidents, and boards and faculty, that the model must change, that they must adapt, and that not all colleges and universities could be winners in a hypercompetitive environment. And that was all before the COVID-19 pandemic. COVID-19 has accelerated the reckoning so many enrollment leaders were preparing for, causing to rethink strategies, implement quick tactical changes, and ultimately make our best guess at student and family behavior. On the best days, this has challenged admission professionals to be nimble and creative, pushing many out of their comfort zones and into a new (virtual) world. On the worst days, this has caused efforts to increase access to falter, further threaten higher education, and introduced even more uncertainty into an already uncertain endeavor.

Quantifying the impact of the COVID-19 pandemic on clinical trial screening rates over time in 37 countries.

The COVID-19 pandemic has had an unprecedented and disruptive impact on people's health and lives worldwide. In addition to burdening people's health in the short-term in the form of infection, illness, and mortality, there has been an enormous negative impact on clinical research. Clinical trials experienced challenges in ensuring patient safety and enrolling new patients throughout the pandemic. Here, we investigate and quantify the negative impact that the COVID-19 pandemic has industry-sponsored clinical trials, both in the USA and worldwide. We find a negative correlation between the severity of the COVID-19 pandemic and clinical trial screening rate, with the relationship being strongest during the first three months of the pandemic compared to the entire duration of the pandemic. This negative statistical relationship holds across therapeutic areas, across states in the USA despite the heterogeneity of responses at the state-level, and across countries. This work has significant implications for the management of clinical trials worldwide in response to the fluctuating severity of COVID-19 moving forward and for future pandemics.