Appendix A: Technical Review Panel (TRP) Members A-1
Appendix B: Endorsing Associations for NPSAS:16 B-1
Appendix C: Confidentiality for Administrative Record Matching C-1
Appendix D: Data Security Language for Vendor Contracts D-1
Appendix E: Previous Studies Based on NPSAS, B&B, and BPS Data E-1
Technical Review Panel
Jeff Allum
Director, Research and Policy Analysis
Council of Graduate Schools
One Dupont Circle NW
Washington, DC 20036
Phone: (202)223-3791
Email: jallum@cgs.nche.edu
Michelle Appel
Director, Enrollment Policy & Planning – IRPA
University of Maryland
1101 Mitchell Building
College Park, MD 20742
Phone: (301)405-0475
Email: mappel@umd.edu
Terry Bazan
Executive Director of Student Assistance
Austin Community College
5930 Middle Fiskville Road
Austin, TX 78752
Phone: (512)223-7550
Email: tbazan@austincc.edu
Vasilios Bournas
Senior Reporting & Policy Research Analyst
DeVry Education Group
3005 Highland Parkway
Downers Grove, IL 60515
Phone: (630)515-5463
Email: vbournas@devrygroup.com
Alberto Cabrera
Professor
University of Maryland
3112 Benjamin Building
College Park, MD 20742
Phone: (301)405-2875
Email: cabrera@umd.edu
Margaret Cahalan
Vice President for Research & Director
The Pell Institute, Council for Opportunity in Education
1025 Vermont Avenue NW
Suite 1020
Washington, DC 20005
Phone: (202)347-7430
Email: margaret.cahalan@pellinstitute.org
Colleen Campbell
Research Analyst
Institute for Higher Education Policy
1825 K Street NW
Suite 720
Washington, DC 20006
Phone: (202)861-8223
Email: ccampbell@ihep.org
Julia Carpenter-Hubin
Assistant Vice President, IR and Planning
Ohio State University
383 Bricker Hall
230 North Oval Mall
Columbus, OH 43210
Phone: (614)292-5915
Email: carpenter-hubin.16@osu.edu
Deborah Floyd
Interim Dean, Graduate College & Professor, Higher Ed
Florida Atlantic University
777 Glades Road
SU 80 Graduate College
Boca Raton, FL 33431
Phone: (954)649-0344
Email: dfloyd@fau.edu
Donald Heller
Dean, College of Education
Michigan State Univeristy
501 Erickson Hall
620 Farm Lane
East Lansing, MI 48824
Phone: (517)355-1734
Email: dheller@msu.edu
Brad Hershbein
Economist
W.E. Upjohn Institute for Employment Research
300 South Westnedge Avenue
Kalamazoo, MI 49007
Phone: (269)385-0437
Email: hershbein@upjohn.org
Nick Hillman
Assistant Professor
University of Wisconsin
1000 Bascom Mall
Room 249
Madison, WI 53706
Phone: (608)262-3106
Email: nwhillman@wisc.edu
Alexander McCormick
Associate Professor
Center for Postsecondary Research
Indiana University, Bloomington
1900 East 10th Street, Suite 419
Bloomington, IN 47405
Phone: (812)856-4435
Email: amcc@indiana.edu
Catherine Millett
Senior Research Scientist
Educational Testing Service
660 Rosedale Road
MS 01-R
Princeton, NJ 08541
Phone: (609)240-2556
Email: cmillett@ets.org
Christopher Mullin
Assistant Vice Chancellor, Policy & Research
State University Systerm of Florida, Board of Governors
325 West Gaines Street
Suite 1602C
Tallahassee, FL 32399
Phone: (850)245-0031
Email: christopher.mullin@flbog.edu
Christopher Nellum
Senior Policy Analyst
American Council on Education
One Dupont Circle NW
Suite 1B
Washington, DC 20036
Phone: (202)939-9405
Email: cnellum@acenet.edu
Patrick Perry
Executive Vice Chancellor
California Community Colleges
1102 Q Street
Sacramento, CA 95811
Phone: (916)832-1328
Email: pperry@cccco.edu
Kent Phillippe
Associate Vice President, Research & Student Success
American Association of Community Colleges
One Dupont Circle NW
Suite 410
Washington, DC 20036
Phone: (202)416-4505
Email: kphillippe@aacc.nche.edu
Matt Reed
Program Director
The Institute for College Access and Success
405 14th Street
Suite 1100
Oakland, CA 94612
Phone: (510)318-7900
Email: mreed@ticas.org
Steven Rivkin
Professor
University of Illinois - Chicago
601 South Morgan Street
Chicago, IL 60607
Phone: (312)413-2368
Email: sgrivkin@uic.edu
Hal Salzman
Professor
Rutgers University
Heldrich Center Workforce Development
30 Livingston Avenue
New Brunswick, NJ 08901
Phone: (978)929-9503
Email: hsalzman@rutgers.edu
Kurt Slobodzian
Vice President, Research
Nexus Research and Policy Center
5662 South Amberwood Drive
Chandler, AZ 85248
Phone: (602)568-1178
Email: kurt.slobodzian@nexusresearch.org
Jeff Strohl
Director of Research
Georgetown University Center on Education and the Workforce
3300 White Haven, Suite 5000
Washington, DC 20007
Phone: (202)687-4945
Email: js787@georgetown.edu
Randy Swing
Executive Director
Association for Institutional Research
1435 East Piedmont Drive
Tallahassee, FL 32308
Phone: (850)385-4155
Email: rswing@airweb.org
Omari Swinton
Associate Professor
Howard University, Department of Economics
2400 6th Street NW
ASB-B, Room 319
Washington, DC 20059
Phone: (202)806-6774
Email: oswinton@howard.edu
Marvin Titus
Associate Professor
University of Maryland
2200 Benjamin Building
Room 3209
College Park, MD 20742
Phone: (301)405-2220
Email: mtitus@umd.edu
Christine Tracy
Director of Research
Association for Private Sector Colleges and Universities
1100 Connecticut Avenue NW
Suite 900
Washington, DC 20036
Phone: (202)336-6804
Email: chris.tracy@apscu.org
Paul Umbach
Professor
North Carolina State University
300 Poe Hall, Box 7801
Raleigh, NC 27695
Phone: (919)515-9366
Email: paul_umbach@ncsu.edu
Jeff Webster
Assistant Vice President
TG Research and Analytical Services
PO Box 83100
Round Rock, TX 78681
Phone: (512)219-4504
Email: jeff.webster@tgslc.org
Federal Panelists
Dori Allard
Chief, Division of Labor Force Statistics
Bureau of Labor Statistics
2 Massachusetts Avenue NE
Suite 4675
Washington, DC 20212
Phone: (202)691-6470
Email: allard.dorinda@bls.gov
Xiaoling Ang
Economist, Office of Research
Consumer Financial Protection Bureau
1275 First Street NE
Suite 827-C
Washington, DC 20002
Phone: (202)435-7686
Email: xiaoling.ang@cfpb.gov
Donald Conner
U.S. Department of Education, OPE
1990 K Street NW
Room 8030
Washington, DC 20006
Phone: (202)502-7818
Email: donald.conner@ed.gov
Daniel Goldenberg
Management and Program Analyst
U.S. Department of Education, OPEPD
400 Maryland Avenue SW
Room 5W308
Washington, DC 20202
Phone: (202)401-3562
Email: daniel.goldenberg@ed.gov
Nimmi Kannankutty
Senior Advisor
National Science Foundation
4201 Wilson Boulevard
Suite 965 S
Arlington, VA 22230
Phone: (703)292-7797
Email: nkannank@nsf.gov
Kashka Kubzdela
OMB Liaison
U.S. Department of Education, NCES
1990 K Street NW
Room 9014
Washington, DC 20006
Phone: (202)502-7411
Email: kashka.kubzdela@ed.gov
John Mingus
Assistant Director
General Accounting Office
U.S. Government Accountability Office
441 G Street NW
Washington, DC 20548
Phone: (202)512-4987
Email: mingusj@gao.gov
Jon O'Bergh
Senior Policy Advisor
U.S. Department of Education, Office of the Undersecretary
400 Maryland Avenue SW
Washington, DC 20202
Phone: (202)260-8568
Email: jon.obergh@ed.gov
Jeffrey Owings
Associate Commissioner
U.S. Department of Education, NCES
1990 K Street NW
Room 9114
Washington, DC 20006
Phone: (202)502-7423
Email: jeffrey.owings@ed.gov
Daniel Pollard
Lead Management and Program Analyst
U.S. Department of Education, FSA
830 First Street NE
Washington, DC 20202
Phone: (202)377-3389
Email: daniel.pollard@ed.gov
Richard Reeves
Branch Chief
U.S. Department of Education, NCES
1990 K Street NW
Room 8113A
Washington, DC 20006
Phone: (202)502-7436
Email: richard.reeves@ed.gov
Emilda Rivers
Program Director
National Science Foundation
4201 Wilson Boulevard
Suite 965 S
Arlington, VA 22230
Phone: (703)292-7773
Email: erivers@nsf.gov
David Smole
Specialist in Education Policy
Congressional Research Service
101 Independence Avenue SE
Mail Stop 7440
Washington, DC 20003
Phone: (202)707-0624
Email: dsmole@crs.loc.gov
Matthew Valerius
Education Program Specialist
U.S. Department of Education
500 12th Street SW
Office 11-135
Washington, DC 20536
Phone: (202)245-7859
Email: matthew.valerius@ed.gov
U.S. Department of Education, NCES
Sample Surveys Division
Chris Chapman
Associate Commissioner, Sample Surveys Divisions
U.S. Department of Education, NCES
1990 K Street NW,
Room 9042
Washington, DC 20006
Phone: (202)502-7414
Email: chris.chapman@ed.gov
Elise Christopher
Project Officer, ELS:2002 & HSLS:09
U.S. Department of Education, NCES
1990 K Street NW
Room 9030
Washington, DC 20006
Phone: (202)502-7899
Email: elise.christopher@ed.gov
Sarah Crissey
Research Scientist
U.S. Department of Education, NCES
1990 K Street NW
Room 9026
Washington, DC 20006
Phone: (202)502-7395
Email: sarah.crissey@ed.gov
Tracy Hunt-White
Education Statistician
U.S. Department of Education, NCES
1990 K Street NW
Room 9018
Washington, DC 20006
Phone: (202)502-7438
Email: tracy.hunt-white@ed.gov
Sean Simone
Statistician
U.S. Department of Education, NCES
1990 K Street NW
Room 9025
Washington, DC 20006
Phone: (202)502-7367
Email: sean.simone@ed.gov
Ted Socha
Statistician, B&B Project Officer
U.S. Department of Education, NCES
1990 K Street NW
Room 9028
Washington, DC 20006
Phone: 202-502-7383
Email: ted.socha@ed.gov
RTI International
Melissa Cominole
Project Director, B&B:08/12
RTI International
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)990-8456
Email: mcominole@rti.org
Kristin Dudley
Research Programmer Analyst
RTI International
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)541-6855
Email: marvill@rti.org
Emily Forrest Cataldi
Research Education Analyst
RTI International
3916 78th Street
Urbandale, IA 50322
Phone: (919)597-5178
Email: ecataldi@rti.org
Natasha Janson
Research Education Analyst
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)316-3394
Email: njanson@rti.org
David Radwin
Senior Research Associate
RTI International
2150 Shattuck Avenue
Suite 800
Berkeley, CA 94704
Phone: (510)665-8274
Email: dradwin@rti.org
Bryan Shepherd
Research Education Analyst
RTI International
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)316-3482
Email: bshepherd@rti.org
Peter Siegel
Senior Statistician
RTI International
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)541-6348
Email: siegel@rti.org
Sandra Staklis
Senior Research Associate
RTI International
1618 SW First Avenue
Suite 300
Portland, OR 97201
Phone: (503)428-5676
Email: sstaklis@rti.org
Jennifer Wine
Senior Director, Program in Education Survey Design
RTI International
3040 East Cornwallis Road
P.O. Box 12194
Research Triangle Park, NC 27709
Phone: (919)541-6870
Email: jennifer@rti.org
Jennie Woo
Senior Research Associate
RTI International
2150 Shattuck Avenue
Suite 800
Berkeley, CA 94704
Phone: 510-665-8276
Email: jwoo@rti.org
Consultants
Sandy Baum
Consultant
George Washington University and Urban Institute
161 East Chicago Avenue
#45C
Chicago, IL 60611
Phone: (518)369-3774
Email: sbaum@email.gwu.edu
Alisa Cunningham
Consultant
Alisa Federico Cunningham, LLC
613 4th Street NW
Washington, DC 20002
Phone: (202)413-5381
Email: afc0029@yahoo.com
Stephen Porter
Professor
North Carolina State University
6416 Northwyck Place
Raleigh, NC 27609
Phone: (860)328-0154
Email: porterstephenr@gmail.com
The following organizations have confirmed that they have endorsed NPSAS:16 :
ACPA--College Student Educators Network International
American Association of Collegiate Registrars and Admissions Officers
American Association of Community Colleges
American Association of State Colleges and Universities
American Council On Education
Association for Institutional Research
Association of American Colleges and Universities
Association of Catholic Colleges and Universities
Association of Private Sector Colleges and Universities
Association of Public and Land-grant Universities
The Carnegie Foundation for the Advancement of Teaching
The College Board
Council of Graduate Schools
The Council of Independent Colleges
Hispanic Association of Colleges and Universities
Midwestern Higher Education Compact
NASPA-Student Affairs Administrators in Higher Education
National Association of College and University Business Officers
National Association of Independent Colleges and Universities
National Association of Student Financial Aid Administrators
New England Board of Higher Education
Southern Regional Education Board
State Higher Education Executive Officers
The United Negro College Fund
Western Interstate Commission for Higher Education
Linkages will be developed with existing data sources to supplement the 2015-16 National Postsecondary Student Aid Study (NPSAS:16) student data, during both the field test (2015) and full-scale (2016) collections. NCES recognizes the great value added to the NPSAS:16 data file with the addition of data from specific administrative data sources as certain data, such as specific financial aid amounts and associated dates, can only be accurately obtained from sources other than the student or parent. Our postsecondary studies, including previous NPSAS studies, Beginning Postsecondary Student (BPS), and Baccalaureate and Beyond (B&B), have included file merges with many existing sources of valuable data, including Department of Education’s (ED) Central Processing System (CPS) for Free Application for Federal Student Aid (FAFSA) data, the National Student Loan Data System (NSLDS), and ACT. For this study, we plan to perform file merges with the following datasets: CPS, NSLDS, ACT, SAT, and National Student Clearinghouse.
The Family Educational Rights and Privacy Act (FERPA) (34 CFR Part 99) allows the disclosure of information without prior consent for the purposes of NPSAS:16 according to the following excerpts: 34 CFR § 99.31 asks, “Under what conditions is prior consent not required to disclose information?” and explains in 34 CFR § 99.31(a) that “An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by §99.30 if the disclosure meets one or more” of several conditions. These conditions include, at 34 CFR § 99.31(a)(3):
The disclosure is, subject to the requirements of §99.35, to authorized representatives of--
(i) The Comptroller General of the United States;
(ii) The Attorney General of the United States;
(iii) The Secretary; or
(iv) State and local educational authorities.
NPSAS:16 is collecting data under the Secretary’s authority. Any personally identifiable information is collected with adherence to the security protocol detailed in 34 CFR § 99.35:
(a)(1) Authorized representatives of the officials or agencies headed by officials listed in §99.31(a)(3) may have access to education records in connection with an audit or evaluation of Federal or State supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs.
(2) The State or local educational authority or agency headed by an official listed in §99.31(a)(3) is responsible for using reasonable methods to ensure to the greatest extent practicable that any entity or individual designated as its authorized representative—
(i) Uses personally identifiable information only to carry out an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements related to these programs;
(ii) Protects the personally identifiable information from further disclosures or other uses, except as authorized in paragraph (b)(1) of this section; and
(iii) Destroys the personally identifiable information in accordance with the requirements of paragraphs (b) and (c) of this section.
(b) Information that is collected under paragraph (a) of this section must—
(1) Be protected in a manner that does not permit personal identification of individuals by anyone other than the State or local educational authority or agency headed by an official listed in §99.31(a)(3) and their authorized representatives, except that the State or local educational authority or agency headed by an official listed in §99.31(a)(3) may make further disclosures of personally identifiable information from education records on behalf of the educational agency or institution in accordance with the requirements of §99.33(b); and
(2) Be destroyed when no longer needed for the purposes listed in paragraph (a) of this section.
As part of initial sampling activities, we will ask participating institutions to provide SSNs for all students on their enrollment list. Having an initial list of all student SSNs minimizes the time and burden on both the institutions and the data collection contractor. Institutions will only have to provide one enrollment list; if the SSNs were provided only for those students selected, the institutions would have to provide two separate enrollment lists. Immediately after the student sample is selected, the SSNs for non-selected students will be securely discarded.
Secure Data Transfers. NCES has set up a secure data transfer system, using the NCES member site with Secure Sockets Layer (SSL) technology, described above. The contractor will use this electronic system for submitting data containing potentially identifying information (such as SSNs, names, and dates of birth of our sample members) along with their survey ID (not the same ID that is available on the restricted-use data). Before being transmitted, files will be encrypted using FIPS 140-2 validated encryption tools. Data will be received from the NCES system as well. The system requires that both parties to the transfer be registered users of the NCES Members Site and that their Members Site privileges be set to allow use of the secure data transfer service as described above. This process will be used for all file matching procedures described below, except in instances when the vendor already has a secure data transfer system in place.
File merges will be performed with the CPS data containing federal student aid application information by the data collection contractor. The merge with CPS can occur at any time for any number of cases, provided that the case has an apparently valid SSN associated with it. A file will be sent to CPS and in return a large data file containing all students who applied for federal aid will be received. The data collection contractor has programs and procedures in place to prepare and submit files according to rigorous CPS standards, and to receive and process data obtained from CPS.
A file will be electronically uploaded on the FAFSA secure web-site for matching which contains SSN and the first 2 letters of the sample member’s last name (but no other information). Access to the site for the upload is restricted to authorized users who are registered and provide identification/authentication information (SSN, DOB, and personal identification number [PIN]) to the FAFSA data site. The file is retrieved by the Central Processing System or CPS (the FAFSA contractor data system) for linkage. The linked file, containing student aid applications for matched records, is then made available to us only through a secure connection (EdConnect) which requires username and password. All CPS files will be processed, edited, and documented for inclusion on the analytic data files. All CPS files will be processed, edited, and documented for inclusion in the final restricted use file (RUF).
A file merge will be conducted by the data collection contractor with the NSLDS to collect federal loan and Pell grant data. The resulting file will contain cumulative amounts for each student’s entire postsecondary education enrollment. NCES has set up a secure data transfer system that uses their NCES member site and Secure Sockets Layer (SSL) technology. The system requires that both parties to the transfer be registered users of the NCES Members Site and that their Members Site privileges be set to allow use of the secure data transfer service. These privileges are set up and carefully controlled by the ED’s Institute of Education Sciences (IES) NCES Chief Technology Officer (CTO), a service designed by ED/NCES specifically for the secure transfer of electronic files containing personally identifying information (i.e., data protected under the Privacy Act or otherwise posing risk of disclosure), and can be used for NCES-to-Contractor; Contractor-to-Subcontractor; Subcontractor-to-Contractor; and Contractor-to-Other-Agency data transfers. The party uploading the information onto the secure server at NCES is responsible for deleting the file(s) after the successful transfer has been confirmed. Data transfers using this system will include notification to the ED/IES, the NCES CTO, and the NCES Deputy Commissioner as well as the ED/NCES project officer. The notification will include the names and affiliations of the parties in the data exchange/transfer and the nature and approximate size of the data to be transferred. Programs have been developed to create the files for the merge and also to read the data receive. All matching processes are initiated by the data collection staff providing a file with one record per sample member to be merged.
To obtain valuable admissions test data, a file merge will be performed with American College Testing (ACT) data by the data collection contractor. The approach for this file matching will be similar to those described in the sections on CPS and NSLDS file merging. This matching process has been used since NPSAS:96.
Matching of students to ACT requires Social Security number (SSN), name and date of birth to assist the data vendor in performing confirmatory data quality checks. This process will be initiated by providing a file with one record per SSN. The same procedures will be used as described above for the NSLDS linkage: creating a password-protected, encrypted file using FIPS 140-2 validated encryption tools; uploading the electronic file on the NCES server for pick-up by ACT. ACT will process the data on their database and provide the matched data on the NCES server for our secure download. This file merge will only be conducted during the full-scale study.
To obtain SAT data, a file merge will be performed with the College Board by the data collection contractor. Matching of students to SAT data requires Social Security number (SSN), name and date of birth to assist the data vendor in performing confirmatory data quality checks. This process will be initiated by providing a file with one record per SSN. The same procedures will be used as described above for the NSLDS linkage: creating a password-protected, encrypted file using FIPS 140-2 validated encryption tools; uploading the electronic file on the NCES server for pick-up by the College Board. The College Board will process the data on their database and provide the matched data on the NCES server for our secure download. This file merge will only be conducted during the full-scale study.
The National Student Clearinghouse will be used to obtain the Student Tracker data on institutions attended, enrollment dates, and degree completions for the NPSAS:16 sample.
The data collection contractor will first set up an account with the Clearinghouse which will enable sending and receiving of files securely over encrypted FTPS connections. The file containing sensitive student identifiers (name, date of birth, and Social Security number) will be encrypted using FIPS 140-2 validated encryption tools then submitted to the Clearinghouse using their secure FTP site. All files received by the Clearinghouse will be securely stored using FIPS 140-2 validated AES encryption, the US federal encryption standard. Matched files, containing data on enrollment dates, institution names, and degrees completed, will be returned to the data collection contractor using the same secure FTP site.
We propose to send files for matching after the student record abstractions are completed to ensure the availability of the maximum number of verified Social Security numbers and to facilitate the batch mode processing that is suitable to many of these resources. We may need to match to a source (for example, CPS or NSLDS) more than once.
The data from all of these sources, as allowed by the vendor, will be delivered for inclusion on the RUF and will be useful for creating derived variables. The derived variables will be available on PowerStats and QuickStats, and both direct-pull and derived variables will be documented thoroughly.
Data Security Requirements
Contractor shall use data supplied to them by Company for the specific purpose included in the corresponding Statements of Work only.
Contractor will protect all data supplied to them by Company as specifically stated in Exhibit C, below.
Unless otherwise agreed to, Contractor will promptly and properly destroy data supplied to them by Company upon the Statement of Work completion date.
EXHIBIT C
COMPANY INFORMATION SECURITY REQUIREMENTS
Definitions.
“Business Contact Information” is defined as name, job title, department name, company name, business telephone, business fax number, and business email address.
“COMPANY Confidential Information” as defined in the Agreement.
“Information Processing System(s)” is defined as the individual and collective electronic, mechanical, or software components of CONTRACTOR operations that store and/or process COMPANY Confidential Information.
“Information Security Event” is defined as any situation where COMPANY Confidential Information is lost; is subject to unauthorized or inappropriate access, use, or misuse; the security, confidentiality, or integrity of the information is compromised; or the availability of CONTRACTOR Information Processing Systems is compromised by external attack.
“Security Breach” is defined as an unauthorized access to CONTRACTOR’s facilities, Information Processing Systems or networks used to service, store, or access COMPANY Confidential Information, provided such unauthorized access exposes COMPANY Confidential Information or provided CONTRACTOR is required to report such unauthorized access to appropriate legal or regulatory agencies or affected COMPANY members.
“Industry best practice” is defined by the information security guidelines prepared by the PCI Security Standards Council and documented in the PCI DSS requirements as well as standards and guidelines prepared by the Federal Financial Institutions Examination Council (FFIEC)
Security and Confidentiality.
Before receiving, or continuing to receive, COMPANY Confidential Information, CONTRACTOR will implement and maintain an information security program that ensures: 1) COMPANY’s Confidential Information and CONTRACTOR’s Information Processing Systems are protected from internal and external security threats; and 2) that COMPANY Confidential Information is protected from unauthorized disclosure.
Security Policy.
Formal Security Policy. Consistent with the requirement of this Attachment, CONTRACTOR will create an information security policy that is approved by CONTRACTOR’s management, published and communicated to all CONTRACTOR’s employees. Such information security policy may be reviewed by COMPANY at CONTRACTOR’s place of business pursuant to confidentiality obligations.
Security Policy Review. CONTRACTOR will review the information security policy at planned intervals or if significant changes occur to ensure its continuing suitability, adequacy, and effectiveness.
Asset Management.
Asset Inventory. CONTRACTOR shall have the ability to identify the location of all CONTRACTOR Information Processing Systems and media containing COMPANY Confidential Information.
Acceptable Use. CONTRACTOR will implement rules for the acceptable use of information and assets which is no less restrictive than industry best practice and consistent with the requirements of this Attachment.
Equipment Use While on COMPANY Premises. While on COMPANY’s premises, CONTRACTOR will not connect hardware (physically or via a wireless connection) to COMPANY systems unless necessary for CONTRACTOR to perform Services under this Agreement. This hardware must be inspected / scanned by COMPANY before use.
Portable Devices. COMPANY Confidential Information, with the exception of Business Contact Information, may not be stored on portable devices including, but not limited to, laptops, external hard drives, Personal Digital Assistants, MP3 devices, and USB devices.
Personally-owned Equipment. COMPANY Confidential Information, with the exception of Business Contact Information, may not be stored on personally‑owned equipment.
Human Resources Security.
Security Awareness Training. Prior to CONTRACTOR employees receiving access to COMPANY Confidential Information, they will receive security awareness training appropriate to their job function. CONTRACTOR will also ensure that recurring security awareness training is performed.
Removal of access Rights. The access rights of all CONTRACTOR employees to CONTRACTOR Information Processing Systems or media containing COMPANY Confidential Information will be removed immediately upon termination of their employment, contract or agreement, or adjusted upon change.
Physical and Environmental Security.
Secure Areas. CONTRACTOR will secure all areas, including loading docks, holding areas, telecommunications areas, cabling areas and off-site areas that contain Information Processing Systems or media containing COMPANY Confidential Information by the use of appropriate security controls in order to ensure that only authorized personnel are allowed access and to prevent damage and interference. The following controls will be implemented:
Access will be controlled and restricted by use of a defined security perimeter, appropriate security barriers, entry controls and authentication controls. A record of all accesses will be securely maintained.
All personnel will be required to wear some form of visible identification to identify them as employees, contractors, visitors, et cetera.
Visitors to secure areas will be supervised, or cleared for non-escorted accessed via an appropriate background check. Their date and time of entry and departure will be recorded.
Environmental Security. CONTRACTOR will protect equipment from power failures and other disruptions caused by failures in supporting utilities.
Communications and Operations Management.
Protections Against Malicious Code. CONTRACTOR will implement detection, prevention, and recovery controls to protect against malicious software, which is no less than current industry best practice and perform appropriate employee training on the prevention and detection of malicious software.
Back-ups. CONTRACTOR will perform appropriate back-ups of CONTRACTOR Information Processing Systems and media containing COMPANY Confidential Information as required in order to ensure services and service levels described in this Statement of Work.
Media and Information Handling. CONTRACTOR will protect against unauthorized access or misuse of COMPANY Confidential Information contained on media by use of a media control management program and provide a copy of the program to COMPANY.
COMPANY input and result code data can be stored as Audit Data in a SQLServer table. All Audit Data on this SQLServer table can only be accessed for up to 180 days. After 180 days the Audit Data in the SQLServer table is automatically destroyed.
Media and Information Disposal. CONTRACTOR will securely and safely dispose of COMPANY Confidential Information that resides on media (including but not limited to hard copies, disks, CDs, DVDs, optical disks, USB devices, hard drives) upon the Statement of Work completion date using establishment of procedures to include, but not be limited to:
Disposing of COMPANY Confidential Information on mediaso that it is rendered unreadable or undecipherable, such as by burning, shredding, pulverizing or overwriting in compliance with DoD Standard 5220.22-M.
Maintaining a secured disposal log that provides an audit trail of disposal activities.
Purging COMPANY Confidential Information from all CONTRACTOR’s physical storage mediums (filing cabinets, drawers, et cetera.) and from all Information Processing Systems, including back-up systems, within thirty (30) days of the latest occurrence of following: upon termination of this agreement; or as soon as the COMPANY Confidential Information is no longer required to perform services under this Statement of Work.
Providing a Certificate of Destruction to COMPANY certifying that all COMPANY Confidential Information was purged. The certificate will be provided to COMPANY within ten (10) business days after the information was purged.
Exchange of Information. To protect confidentiality and integrity of COMPANY Confidential Information in transit, CONTRACTOR will:
Perform an inventory, analysis and risk assessment of all data exchange channels (including but not limited to FTP, HTTP, HTTPS, SMTP, modem, and fax) to identify and mitigate risks to COMPANY Confidential Information from these channels.
Monitor and inspect all data exchange channels to detect unauthorized information releases.
Ensure that appropriate security controls using approved data exchange channels are employed when exchanging COMPANY Confidential Information.
If COMPANY Confidential Information can only be sent to CONTRACTOR electronically, then CONTRACTOR must employ industry standard encryption security measures (minimum standard of NIST’s FIPS 140-2) to encrypt COMPANY Confidential Information prior to transmitting via the Internet. Otherwise, COMPANY Confidential Information can only be sent to CONTRACTOR using an encrypted (minimum standard NIST’s FIPS 140-2) CD-ROM sent via courier service with a tracking number.
Ensure that information (including persistent cookies) about COMPANY customers, members or employees is not harvested by CONTRACTOR web pages except for purposes of this Agreement.
Monitoring. To protect against unauthorized access or misuse of COMPANY Confidential Information residing on CONTRACTOR Information Processing Systems, CONTRACTOR will:
Employ current industry best practice security controls and tools to monitor Information Processing Systems and log user activities, exceptions, unauthorized information processing activities, suspicious activities and information security events. Logging facilities and log information will be protected against tampering and unauthorized access. Logs will be kept for at least 90 days.
Perform frequent reviews of logs and take necessary actions to protect against unauthorized access or misuse of COMPANY Confidential Information.
At COMPANY’s request, make logs available to COMPANY to assist in investigations of security breaches.
Comply with all relevant legal requirements applicable to monitoring and logging activities.
Ensure that the clocks of all relevant information processing systems are synchronized using a national or international time source.
Access Control.
User access Management. To protect against unauthorized access or misuse of COMPANY Confidential Information residing on CONTRACTOR Information Processing Systems, CONTRACTOR will:
Employ a formal user registration and de-registration procedure for granting and revoking access and access rights to all CONTRACTOR Information Processing Systems.
Employ a formal password management process.
Perform recurring reviews of users’ access and access rights to ensure that they are appropriate for the users’ role.
User Responsibilities. To protect against unauthorized access or misuse of COMPANY Confidential Information residing on CONTRACTOR Information Processing Systems, CONTRACTOR will:
Ensure that CONTRACTOR Information Processing Systems users follow current security practices in the selection and use of strong passwords.
Ensure that unattended equipment has appropriate protection to prohibit access and use by unauthorized individuals.
Ensure that COMPANY Confidential Information contained at workstations, including but not limited to paper and on display screens is protected from unauthorized access.
Network access Control. access to internal, external, and public network services that allow access to CONTRACTOR Information Processing Systems shall be controlled. CONTRACTOR will:
Ensure that current industry best practice standard authentication mechanisms for network users and equipment are in place and updated as necessary.
Ensure electronic perimeter controls are in place to protect CONTRACTOR Information Processing Systems from unauthorized access.
Ensure authentication methods are used to control access by remote users.
Ensure physical and logical access to diagnostic and configuration ports is controlled.
Operating System access Control. To protect against unauthorized access or misuse of COMPANY Confidential Information residing on CONTRACTOR Information Processing Systems, CONTRACTOR will:
Ensure that access to operating systems is controlled by a secure log-on procedure.
Ensure that CONTRACTOR Information Processing System users have a unique identifier (user ID).
Ensure that the use of utility programs that are capable of overriding system and application controls are highly restricted and tightly controlled.
Ensure that inactive sessions are shut down when technically possible after a defined period of inactivity.
Employ restrictions on connection times when technically possible to provide additional security for high risk applications.
Mobile Computing and Remote Working. To protect COMPANY Confidential Information residing on CONTRACTOR Information Processing Systems from the risks inherent in mobile computing and remote working, CONTRACTOR will:
Perform a risk assessment to identify and mitigate risks to COMPANY Confidential Information from residing on mobile computing and remote access systems.
Develop a policy, operational plans and procedures for managing mobile computing and remote access systems to ensure that COMPANY Confidential Information does not reside on or are used on these systems.
Information Systems Acquisition, Development and Maintenance.
Security of System Files. To protect CONTRACTOR Information Processing Systems and system files containing COMPANY Confidential Information, CONTRACTOR will ensure that access to source code is restricted to authorized users who have a direct need to know.
Security in Development and Support Processes. To protect CONTRACTOR Information Processing Systems and system files containing COMPANY Confidential Information, CONTRACTOR will:
Ensure that the implementation of changes is controlled by the use of formal change control procedures.
Employ industry best practice security controls to minimize information leakage.
Employ oversight quality controls and security management of outsourced software development.
Information Security Incident Management.
Reporting Information Security Events and Weaknesses. To protect CONTRACTOR Information Processing Systems and system files containing COMPANY Confidential Information, CONTRACTOR will, in the event that Contractor becomes aware of (or reasonably suspects) that any information and data obtained pursuant to the Services has been compromised in any manner, immediately notify Company via email or telephone call and follow-up on the incident in writing and provide all requested information about the event. For purposes of this obligation, “compromise” includes suspected or known incidents without limitation: (i) any unauthorized access to information and data obtained pursuant to the Services, (ii) any inadvertent disclosure of information and data obtained pursuant to the Services to any third party, (iii) any known or suspected misuse of information and data obtained pursuant to the Services by any person (even if such person was authorized to access such information or data), (iv) any suspected use of information and data obtained pursuant to the Services by any person outside of the scope of that person’s authority, and (v) any known or suspected alteration of information and data obtained pursuant to the Services other than as required or permitted by this Agreement.
Information Security Events and Security Breaches: Contractor shall
Implement a process to ensure that Information Security Events and Security Breaches are reported through appropriate management channels as quickly as possible.
Train all employees of information systems and services how to report any observed or suspected Information Security Events and Security Breaches.
Notify COMPANY by email (JDavis@RTI.org or by phone (800-334‑8571) immediately of all suspected Information Security Events and Security Breaches. Following any such event or breach, CONTRACTOR will promptly notify COMPANY as to the COMPANY Confidential Information affected and the details of the event or breach.
Business Continuity Management.
Business Continuity Management Program. In order to ensure services and service levels described in this agreement, CONTRACTOR will:
Develop and maintain a process for business continuity throughout the organization that addresses the information security requirements needed for the CONTRACTOR’s business continuity so that the provision of products and/or services provided under the Agreement to COMPANY is uninterrupted.
Identify events that can cause interruptions to business processes, along with the probability and impact of such interruptions and their consequences for information security.
Develop and implement plans to maintain or restore operations and ensure availability of information at the required level and in the required time scales following interruption to, or failure of, critical business processes and provide COMPANY a copy of the same.
Test and update Business Continuity Plans regularly to ensure that they are up‑to-date and effective.
Security Assessments.
Initial and Recurring Security Assessments. CONTRACTOR will permit COMPANY representatives to perform an on-site physical and logical Security Assessment of CONTRACTOR’s data processing and business facilities prior to the release of COMPANY Confidential Information and each year thereafter. Security Assessments will be performed during regular business hours, at a date and time agreed to by both parties, and will not require online access to CONTRACTOR’s Information Processing Systems.
Security Assessments Following Information Security Events and Security Breaches. Following the occurrence of an Information Security Event or Security Breach, CONTRACTOR will permit COMPANY representatives to perform an on-site physical and logical Security Assessment of CONTRACTOR’s data processing and business facilities to assess the impact of the event or breach even if a Security Assessment has been completed within the year.
Security Assessment Findings. Upon completion of a Security Assessment, COMPANY will provide CONTRACTOR with a Security Assessment completion letter that summarizes COMPANY’s Security Assessment findings. These findings may identify critical security deficiencies identified as “Mandatory” that require immediate correction before COMPANY can release, or continue to release, COMPANY Confidential Information to CONTRACTOR. CONTRACTOR will implement and continue to maintain all mutually agreed upon “Mandatory” security findings. If mutual agreement to “Mandatory” security findings cannot be reached, then these issues may be escalated using the dispute resolution provisions within this Agreement.
“NCES”, “ED”, and “EJ” publication numbers are indicated in parenthesis. Publications with an “NCES” number may be accessed from the National Center for Education Statistics (NCES) at http://nces.ed.gov. Publications with “ED” or “EJ” numbers are indexed in the Educational Resources Information Center (ERIC) at http://www.askeric.org.
Arranged alphabetically by study and year
Adelman, C. (2013). Searching for Our Lost Associate’s Degrees: Project Win-Win at the Finish Line. Washington, DC: Institute for Higher Education Policy.
Alliance for Excellent Education. (2013). Repairing a Broken System: Fixing Federal Student Aid. Washington, DC: Author.
Bailey, T. (2012). Developing Input-Adjusted Metrics of Community College Performance. Washington, DC: HCM Strategists, LLC.
Baum, S., Kurose, C., and Ma, J. (2013). How College Shapes Lives: Understanding the Issues. Washington, DC: College Board Advocacy & Policy Center.
Baum, S., Kurose, C., and McPherson, M. (2013). An Overview of American Higher Education. Postsecondary Education in the United States, 23(1): 17–40.
Baum, S., Ma, J., and Payea, K. (2013). Education Pays 2013: the Benefits of Higher Education for Individuals and Society. Washington, DC: College Board Advocacy & Policy Center.
Baum, S., and Schwartz, S. (2013). Student Aid, Student Behavior, and Educational Attainment. Washington, DC: George Washington University, Graduate School of Education and Human Development.
Baum, S., and Scott-Clayton, J. (2013). Redesigning the Pell Grant Program for the Twenty-First Century. Washington, DC: The Hamilton Project.
Belfield, C.R. (2013). Student Loans and Repayment Rates: The Role of For-Profit Colleges. Research in Higher Education, 54(1): 1–29.
Burd, S. (2013). Undermining Pell: How Colleges Compete for Wealthy Students and Leave the Low-Income Behind. Washington, DC: New America Foundation.
Carter, D.F., Locks, A.M., and Winkle-Wagner, R. (2013). From When and Where I Enter: Theoretical and Empirical Considerations of Minority Students’ Transition to College. Higher Education: Handbook of Theory and Research, 28: 93–149.
Center for Analysis of Postsecondary Education and Employment. (2013). For-Profit Colleges: Growth, Outcomes, Regulation. New York: Author.
Chen, X. (2013). STEM Attrition: College Students’ Paths into and out of STEM Fields (NCES 2014-001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Choitz, V., and Reimherr, P. (2013). Mind the Gap: High Unmet Financial Need Threatens Persistence and Completion for Low-Income Community College Students. Washington, DC: Center for Law and Social Policy, Inc.
College Board Advocacy and Policy Center. (2013). Rethinking Pell Grants. New York: Author.
Crisp, G., and Delgado, C. (2013). The Impact of Developmental Education on Community College Persistence and Vertical Transfer. Community College Review. Retrieved January 17, 2014, from http://crw.sagepub.com/content/early/2013/11/05/0091552113516488.abstract.
Dannenberg, M., and Voight, M. (2013). Doing Away With Debt: Using Existing Resources to Ensure College Affordability for Low and Middle-Income Families. Washington, DC: The Education Trust.
Daun-Barnett, N.J. (2013). Access to College: A Reconsideration of the National Education Longitudinal Study (NELS). Educational Policy, 27(1): 3–32.
Davidson, J.C. (2013). Increasing FAFSA Completion Rates: Research, Policies and Practice. Journal of Student Financial Aid, 43(1): 38–54.
Davidson, J.C. (2013). Why Community College Students are so Poor, but Only 16.9% Received Federal Pell Grants. Community College Journal of Research and Practice, 37(7): 503–513.
Day, A., Dworsky, A., and Feng, W. (2013, April). An Analysis of Foster Care Placement History and Post-Secondary Graduation Rates. Research in Higher Education Journal, 19: 1–17.
Deming,
D., Goldin, C., and Katz, L. (2013). For-Profit Colleges.
Postsecondary Education in the United
States, 23(1):
137–164.
Dillman, D.A., and House, C.C. (Eds.). (2013). Measuring What We Spend: Toward a New Consumer Expenditure Survey. Washington, DC: The National Academies Press.
Doyle, W.R. (2013). A New Partnership: Reshaping the Federal and State Commitment to Need-Based Aid. Washington, DC: The Committee for Economic Development.
Dynarski, S., and Kreisman, D. (2013). Loans for Educational Opportunity: Making Borrowing Work for Today’s Students. Washington, DC: The Hamilton Project.
Dynarski, S., and Scott-Clayton, J. (2013). Financial Aid Policy: Lessons From Research. NBER Working Paper 18710. Cambridge, MA: National Bureau of Economic Research.
Esen, E. (2013). Financial Aid and Student Persistence: A Review and Analysis of the Literature. Journal of Education Policy, Planning and Administration, 2(2): 107–116.
Flynn, D. (2013). Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter. Research in Higher Education. Retrieved January 17, 2014, from http://link.springer.com/article/10.1007/s11162-013-9321-8.
Gray, R., Vitak, J., Easton, E.W., and Ellison, N.B. (2013). Examining Social Adjustment to College in the Age of Social Media: Factors Influencing Successful Transitions and Persistence. Computers & Education, 67: 193–207.
Guzman, T. (2013). To Choose or Not to Choose: Federal Income Tax Credits and Deductions and College Choice Decisions. Research Paper No. 2013-01-01. Bloomington, IN: Indiana University - School of Public and Environmental Affairs.
Habersham, S.L. (2013). Dual Enrollment: An Analysis of Persistence, Ethnicity, and Gender. Unpublished dissertation, Capella University, Minneapolis. Retrieved January 27, 2014, from http://search.proquest.com/docview/1412677956.
Hamilton, D.W., and Torraco, R.J. (2013). Integrative Review of the Literature on Adults With Limited Education and Skills and the Implications for Human Resource Development. Human Resource Development. Retrieved July1, 2013, from Review http://hrd.sagepub.com/content/early/2013/01/23/1534484312471135.abstract.
Hamilton, L.T. (2013). More Is More or More Is Less? Parental Financial Investments During College. American Sociological Review, 78(1): 70–95.
HCM Strategists. (2013). The American Dream 2.0: How Financial Aid Can Help Improve College Access, Affordability, and Completion. Washington, DC: Author.
HCM Strategists. (2013). Doing Better for More Students: Putting Student Outcomes at the Center of Federal Financial Aid. Washington, DC: Author.
Hershbein, B., and Hollenbeck, K.M. (2013). The Distribution of College Graduate Debt, 1990 to 2008: A Decomposition Approach. Paper presented at the Conference on Student Loans, Kalamazoo, MI.
Huelsman, M., and Cunningham, A.F. (2013). Making Sense of the System: Financial Aid Reform for the 21st Century Student. Washington, DC: Institute for Higher Education Policy.
The Institute for College Access & Success. (2013). Aligning the Means and the Ends: How to Improve Federal Student Aid and Increase College Access and Success. White Paper. Washington, DC: Author.
The Institute for College Access & Success. (2013). Strengthening Cal Grants to Better Serve Today’s Students: Analysis and Recommendations. Washington, DC: Author.
Jackson, B.A., and Reynolds, J.R. (2013). The Price of Opportunity: Race, Student Loan Debt, and College Achievement. Sociological Inquiry, 83(2)
Karikari, J.A., and Dezhbakhsh, H. (2013). Are Selective Private and Public Colleges Affordable? Education Economics, 21(1): 60–78.
Kim, Y.M., and Cole, J.S. (2013). Student Veterans/Service Members’ Engagement in College and University Life and Education. Washington, DC: American Council on Education.
Kofoed, M.S. (2013). For-Profit and Traditional Colleges: Institutional Control, Financial Aid Allocation, and Net Costs. Athens, GA: University of Georgia, Department of Economics, Terry College of Business.
Kofoed, M.S. (2013). To Apply or Not to Apply: FAFSA Completion and Financial Aid Gaps. Athens, GA: University of Georgia, Department of Economics, Terry College of Business.
Lang, K., and Weinstein, R. (2013). The Wage Effects of Not-for-Profit and For-Profit Certifications: Better Data, Somewhat Different Results. NBER Working Paper Series. No. 19135. Cambridge, MA: National Bureau of Economic Research. Retrieved January 27, 2014, from http://www.nber.org/papers/w19135.
Lott II, J.L., Hernandez, J., King, J.P., Brown, T., and Fajardo, I. (2013). Public Versus Private Colleges: Political Participation of College Graduates. Research in Higher Education. Retrieved July1, 2013, from http://link.springer.com/article/10.1007/s11162-013-9301-z.
Lovenheim, M.F., and Owens, E.G. (2013). Does Federal Financial Aid Affect College Enrollment? Evidence From Drug Offenders and the Higher Education Act of 1998. NBER Working Paper No. 18749. Cambridge, MA: National Bureau of Economic Research.
Lynch, D. (2013). Does Diversity Matter? Evidence From the Relationship Between an Institution’s Diversity and the Salaries of Its Graduates. Columbia University, New York.
Mamiseishvili, K., and Deggs, D.M. (2013). Factors Affecting Persistence and Transfer of Low-Income Students at Public Two-Year Institutions. Journal of College Student Retention: Research, Theory and Practice, 15(3): 409–432.
McKinney, L., and Novak, H. (2013). The Relationship Between FAFSA Filing and Persistence Among First-Year Community College Students. Community College Review, 41(1): 63–85.
Mendoza, P. (2012). Should I Work or Should I Borrow? Counterfactual Analysis on the Effect of Working While Enrolled and Debt on Baccalaureate Completion. Journal of Student Financial Aid, 42(2): 25–59.
Mishory, J., and O'Sullivan, R. (2012). The Student Perspective on Federal Financial Aid Reform. Washington, DC: Young Invincibles.
Montgomerie, J. (2013). America’s Debt Safety-Net. Public Administration: An International Quarterly. Retrieved July1, 2013, from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9299.2012.02094.x/abstract.
Okahana, H. (2013). Shifting Demand or Just Moving Price?: A Multi-Level Analysis of Student Price Demand for College Education and State Policy Preferences. Unpublished dissertation, University of California, Los Angeles. Retrieved January 27, 2014, from http://search.proquest.com/docview/1371028120.
Pontes, M.C.F., and Pontes, N.M.H. (2013). Undergraduate Students’ Preferences for Distance Education by Field of Study. Online Journal of Distance Learning Administration, 16(4). Retrieved January 17, 2014, from http://www.westga.edu/~distance/ojdla/winter164/pontes_pontes164.html.
Radey, M., and Cheatham, L.P. (2013). Do Single Mothers Take Their Share?: FAFSA Completion Among Aid-Eligible Female Students. Journal of Diversity in Higher Education, 6(4): 261–275.
Radwin, D., and Matthews, M. (2013). Characteristics of Certificate Completers with Their Time to Certificate and Labor Market Outcomes (NCES 2013-157). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Radwin, D., Wine, J., Siegel, P., Bryan, M., and Hunt-White, T. (2013). 2011-12 National Postsecondary Student Aid Study (NPSAS:12): Student Financial Aid Estimates for 2011-12 (NCES 2013-165). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Reed, M., and Cochrane, D. (2013). Student Debt and the Class of 2012. Washington, DC: The Institute for College Access & Success.
Reimherr, P., Harmon, T., Strawn, J., and Choitz, V. (2013). Reforming Student Aid: How to Simplify Tax Aid and Use Performance Metrics to Improve College Choices and Completion. Washington, DC: Center for Law and Social Policy, Inc.
Ross, P. (2013). Community College Pathways: A Narrative Inquiry with One Student. Open Access Theses and Dissertations from the College of Education and Human Sciences. Document 199. Lincoln, NE: University of Nebraska—Lincoln.
Ruot, B. (2013). An Investigation of the Six-Year Persistence/Attainment of Independent Students and Students Beginning in Community Colleges, 2003–04 – 2008–09: A Closer Look at Academic and Social Integration Factors. Unpublished dissertation, University at Buffalo, State University of New York. Retrieved January 27, 2014, from http://search.proquest.com/docview/1413329202.
Santiago, D.A. (2013). Using a Latino Lens to Reimagine Aid Design and Delivery. White Paper. Washington, DC: Excelencia in Education.
Santos, J.L., and Sáenz, V.B. (2013). In the Eye of the Perfect Storm: The Convergence of Policy and Latina/o Trends in Access and Financial Concerns, 1975–2008. Educational Policy. Retrieved July1, 2013, from http://epx.sagepub.com/content/early/2013/02/05/0895904812465111.abstract.
Shaw, S.F., and Dukes III, L.L. (2013). Transition to Postsecondary Education: A Call for Evidence-Based Practice. Career Development and Transition for Exceptional Individuals, 36(1): 51–57.
Simone, S., Radwin, D., Wine, J., Siegel, P., Bryan, M., and Hunt-White, T. (2013). 2011-12 National Postsecondary Student Aid Study (NPSAS:12). Price Estimates for Attending Postsecondary Education Institutions (NCES 2014-166). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Smith, K., and Read, K. (2013). Student Characteristics and Summer Enrollment: A Comparison of Earlier Research With Findings From Nationally Representative Data. Summer Academe, 7: 1–19.
Sparks, D., and Malkus, N. (2013). First-Year Undergraduate Remedial Coursetaking: 1999–2000, 2003–04, 2007–08 (NCES 2013-013). National Center Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Staklis, S., Henke, R., and Soldner, M. (2013). Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year after Graduation (NCES 2014-002). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Stange, K.M. (2013). Differential Pricing in Undergraduate Education: Effects on Degree Production by Field. NBER Working Paper Series. No. 19183. Cambridge, MA: National Bureau of Economic Research. Retrieved January 17, 2014, from http://www.nber.org/papers/w19183.
Turner, L.J. (2013). Rethinking Institutional Aid: Implications for Affordability, Access, and the Effectiveness of Federal Student Aid. Washington, DC: American Enterprise Institute for Public Policy Research.
Wang, X., and Wickersham, K. (2013). Postsecondary Co-Enrollment and Baccalaureate Completion: A Look at Both Beginning 4-Year College Students and Baccalaureate Aspirants Beginning at Community Colleges. Research in Higher Education. Retrieved January 17, 2014, from http://link.springer.com/article/10.1007/s11162-013-9317-4#.
Wei, C.C., and Horn, L. (2013). Federal Student Loan Debt Burden of Noncompleters (NCES 2013-155). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Wells, R.S., and Lynch, C.M. (2013). Volunteering for College? Potential Implications of Financial Aid Tax Credits Rewarding Community Service. Educational Policy. Retrieved July1, 2013, from http://epx.sagepub.com/content/early/2013/02/13/0895904813475707.abstract.
Woo, J.H. (2013). Degrees of Debt. Student Borrowing and Loan Repayment of Bachelor’s Degree Recipients 1 Year after Graduating: 1994, 2001, 2009 (NCES 2014-011). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Wood, J.L. (2013). The Same…But Different: Examining Background Characteristics among Black Males in Public Two-Year Colleges. The Journal of Negro Education, 82(1): 47–61.
Wood, J.L., and Palmer, R.T. (2013). Understanding the Personal Goals of Black Male Community College Students: Facilitating Academic and Psychosocial Development. Journal of African American Studies, 17(2): 222–241.
Zeiser, K.L., Kirshstein, R.J., and Tanenbaum, C. (2013). The Price of a Science PhD: Variations in Student Debt Levels Across Disciplines and Race/Ethnicity. Washington, DC: Center for STEM Education & Innovation at American Institutes for Research.
Zhan, M., and Xiang, X. (2013). An Event History Analysis of Education Loans and College Graduation: A Focus on Differences by Race and Ethnicity. CSD Working Papers. No. 13-35. St. Louis: Washington University in Saint Louis, Center for Social Development.
Zhukov, B.A. (2013). Measuring College Price Indices. Raleigh, NC: North Carolina State University, Department of Economics.
Amuedo-Dorantes, C., and Sparber, C. (2012). In-State Tuition for Undocumented Immigrants and Its Impact on College Enrollment, Tuition Costs, Student Financial Aid, and Indebtedness. Discussion Paper No. 6857. Institute for the Study of Labor (IZA).
Avery, C., and Turner, S. (2012). Student Loans: Do College Students Borrow Too Much — Or Not Enough? Journal of Economic Perspectives, 26(1): 165–192.
Dynarski, S., and Wiederspan, M. (2012). Student Aid Simplification: Looking Back and Looking Ahead. Working Paper 17834. Cambridge, MA: National Bureau of Economic Research.
Flowers, L.O., White, E.N., James E. Raynor, J., and Bhattacharya, S. (2012). African American Students’ Participation in Online Distance Education in STEM Disciplines: Implications for HBCUs. SAGE Open, 2(2).
Gilpin, G.A. (2012). Teacher Salaries and Teacher Aptitude: An Analysis Using Quantile Regressions. Economics of Education Review, 31(3): 15–29.
Kim, J. (2012). Exploring the Relationship Between State Financial Aid Policy and Postsecondary Enrollment Choices: A Focus on Income and Race Differences. Research in Higher Education, 53(2): 123–151.
Melguizo, T., and Chung, A. (2012). College Aid Policy and Competition for Diversity. The Review of Higher Education, 35(3): 403–430.
Metcalfe, Y. (2012). A Logistic Regression and Discriminant Function Analysis of Enrollment Characteristics of Student Veterans With and Without Disabilities. Dissertation. Virginia Commonwealth University.
Mullin, C.M. (2012). It’s a Matter of Time: Low-Income Students and Community Colleges. AACC Policy Brief 2012-02PBL. Washington, DC: American Association of Community Colleges.
Pender, M., Hurwitz, M., Smith, J., and Howell, J. (2012). College Choice: Informing Students’ Trade-Offs Between Institutional Price and College Completion. Policy Brief. College Board Advocacy & Policy Center.
Pontes, M.C.F., and Pontes, N.M.H. (2012). Enrollment in Distance Education Classes in 2008 is Associated with Fewer Enrollment Gaps Among Independent Undergraduate Students in the US. Journal of Asynchronous Learning Networks, 16(1): 79–89.
Reeves, T.J., Miller, L.A., and Rouse, R.A. (2011). Reality Check: A Vital Update to the Landmark 2002 NCES Study of Nontraditional College Students. Apollo Research Institute.
Schmitt, J., and Boushey, H. (2012). Why Don’t More Young People Go to College? Challenge, 55(4): 78–93.
Scott-Clayton, J. (2012). What Explains Trends in Labor Supply Among U.S. Undergraduates, 1970–2009? NBER Working Paper No. 17744. Cambridge, MA: National Bureau of Economic Research.
Shuster, K. (2012). Re-Examining Exit Exams: New Evidence From the Education Longitudinal Study of 2002. Education Policy Analysis Archives, 20(3): 1–35.
Soldner, M., Wine, J., and Janson, N. (2012). Developing a Multi-Mode, Longitudinal Study to Understand College Student Outcomes Using Becker’s Human Capital Framework. National Center for Education Statistics and RTI International.
Staklis, S., and Horn, L. (2012). New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates (NCES 2012-213). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Turner, L.J. (2012). “Essays in Applied Microeconomics.” Ph.D. Dissertation. Columbia University.
Wood, J.L. (2012). Examining Academic Variables Affecting the Persistence and Attainment of Black Male Collegians: A Focus on Academic Performance and Integration in the Two-Year College. Race, Ethnicity, and Education, 15(1): 1–22.
Wood, J.L., and Essien-Wood, I. (2012). Capital Identity Projection: Understanding the Psychosocial Effects of Capitalism on Black Male Community College Students. Journal of Economic Psychology, 33: 984–995.
Young, J.W., Lakin, J., Courtney, R., and Martiniello, M. (2012). Advancing the Quality and Equity of Education for Latino Students: A White Paper. Princeton, New Jersey: Educational Testing Service.
Zarifa, D. (2012). Higher Education Expansion, Social Background, and College Selectivity in the United States. International Journal of Sociology of Education, 1(3): 263–291.
Alon, S. (2011). Who Benefits Most From Financial Aid? The Heterogeneous Effect of Need-Based Grants on Students’ College Persistence. Social Science Quarterly, 92(3): 807–829.
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Bailey, T., Jenkins, D., and Leinbach, T. (2005). What We Know About Community College Low-Income and Minority Student Outcomes: Descriptive Statistics From National Surveys. New York: Community College Research Center.
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Leppel, K. (2005). College Persistence and Student Attitudes Toward Financial Success. College Student Journal, 39(2): 223–241.
Lohfink, M.M., and Paulsen, M.B. (2005). Comparing the Determinants of Persistence for First-Generation and Continuing-Generation Students. Journal of College Student Development, 46(4): 409–428.
Peter, K., and Cataldi, E. (2005). The Road Less Traveled? Students Who Enroll in Multiple Institutions (NCES 2005-157). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Peter, K., and Horn, L. (2005). Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time (NCES 2005-169). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Schuetz, P. (2005). UCLA Community College Review: Campus Environment: A Missing Link in Studies of Community College Attrition. Community College Review, 32(4): 60–80.
Bauer, C.J. (2004). The Nexus Between Community College Choice and Student Persistence. Unpublished Ph.D. dissertation, University of Missouri, Saint Louis.
Borden, V.M.H. (2004). Accommodating Student Swirl: When Traditional Students are no Longer the Tradition. Change, 36(2): 10–17.
Boswell, K. (2004). Bridges or Barriers? Public Policy and the Community College Transfer Function. Change, 36(6): 22–29.
Brothen, T., and Wambach, C.A. (2004). Refocusing Developmental Education. Journal of Developmental Education, 28(2): 16–33.
Duggan, M.B. (2004). E-Mail as Social Capital and Its Impact on First-Year Persistence of 4-Year College Students. Journal of College Student Retention Research Theory and Practice, 6(2): 169–189.
Ferris, E., Finster, M., and McDonald, D. (2004). Academic Fit of Student-Athletes: An Analysis of NCAA Division IA Graduation Rates. Research in Higher Education, 45(6): 555–575.
Hahs-Vaughn, D. (2004). The Impact of Parents’ Education Level on College Students: An Analysis Using the Beginning Postsecondary Students Longitudinal Study 1990–92/94. Journal of College Student Development, 45(5): 483–500.
Horn, L., and Berger, R. (2004). College Persistence on the Rise? Changes in 5-Year Degree Completion and Postsecondary Persistence Rates Between 1994 and 2000 (NCES 2005-156). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Kane, M.A., Beals, C., Valeau, E.J., and Johnson, M.J. (2004). Fostering Success Among Traditionally Underrepresented Student Groups: Hartnell College’s Approach to Implementation of the Math, Engineering, and Science Achievement (MESA) Program. Community College Journal of Research and Practice, 28(1): 17–26.
Kim, M.H. (2004). The Determinants of Institutional Financial Aid and its Effect on Degree Completion: The Difference Between Students at Public and Private Four-Year Institutions. Unpublished Ph.D. dissertation, Columbia University.
Long, A.C. (2004). Community College Attrition of GED Certificate Holders and Regular High School Graduates: A Comparative Study Using National BPS Data. Unpublished Ph.D. dissertation, Oregon State University.
Pascarella, E.T. (2004). First-Generation College Students: Additional Evidence on College Experiences and Outcomes. The Journal of Higher Education, 75(3): 249–284.
Pascarella, E.T. (2004). The Role of Race in the Development of Plans for a Graduate Degree. The Review of Higher Education, 27(3): 299–320.
Persell, C.H., and Wenglinsky, H. (2004). For-Profit Post-Secondary Education and Civic Engagement. Higher Education, 47(2): 337–360.
Saunders, K.P. (2004). Degree Attainment of Low-Socioeconomic Status Students: Structural Equation Modeling Test of an Elaborated Theory of Socialization. Unpublished Ph.D. dissertation, Iowa State University.
Wassmer, R., Moore, C., and Shulock, N. (2004). Effect of Racial/Ethnic Composition on Transfer Rates in Community Colleges: Implications for Policy and Practice. Research in Higher Education, 45(6): 651–672.
Alfonso, M., Bailey, T.R., and Scott, M. (2003). The Educational Outcomes of Occupational Sub-Baccalaureate Students: Evidence From the 1990s. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Ashby, C.M. (2003). College Completion: Additional Efforts Could Help Education With its Completion Goal (GAO-03-568). Washington, DC: United States General Accounting Office.
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Berkner, L., He, S., and Cataldi, E.F. (2003). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Six Years Later. Education Statistics Quarterly, 5(1): 62–67.
Freeman, T.L. (2003). Theoretical Model for Studying Year-to-Year Persistence of Two-Year College Students by Ethnicity Using the Beginning Postsecondary Students Longitudinal Study, 1996–1998. Unpublished Ph.D. dissertation, University of Missouri, Saint Louis.
Hahs, D.L. (2003). The Utilization of Sample Weights in Structural Equation Modeling: An Application Using the Beginning Postsecondary Students Longitudinal Study 1990/92/94. Unpublished Ph.D. dissertation, University of Alabama.
Hoachlander, G., Sikora, A.C., and Horn, L. (2003). Community College Students: Goals, Academic Preparation, and Outcomes (NCES 2003-164). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Horn, L., and Berker, A. (2003). Work First, Study Second: Adult Undergraduates Who Combine Employment and Postsecondary Enrollment (NCES 2003-167). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Horn, L., and Peter, K. (2003). What Colleges Contribute: Institutional Aid to Full-time Undergraduates Attending 4-Year Colleges and Universities (NCES 2003-157). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Kim, D. (2003). Multilevel Analysis of the Effect of Loans on Degree Attainment: Differences by Race, SES, and College Characteristics. Unpublished Ph.D. dissertation, University of California, Los Angeles.
O'Toole, D.M., Stratton, L.S., and Wetzel, J.N. (2003). A Longitudinal Analysis of the Frequency of Part-Time Enrollment and the Persistence of Students Who Enroll Part Time. Research in Higher Education, 44(5): 519–537.
Perez, N.M. (2003). Factors Associated With the College Success of Hispanic Women: A Mixed Methods Investigation. Unpublished Ed.D. dissertation, Texas A&M University, Corpus Christi.
Rosenfield, E.D. (2003). A Demographic Profile of Single-Mother College Students and an Examination of Factors That Influence Their Persistence. Unpublished Ed.D. dissertation, University of Rochester.
Titus, M.A. (2003). An Examination of the Influence of Institutional Context on Persistence at Four-Year Colleges and Universities: A Multilevel Approach. Unpublished Ph.D. dissertation, University of Maryland, College Park.
Yang, P. (2003). Do Institutional Characteristics Matter in Two- to Four-Year Transfer? Paper presented at the Annual Meeting of the Council for the Study of Community Colleges, Dallas, TX.
Berkner, L., He, S., and Cataldi, E.F. (2002). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Six Years Later (NCES 2003-151). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Blecher, L., Michael, W.B., and Hagedorn, L.S. (2002). Factors Related to the “System” Persistence of Students Seeking the Bachelor’s Degree at Four-Year Institutions. Paper presented at the Annual Meeting of the North East Association for Institutional Research, New Orleans, LA.
Bradburn, E. (2002). Short-Term Enrollment in Postsecondary Education: Student Background and Institutional Differences in Reasons for Early Departure, 1996–98 (NCES 2003-153). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Choy, S. (2002). Nontraditional Undergraduates: Findings From The Condition of Education, 2002 (NCES 2002-012). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Choy, S.P. (2002). Access & Persistence: Findings From 10 Years of Longitudinal Research on Students. Washington, DC: Center for Policy Analysis, American Council on Education.
Duggan, M.B. (2002). The Effect of Social Capital on the First-Year Persistence of First Generation College Students. Unpublished Ph.D. dissertation, University of Massachusetts, Boston.
Hudson, L., and Hurst, D. (2002). The Persistence of Employees Who Pursue College Study (NCES 2002-118). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Hudson, L., and Hurst, D. (2002). The Persistence of Employees Who Pursue Postsecondary Study. Education Statistics Quarterly, 4(1): 33–36.
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Pearson, A.F. (2002). Gendered Organizations: Academic and Social Integration of Females in Engineering and Science Programs. Paper presented at the Southern Sociological Society.
Sherlin, J.H., Jr. (2002). Understanding the System Persistence of First-Generation Students Through Path Modeling. Unpublished Ph.D. dissertation, University of Maryland, College Park.
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Wine, J.S., Heuer, R.E., Wheeless, S.C., Francis, T.L., and Dudley, K.M. (2002). Beginning Postsecondary Students Longitudinal Study: 1996–2001 (BPS:1996/2001) Methodology Report (NCES 2002-171). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Wine, J.S., Heuer, R.E., Wheeless, S.C., Francis, T.L., Franklin, J.W., and Dudley, K.M. (2002). Beginning Postsecondary Students Longitudinal Study: 1996–2001 (BPS:1996/2001) Methodology Report. Education Statistics Quarterly, 4(3): 147–149.
Bradburn, E.M., Hurst, D.G., and Peng, S. (2001). Community College Transfer Rates to 4-Year Institutions Using Alternative Definitions of Transfer (NCES 2001-197 ). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Choy, S.P. (2001). Findings From the Condition of Education 2001: Students Whose Parents Did Not Go to College (NCES 2001126). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Duggan, M. (2001). Factors Influencing the First-Year Persistence of First Generation College Students. Paper presented at the Annual Meeting of the North East Association for Institutional Research, Cambridge, MA.
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Leppel, K., Williams, M.L., and Waldauer, C. (2001). The Impact of Parental Occupation and Socioeconomic Status on Choice of College Major. Journal of Family & Economic Issues, 22(4): 373–394.
Stratton, L.S., O’Toole, D.M., and Wetzel, J.N. (2001). Factors Affecting Part-Time College Enrollment Within the First Year. AIR 2001 Annual Forum Paper. Paper presented at the Annual Meeting of the Association for Institutional Research, Long Beach, CA.
Teng, L.Y., Morgan, G.A., and Anderson, S.K. (2001). Career Development Among Ethnic and Age Groups of Community College Students. Journal of Career Development 28(2): 115–127.
Warburton, E.C., Bugarin, R., and Nuñez, A. (2001). Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students (NCES 2001-153). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Wine, J.S., Heuer, R.E., Link, M.W., Whitmore, R.W., and Francis, T.L. (2001). Beginning Postsecondary Students Longitudinal Study: 1996–2001 (BPS:1996/2001) Field Test Methodology Report (NCES 2001-04). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Ariguzo, G.C. (2000). An Examination of the Effects of the Federal College Work-Study Program on Minority Students’ Persistence, Academic Performance, and Graduation Rates: Based on the NCES 1990/94 Beginning Postsecondary Longitudinal Study; a Dissertation. Boston: University of Massaachusetts Boston.
Berkner, L., Horn, L., and Clune, M. (2000). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Three Years Later, With an Essay on Students Who Started at Less-Than-4-Year Institutions (NCES 2000-154). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Boyles, L.W. (2000). Exploration of a Retention Model for Community College Students. Unpublished Ph.D. dissertation, The University of North Carolina at Greensboro.
Byun, K. (2000). A Study on the Applicability of Bean and Metzner’s Nontraditional Student Attrition Model for Older Students Using Four Different Measures of Persistence. Unpublished Ph.D. dissertation, University of Oregon.
Chae, J. (2000). Student Departure From United States Community Colleges: A Competing Risks Survival Analysis. Unpublished Ph.D. dissertation, Harvard University.
Choy, S.P. (2000). Low-Income Students: Who They Are and How They Pay for Their Education (NCES 2000-169). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Huang, G., Taddese, N., and Walter, E. (2000). Entry and Persistence of Women and Minorities in College Science and Engineering Education (NCES 2000-161). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Hurst, D., and Smerdon, B. (2000). Postsecondary Students With Disabilities: Enrollment, Services, and Persistence (NCES 2000-092). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
Ishitani, T.T. (2000). An Application of Event History Modeling to Assessing Student Dropout Behavior: A National Data Approach. Unpublished Ph.D. dissertation, The University of Iowa.
Levesque, K., Lauen, D., Teitelbaum, P., Alt, M., and Librera, S. (2000). Vocational Education in the United States: Toward the Year 2000 (NCES 2000-029). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
U.S. Department of Education, National Center for Education Statistics. (2000). The Condition of Education 2000, Indicator 51, Learning Opportunities: Student Satisfaction With Instruction (NCES 2000-062). Author. Washington, DC.
U.S. Department of Education, National Center for Education Statistics. (2000). The Condition of Education 2000. Postsecondary Persistence and Progress: Persistence Toward a Bachelor’s Degree (NCES 2000-062). Author. Washington, DC.
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Choy, S.P. (1999). College Access and Affordability (NCES 1999-108). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
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Kaufman, P., and Chen, X. (1999). Projected Postsecondary Outcomes of 1992 High School Graduates (NCES 1999-15). National Center for Education Statistics, U.S. Department of Education. Washington, DC.
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| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | «FirstName» «LastName» |
| Author | Janet Austin |
| File Modified | 0000-00-00 |
| File Created | 2021-01-25 |