This document provides a summary of data analysis conducted for the NC Association of Community College Presidents on residency determinations. It finds that the most common points where students stop completing the online residency interview without finishing are questions about dependency status. It also analyzes demographics of non-completers and common data points for students receiving resident and non-resident classifications. The analysis will be used to identify ways to simplify questions and reduce non-completion rates.
The Ottawa County Youth Assessment Surveys monitor the prevalence of youth health risk behaviors. The purposes are to monitor trends and to provide information so local agencies and schools can focus programs and policies to reduce behaviors that contribute most to the leading causes of mortality and morbidity.
The epidemiology workgroup aims to assess drug abuse patterns, trends, and emerging problems in order to reduce substance abuse and related consequences in communities. The group is charged with four core tasks: identifying drug abuse patterns and changes over time, detecting emerging substances, and communicating findings. The workgroup meets to discuss available data repositories and indicators that can help assess substance abuse issues.
2019 Niche College Applicant Survey of Student Confidence and ConcernsWill Patch
The modal student surveyed was a white, female, suburban public high school student with a GPA between 3.5-3.9 from a household earning $75k-$149k annually. Her biggest challenges were managing application deadlines and materials. She applied to and was accepted by her first choice institution, and feels confident about her opportunities for success but less confident about affording college. While student confidence in their choices was high, concerns existed regarding affordability. The majority of students faced challenges with college costs and application burdens. [/SUMMARY]
Students in higher education are at a higher risk to miss participation in private or institutionorganized physical activities, and this can be reflected badly on their academic performance and future social and physical wellbeing. The current study aimed to identify the barriers hindering the sports participation among sports participants and non-participants in higher education in the UAE. The study demonstrated that both participants and non-participants are significantly affected by several barriers which are lack of facilities, frequent sickness, social and culture barriers, lack of interest, diseases and disabilities, lack of time, peer pressure, shortage of qualified trainers, and overload of study work and lack of transportation. This study provides important data to decision makers about the barriers that hinder sports participation and help them to find solutions in order to improve students’ involvement in physical education and sports in the higher education level in the UAE
Behind Bars II: Substance Use and America’s Prison PopulationCenter on Addiction
The document is a report by CASAColumbia that analyzes substance use among America's prison population. Some key findings are that in 2006, 85% of inmates were substance-involved, 65% met criteria for substance use disorders, and only 11% received treatment. Failure to treat addiction increases crime and government costs. The growth in the substance-involved inmate population from 1996 to 2006 increased faster than the general US and total inmate populations.
Measuring quality of life of older people Lessons from the analysis of nation...HelpAge International
This document summarizes a presentation on analyzing quality of life for older people using national datasets in Asia. It discusses the context of rapid population aging globally and in countries like Bangladesh, China, India, and Pakistan. The presentation describes an ESRC-SDAI project that analyzed these datasets to understand quality of life domains like income, health, and engagement. Key findings showed rural-urban differences in China and the importance of social engagement and housing for well-being in both China and India. It identifies gaps in data for Bangladesh and Pakistan and provides recommendations like conducting specialized surveys on older adults and collecting data on age-friendly environments and human rights.
Measuring Wellbeing and Quality of Life of Older Persons from Surveys in Deve...HelpAge International
This document summarizes the availability and gaps in survey data on measuring wellbeing and quality of life for older persons in developing Asia. It examines data from 25 low and middle income countries in the region. Representative ageing surveys that focus specifically on older persons provide the most detailed information, but less than half of the countries analyzed have conducted such surveys. Key gaps identified are a lack of health data like biomarkers and a lack of information about familial support systems. Available data prioritizes socioeconomic status over health conditions and does not capture reciprocity within family support.
Burmese Migrant Maternal & Child Health SurveyZurine
This research project aims to investigate the maternal and child health conditions of Burmese migrant workers in south Thailand. The topics covered include data, knowledge and understanding about Demographics, Home and Environment, Child Birth and Children’s Health, Nutrition and Family Planning/ HIV.
The Ottawa County Youth Assessment Surveys monitor the prevalence of youth health risk behaviors. The purposes are to monitor trends and to provide information so local agencies and schools can focus programs and policies to reduce behaviors that contribute most to the leading causes of mortality and morbidity.
The epidemiology workgroup aims to assess drug abuse patterns, trends, and emerging problems in order to reduce substance abuse and related consequences in communities. The group is charged with four core tasks: identifying drug abuse patterns and changes over time, detecting emerging substances, and communicating findings. The workgroup meets to discuss available data repositories and indicators that can help assess substance abuse issues.
2019 Niche College Applicant Survey of Student Confidence and ConcernsWill Patch
The modal student surveyed was a white, female, suburban public high school student with a GPA between 3.5-3.9 from a household earning $75k-$149k annually. Her biggest challenges were managing application deadlines and materials. She applied to and was accepted by her first choice institution, and feels confident about her opportunities for success but less confident about affording college. While student confidence in their choices was high, concerns existed regarding affordability. The majority of students faced challenges with college costs and application burdens. [/SUMMARY]
Students in higher education are at a higher risk to miss participation in private or institutionorganized physical activities, and this can be reflected badly on their academic performance and future social and physical wellbeing. The current study aimed to identify the barriers hindering the sports participation among sports participants and non-participants in higher education in the UAE. The study demonstrated that both participants and non-participants are significantly affected by several barriers which are lack of facilities, frequent sickness, social and culture barriers, lack of interest, diseases and disabilities, lack of time, peer pressure, shortage of qualified trainers, and overload of study work and lack of transportation. This study provides important data to decision makers about the barriers that hinder sports participation and help them to find solutions in order to improve students’ involvement in physical education and sports in the higher education level in the UAE
Behind Bars II: Substance Use and America’s Prison PopulationCenter on Addiction
The document is a report by CASAColumbia that analyzes substance use among America's prison population. Some key findings are that in 2006, 85% of inmates were substance-involved, 65% met criteria for substance use disorders, and only 11% received treatment. Failure to treat addiction increases crime and government costs. The growth in the substance-involved inmate population from 1996 to 2006 increased faster than the general US and total inmate populations.
Measuring quality of life of older people Lessons from the analysis of nation...HelpAge International
This document summarizes a presentation on analyzing quality of life for older people using national datasets in Asia. It discusses the context of rapid population aging globally and in countries like Bangladesh, China, India, and Pakistan. The presentation describes an ESRC-SDAI project that analyzed these datasets to understand quality of life domains like income, health, and engagement. Key findings showed rural-urban differences in China and the importance of social engagement and housing for well-being in both China and India. It identifies gaps in data for Bangladesh and Pakistan and provides recommendations like conducting specialized surveys on older adults and collecting data on age-friendly environments and human rights.
Measuring Wellbeing and Quality of Life of Older Persons from Surveys in Deve...HelpAge International
This document summarizes the availability and gaps in survey data on measuring wellbeing and quality of life for older persons in developing Asia. It examines data from 25 low and middle income countries in the region. Representative ageing surveys that focus specifically on older persons provide the most detailed information, but less than half of the countries analyzed have conducted such surveys. Key gaps identified are a lack of health data like biomarkers and a lack of information about familial support systems. Available data prioritizes socioeconomic status over health conditions and does not capture reciprocity within family support.
Burmese Migrant Maternal & Child Health SurveyZurine
This research project aims to investigate the maternal and child health conditions of Burmese migrant workers in south Thailand. The topics covered include data, knowledge and understanding about Demographics, Home and Environment, Child Birth and Children’s Health, Nutrition and Family Planning/ HIV.
Voter Perceptions: Common Core State Standards and AssessmentsAchieve, Inc.
On February 25, 2014 Achieve hosted a webinar open to state leaders and partners in all 50 states on the release of Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – which shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations. Chad Colby, Achieve’s Director of Strategic Communications and Outreach, was joined on the webinar by Alex Bratty, Partner with Public Opinion Strategies and Dave Walker, Vice President of Greenberg Quinlan Rosner Research, to present an overview of the findings and discuss implications for leaders at the state level. This year's poll shows that awareness of the Common Core State Standards (CCSS) is inching up, even though nearly two-thirds of those surveyed still have heard "nothing" or "not too much" about the CCSS. Of those that said they had read, seen or heard recently about the standards, opinions were almost equally split between favorable and unfavorable, yet a plurality still favor implementation. Once voters were read a brief description of the CCSS, a solid majority, 69%, favored implementing the standards. For the first time in Achieve's series of polls, voters were asked about the effect of the Common Core and new tests on accountability and teacher evaluations. Voters believe that both student testing and teacher evaluations are important and should continue during implementation. Consequences, voters said, should only come for teachers, students and schools after an adjustment period, with a majority favoring a one or two year adjustment period. For more information, visit http://www.achieve.org/meetings-webinars
Adult Learners Who Are They And What Do They WantNiki Perkins
This document provides an overview of a study examining the characteristics and career goals of adult learners. It analyzes survey responses from nearly 12,000 adult learners at 11 colleges and universities. Key findings include:
1) Adult learners surveyed were on average 38 years old, mostly white women. Many were married or financially independent.
2) Personal satisfaction and attaining life goals were the primary reasons for attending college, rather than job advancement.
3) Adult learners reported lower feelings of superiority than traditional college students. They received strong family support for their education.
4) Most adult learners felt they had clear career objectives and plans, though those with only high school degrees were less clear.
The document summarizes key findings from the 2012 National Financial Capability Study conducted by FINRA Investor Education Foundation. Some of the main findings include:
- 41% of respondents spent less than their income in the past year, down slightly from 42% in 2009.
- 40% of respondents said it was somewhat difficult to cover expenses and pay bills each month, unchanged from 2009.
- 40% of respondents have set aside emergency funds to cover 3 months of expenses, up from 35% in 2009.
- The average number of correct responses on a 5-question financial literacy quiz was 2.88, down slightly from 2.99 in 2009.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of funds through improving assessments. The document also outlines concerns with current STAAR testing in Texas and how excessive standardized testing has negatively impacted student outcomes. It calls for assessments that support students rather than punish them.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
HCC commissioned a study to conduct research as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace. Two separate surveys were conducted, one for community members and the other for current HCC students. Data were collected using online surveys.
T. Rowe Price’s tenth annual Parents, Kids & Money Survey revealed that “adulting” is harder for young adults who did not receive any financial education. Those who did not receive any financial education are less likely to have a budget, an emergency fund, and retirement savings. Most young adults (64%) are surprised at how little they knew about managing money once they had to start dealing with real-world finances. Learn more in this deck.
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. The document outlines concerns with the current STAAR testing system, including the large number of tests, high costs, lack of diagnostic value, and negative impacts on dropout rates and college readiness. It also summarizes TAMSA's objectives to reduce the number of state-mandated tests, replace some with nationally-recognized norm-referenced tests, and eliminate high-stakes consequences of the tests. The document encourages readers to get involved by joining TAMSA's advocacy efforts.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents and community members. TAMSA advocates for reducing the number of standardized tests students must take in Texas. The document outlines the evolution of student assessments in Texas over time, from fewer tests in earlier programs to 19 high-stakes tests currently required under STAAR. Recent polls show bipartisan support among Texas voters for reducing standardized tests to improve the state's public education system. The document encourages readers to get involved with TAMSA's advocacy efforts.
Rockefeller Center WIBO Program ReportSteven Cheng
This document summarizes a study of outcomes for participants in the Workshop in Business Opportunities (WIBO) entrepreneurship training program in Bridgeport, Connecticut. The study interviewed 80 alumni from 1999 to 2008 and found that:
1) 30% of respondents were not in business before WIBO but have since started and are currently operating a business.
2) The median annual income of active business owners who participated in the study fell between $30,000-$50,000.
3) When asked to define business success, the most popular responses were having a profitable operation, financial stability and a comfortable lifestyle, and finding personal fulfillment in one's work.
This document summarizes the key findings of a national telephone survey of 800 likely voters regarding issues related to higher education in the United States. Some of the main findings include:
- A majority of voters believe that some changes are needed to the US higher education system but not a major overhaul.
- Voters are divided on whether the US system is better or worse than other countries.
- An overwhelming majority view the cost of college tuition as very expensive.
- There is no consensus on who should be responsible for controlling tuition costs.
- Views are mixed on increasing federal funding for student loans and grants.
The survey of 18 college students found that most plan to take at least one online class, supporting the hypothesis. Key findings include: 78% of students plan to take an online class; most attend community college and live off-campus within 30 miles; and the top reasons for taking online classes are greater college choice and requirements to take them. The study suggests colleges are justified in expanding online programs given student demand.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
NC Early Childhood Foundation: Attendance CountsAnalisa Sorrells
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
American Indians And Alaska Natives In Higher Education Promoting Access And...Kaela Johnson
This document summarizes a chapter that examines factors influencing American Indian and Alaska Native access to and achievement in higher education. It finds that American Indians are less likely to attend college than other groups due to lower standardized test scores, fewer core high school courses completed, and failure to meet other college admissions criteria. However, lack of Native educators, culturally irrelevant curriculum, poverty, and family problems also negatively impact college access. Once enrolled, American Indians have lower graduation rates and are underrepresented among bachelor's degree holders. Improving K-16 partnerships with tribal communities and increasing culturally-specific support services in college can help promote higher education success for Native students.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
From factors contributing to decreased enrollment at campuses across the midwest to patterns college administrators are seeing with summer bridge and remedial programs, explore 10 gamechangers transforming the higher education landscape.
IntlSchoolAdmissionIndustryReportFINALloResTK Ostrom
International schools face significant challenges in the admission process due to rapid growth in student population and competition from other schools. The survey found great variability across international schools in admission staffing, tuition/financial aid models, and the influence of admission offices. Most admission leaders have multiple responsibilities beyond admission and have limited involvement in strategic decision-making. They seek further professional development opportunities to strengthen their leadership skills.
Advocating for Inclusive Education: Latine Parents Navigating the Special Edu...Molly Osborne
The Padres Investigadores program was tasked with the mission to understand the experience of Latine families in NC when seeking access to equitable special education for diverse learners.
Voter Perceptions: Common Core State Standards and AssessmentsAchieve, Inc.
On February 25, 2014 Achieve hosted a webinar open to state leaders and partners in all 50 states on the release of Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – which shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations. Chad Colby, Achieve’s Director of Strategic Communications and Outreach, was joined on the webinar by Alex Bratty, Partner with Public Opinion Strategies and Dave Walker, Vice President of Greenberg Quinlan Rosner Research, to present an overview of the findings and discuss implications for leaders at the state level. This year's poll shows that awareness of the Common Core State Standards (CCSS) is inching up, even though nearly two-thirds of those surveyed still have heard "nothing" or "not too much" about the CCSS. Of those that said they had read, seen or heard recently about the standards, opinions were almost equally split between favorable and unfavorable, yet a plurality still favor implementation. Once voters were read a brief description of the CCSS, a solid majority, 69%, favored implementing the standards. For the first time in Achieve's series of polls, voters were asked about the effect of the Common Core and new tests on accountability and teacher evaluations. Voters believe that both student testing and teacher evaluations are important and should continue during implementation. Consequences, voters said, should only come for teachers, students and schools after an adjustment period, with a majority favoring a one or two year adjustment period. For more information, visit http://www.achieve.org/meetings-webinars
Adult Learners Who Are They And What Do They WantNiki Perkins
This document provides an overview of a study examining the characteristics and career goals of adult learners. It analyzes survey responses from nearly 12,000 adult learners at 11 colleges and universities. Key findings include:
1) Adult learners surveyed were on average 38 years old, mostly white women. Many were married or financially independent.
2) Personal satisfaction and attaining life goals were the primary reasons for attending college, rather than job advancement.
3) Adult learners reported lower feelings of superiority than traditional college students. They received strong family support for their education.
4) Most adult learners felt they had clear career objectives and plans, though those with only high school degrees were less clear.
The document summarizes key findings from the 2012 National Financial Capability Study conducted by FINRA Investor Education Foundation. Some of the main findings include:
- 41% of respondents spent less than their income in the past year, down slightly from 42% in 2009.
- 40% of respondents said it was somewhat difficult to cover expenses and pay bills each month, unchanged from 2009.
- 40% of respondents have set aside emergency funds to cover 3 months of expenses, up from 35% in 2009.
- The average number of correct responses on a 5-question financial literacy quiz was 2.88, down slightly from 2.99 in 2009.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of funds through improving assessments. The document also outlines concerns with current STAAR testing in Texas and how excessive standardized testing has negatively impacted student outcomes. It calls for assessments that support students rather than punish them.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
HCC commissioned a study to conduct research as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace. Two separate surveys were conducted, one for community members and the other for current HCC students. Data were collected using online surveys.
T. Rowe Price’s tenth annual Parents, Kids & Money Survey revealed that “adulting” is harder for young adults who did not receive any financial education. Those who did not receive any financial education are less likely to have a budget, an emergency fund, and retirement savings. Most young adults (64%) are surprised at how little they knew about managing money once they had to start dealing with real-world finances. Learn more in this deck.
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. The document outlines concerns with the current STAAR testing system, including the large number of tests, high costs, lack of diagnostic value, and negative impacts on dropout rates and college readiness. It also summarizes TAMSA's objectives to reduce the number of state-mandated tests, replace some with nationally-recognized norm-referenced tests, and eliminate high-stakes consequences of the tests. The document encourages readers to get involved by joining TAMSA's advocacy efforts.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents and community members. TAMSA advocates for reducing the number of standardized tests students must take in Texas. The document outlines the evolution of student assessments in Texas over time, from fewer tests in earlier programs to 19 high-stakes tests currently required under STAAR. Recent polls show bipartisan support among Texas voters for reducing standardized tests to improve the state's public education system. The document encourages readers to get involved with TAMSA's advocacy efforts.
Rockefeller Center WIBO Program ReportSteven Cheng
This document summarizes a study of outcomes for participants in the Workshop in Business Opportunities (WIBO) entrepreneurship training program in Bridgeport, Connecticut. The study interviewed 80 alumni from 1999 to 2008 and found that:
1) 30% of respondents were not in business before WIBO but have since started and are currently operating a business.
2) The median annual income of active business owners who participated in the study fell between $30,000-$50,000.
3) When asked to define business success, the most popular responses were having a profitable operation, financial stability and a comfortable lifestyle, and finding personal fulfillment in one's work.
This document summarizes the key findings of a national telephone survey of 800 likely voters regarding issues related to higher education in the United States. Some of the main findings include:
- A majority of voters believe that some changes are needed to the US higher education system but not a major overhaul.
- Voters are divided on whether the US system is better or worse than other countries.
- An overwhelming majority view the cost of college tuition as very expensive.
- There is no consensus on who should be responsible for controlling tuition costs.
- Views are mixed on increasing federal funding for student loans and grants.
The survey of 18 college students found that most plan to take at least one online class, supporting the hypothesis. Key findings include: 78% of students plan to take an online class; most attend community college and live off-campus within 30 miles; and the top reasons for taking online classes are greater college choice and requirements to take them. The study suggests colleges are justified in expanding online programs given student demand.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
NC Early Childhood Foundation: Attendance CountsAnalisa Sorrells
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
American Indians And Alaska Natives In Higher Education Promoting Access And...Kaela Johnson
This document summarizes a chapter that examines factors influencing American Indian and Alaska Native access to and achievement in higher education. It finds that American Indians are less likely to attend college than other groups due to lower standardized test scores, fewer core high school courses completed, and failure to meet other college admissions criteria. However, lack of Native educators, culturally irrelevant curriculum, poverty, and family problems also negatively impact college access. Once enrolled, American Indians have lower graduation rates and are underrepresented among bachelor's degree holders. Improving K-16 partnerships with tribal communities and increasing culturally-specific support services in college can help promote higher education success for Native students.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
From factors contributing to decreased enrollment at campuses across the midwest to patterns college administrators are seeing with summer bridge and remedial programs, explore 10 gamechangers transforming the higher education landscape.
IntlSchoolAdmissionIndustryReportFINALloResTK Ostrom
International schools face significant challenges in the admission process due to rapid growth in student population and competition from other schools. The survey found great variability across international schools in admission staffing, tuition/financial aid models, and the influence of admission offices. Most admission leaders have multiple responsibilities beyond admission and have limited involvement in strategic decision-making. They seek further professional development opportunities to strengthen their leadership skills.
Similar to NCCCS Data Inquiry Presentation to State Board of Community Colleges (20)
Advocating for Inclusive Education: Latine Parents Navigating the Special Edu...Molly Osborne
The Padres Investigadores program was tasked with the mission to understand the experience of Latine families in NC when seeking access to equitable special education for diverse learners.
The NASSP Principal Recovery Network Guide to RecoveryMolly Osborne
The document provides guidance from school principals on reopening a school after a shooting or other violent incident. It recommends:
1) Allowing adequate time for physical repairs and mental/emotional healing before reopening. This may include delaying reopening until funerals are completed.
2) Meeting with staff alone before students return to help staff feel comfortable and prepared.
3) Slowly ramping up activities over limited hours upon initial student return to allow for adjustment rather than immediate resumption of full academic routines.
4) Ensuring counseling support is available and staff are trained on addressing the incident sensitively with students. The principal's visibility and vulnerability are important for supporting the school community.
The document discusses school shootings and provides guidance on threat assessment. It notes that there is no single profile of a school shooter, that attacks are often planned in advance, and that others typically knew the attacker was considering violence. Common motives include revenge, desire for control, and seeking notoriety. While behavior cannot predict violence with certainty, effective threat assessment can help prevent some attacks. The document provides 11 key questions for threat assessment and lists concerning behaviors that may indicate risk of targeted violence.
North Carolina State Action Plan for School SafetyMolly Osborne
The document is North Carolina's 5-year State Action Plan for School Safety from 2021-2026. It was endorsed by the North Carolina Task Force for Safer Schools in June 2021. The plan aims to coordinate school safety efforts across the state to make them more efficient and effective. It establishes a vision, goals, objectives, and initiatives related to promoting positive learning environments, preventing incidents of school violence, and protecting students, teachers, and staff. The plan will evolve over the 5 years as circumstances change.
The document provides an overview of threat assessment for schools. It discusses the importance of threat assessment and the legislative mandate for schools to establish threat assessment teams. It outlines the three parts of threat assessment as appraise, assess, address. It defines different types of threats and categories of threats. It also discusses concerning behaviors that require different levels of response, from immediate intervention to warning signs requiring counseling or other support services. The goal is for schools to properly evaluate threats in order to determine the appropriate response and ensure student and staff safety.
North Carolina Community College System 2022 Performance ReportMolly Osborne
The State Board of Community Colleges unanimously approved the 2022 performance measures for student success. Those measures act as an annual accountability report for the system.
ApprenticeshipNC served 15,657 North Carolinians during fiscal year 2019-2020, the most in the past 10 years. The number is 37% higher than last year’s total.
Allocation for Governor's Emergency Education Relief (GEER) FundMolly Osborne
The State Board of Community Colleges is asked to approve the allocation of $15 million from the Governor's Emergency Education Relief Fund. $14.5 million would provide scholarships for community college students pursuing training in high-demand fields, and $450,000 would support communication about the program. Scholarships would support tuition, fees, books and other costs for programs in fields like healthcare, manufacturing, and IT between August 2020 and September 2022. The funds would be distributed to colleges based on student enrollment and local workforce needs.
Vance-Granville Community College CARES Act GuidelinesMolly Osborne
This document outlines guidelines for distributing funds from the Higher Education Emergency Relief Fund (HEERF) at Vance-Granville Community College. To be eligible, curriculum students must have been enrolled in at least one course with a seated component as of March 9, 2020. Students must also complete the FAFSA and be deemed Title IV eligible. Funding amounts will vary based on a student's estimated family contribution (EFC) and enrollment status, with students showing the greatest financial need receiving the most. The college will be required to report to the Department of Education on how the funds were distributed.
CARES Act funding letter for higher education institutional costsMolly Osborne
Letter sent to college and university presidents by Secretary of Education Betsy DeVos announcing the release of additional $6.2 billion in funding for institutions.
Bridge 2019: A gathering for North Carolina's futureMolly Osborne
From April 28-30, 2019, philanthropists, educators, policymakers, and community leaders gathered in Greensboro to understand the work to be done and the work being done to orient all of our students, educators, and leaders towards readiness and attainment. This program outlines the agenda for Bridge.
1. The teacher designed a peer pressure activity where students are paired up and rotate through stations, taking turns trying to convince each other to do drugs or resist doing drugs.
2. At each station, they learn about a different drug and have 2 minutes to role play being pressurers or resisters.
3. After completing the activity, the class discusses how difficult it was to resist peer pressure and ways to avoid it, as well as why teens try drugs despite the dangers.
Wake Technical Community College plans to train 450 people for information technology (IT) jobs in healthcare, cybersecurity, manufacturing, and financial services through Project SECURE — Supporting and Enhancing Cybersecurity through Upwardly Mobile Retraining and Education.
The Strategic Twin Counties Education Partnership — STEP for short — is a unique initiative between several stakeholder groups in Edgecombe and Nash counties.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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2. 2
6.8.18
Key Definitions and Assumptions:
• This analysis includes all students requesting an Initial Consideration between January 1, 2017 and
January 1, 2018 whether applying to a North Carolina Community College (NCCCS), University of North
Carolina institution (UNC), or North Carolina private or independent college or university (NCICU).
• This analysis is based on a student’s Initial Consideration (first experience) through RDS. A student’s final
classification is not reflected in this report. Therefore, those students who initially received a non-
resident classification may have subsequently received a resident classification through a
Reconsideration or Appeal.
• Geographic region, age, gender, and student experience data were based on 289,142 students who
started an Online Interview.
• RDS does not ask a student to provide their race or ethnicity when completing a request for
classification therefore, ethnicity and race data was pulled from 125,448 NCCCS admission applications.
• Resident: Students classified as Resident completed the RDS Online Interview as presented to them and
received a Resident classification or qualified for the Active Duty Military benefit.
• Non-Resident: Students classified as Non-Resident included students who completed the RDS Online
Interview as presented to them and received a Non-Resident classification, and students who confirmed
they did not want to be considered for residency. NCCCS campuses require a student to complete RDS
even if they live outside of North Carolina and/or do not want to be considered for residency.
• Did Not Finish: Students classified as Did Not Finish (DNF) are students who began the Interview,
stopped at some point during the Interview, and never returned to finish.
3. 3
6.8.18
The questions outlined in this document are the questions posed to the North Carolina State Education
Assistance Authority (NCSEAA) in the February 15, 2018 NCACCP Request for Data Analysis Memorandum.
1. What are the most common questions where people stop during the Interview (and do not return to
finish)?
RDS analyzed the user experience for 289,142 students who received classifications of Resident, Non-Resident,
and those who Did Not Finish (DNF) the RDS Online Interview between January 1, 2017 and January 1, 2018. Of
the 289,142 students, 6.31% of students Did Not Finish the RDS Online Interview.
RDS identified where each age group of students most commonly stopped in the Interview and therefore, did
not receive a classification. Student age was divided into three ranges: under 18, 18-23, and 24 and older. These
age ranges were used since the RDS Online Interview presents different questions to students depending on
these age ranges when completing the Interview.
The detailed breakdown for each age group is listed in Appendix B and reflects the top 10 questions on which
students stopped during the Online Interview and did not return. The top ten questions were not the same for
each age group; however, there were seven common stopping points across all three age groups. Three of the
seven common stopping points occur before a student is presented with specific domiciliary questions related to
tax, vehicle or employment information.
Table # 1
4. 4
6.8.18
As noted in the table above, the largest percentage of students stopped when presented with dependency
status questions. Dependency status questions are similar across all age groups although students under age 18
have a few additional questions specific to their circumstances.
Dependency Questions - Under Age 18
• Are you a court appointed emancipated minor?
• Are you a ward of the state?
• Does someone other than your parent have legal guardianship of you?
• Are you married?
• Are one or both of your parents living?
• Do your parents provide 50% or more of your total cost of living? Total cost of living means the cost of
your food, clothing, shelter, transportation, school or college tuition, and other incidental costs of living
added together.
Dependency Questions – Ages 18-23
• Are you now, or have you ever been, a Ward of the State? If you were a Ward of the State but have
been adopted, select no.
• Are you married?
• Are one or both of your parents living?
• Do your parents provide 50% or more of your total cost of living? Total cost of living means the cost of
your food, clothing, shelter, transportation, school or college tuition, and other incidental costs of living
added together.
Dependency Questions – Ages 24+
• Are you married?
• Are one or both of your parents living?
• Do your parents provide 50% or more of your total cost of living? Total cost of living means the cost of
your food, clothing, shelter, transportation, school or college tuition, and other incidental costs of living
added together.
Also considered were the questions where most students (by volume) ended their RDS Online Interview. It is
important to note that some of the questions do not impact certain age groups. For example, any questions
regarding financial self-sufficiency are never asked of students ages 24 and older who are considered to be
independent.
The questions in the table (2) are listed as they are presented to the student. The data is summarized into three
defined sections where students end their Interview and do not return. Section 1 identifies that 48.62% of
students never complete the initial questions (1-3 in table) in the Online Interview. Section 2 indicates that
25.89% (4-7 in table) stop at some point during the domiciliary specific questions for either themselves or their
parents. Lastly, Section 3 indicates that 15.95% (8-10 in table) stop at some point after claiming to be financially
self-sufficient.
5. 5
6.8.18
Table # 2
# Student stopped (DNF) – no return at these question(s): Count Percentage Section %
1 Do you claim to be a North Carolina resident? (first question) 874 5.18%
Section 1
48.62 %
2 Military involvement 534 3.17%
3 Dependency status 6,788 40.27%
4 Tax information 813 4.82%
Section 2
25.89%
5 Vehicle registration 2,202 13.06%
6 Driver’s license or State ID 840 4.98%
7 Employment 511 3.03%
8 # dependents in household (financial self-sufficiency question) 423 2.51%
Section 3
15.95%
9 Income (financial self-sufficiency) 1,261 7.48%
10 Unable to prove financial self-sufficiency; chose not to continue 1,004 5.96%
Total: 15,250 90.46%
2. What are the demographics of people who do not complete the Interview?
RDS reviewed age, gender, ethnicity, race and geographic region for students who Did Not Finish the RDS Online
Interview. Of the 6.31% who Did Not Finish the Interview, the majority of students were between the ages of 18
and 23 and female.
Table # 3
6.31% 4.77% 8.40% 4.65%
81.57% 86.35% 76.13% 77.66%
12.12% 8.88% 15.47% 17.69%
TOTAL < 18 (41,663) 18-23 (134,929) 24+ (112,550)
CLASSIFICATION AND DID NOT FINISH BY AGE
ALL STUDENTS (289,142)
Did Not Finish Resident Non-Resident
6. 6
6.8.18
Of the age 18-23 students who Did Not Finish RDS (11,073), 47.35% (5,245) ended their Interview before they
were presented with domiciliary specific questions, 20.98% (2,325) ended their Interview when asked
domiciliary specific questions, and 20.92% (2,648) ended their Interview when asked about income during
financial self-sufficiency.
Table # 4
The second demographic considered when analyzing students who Did Not Finish the RDS Online Interview was
gender. Gender showed minimal difference in terms of students who started the RDS Online Interview and did
not return.
Table # 5
Residents, 81.57%
Non-Residents, 12.12%
2,057 (11.28%)11,073 (60.70%)
5,113 (28.03%)
Did Not Finish,
6.31%
DID NOT FINISH DETAIL BY AGE GROUP
ALL STUDENTS (289,142)
DNF (<18) DNF (18-23) DNF (24+)
39.03%
60.97%
37.95%
62.05%
MALE FEMALE
STUDENTS WHO DID NOT FINISH (DNF)
BY GENDER (18,243 STUDENTS)
Total (289,142) Did Not Finish (18,243)
7. 7
6.8.18
A third demographic considered was race and ethnicity for students who did not complete RDS. This set of data
is the only data in this document which is NCCCS specific. RDS does not ask a student to provide their race or
ethnicity when completing a request for classification therefore, ethnicity and race data was pulled from
125,448 NCCCS admission applications.
The total number of students who Did Not Finish RDS is 18,243. The total number of NCCCS admission
applications started by students who Did Not Finish RDS is 5,206. If a student submitted more than one
admission application, the student is included more than once in the count. The race listed as Multiple
recognizes students who identified with more than one race on their admission application(s).
Table # 6
Race Did Not Finish RDS % Did Not Finish
White 1,996 38.34%
Black or African American 1,781 34.21%
Did Not Specify 1,010 19.40%
Multiple 254 4.88%
Asian 84 1.61%
American Indian or Alaska Native 74 1.42%
Native Hawaiian or Other Pacific Islander 7 0.13%
Total: 5,206 4.16%
The NCCCS admission applications request ethnicity data only on Hispanic or Latino students. The question
posed is “Are you Hispanic or Latino?” Students have the option to not answer, indicate “yes” or indicate “no”.
No additional ethnicities are listed on the admission application for students to identify. Of the 125,448
admission applications, 10,787 applications identified with Hispanic or Latino ethnicity, 29,381 applications did
not specify, and 85,280 applications identified as Not Hispanic or Latino.
The total admission applications with students who identified as Hispanic or Latino (10,787) and Did Not Finish
RDS was 589 which amounted to 0.47% of all admission applications cross referenced with RDS and 5.46% of
those who identified as Hispanic or Latino.
8. 8
6.8.18
The final demographic considered for students who Did Not Finish the RDS Online Interview was geographic
location. Students not finishing RDS varied across the State. For this analysis, the zip code the student provided
to RDS was organized by North Carolina county. There were five counties with 10% or higher non-completion
rates. These counties were Gates, Yancey, Swain, Pamlico, and Columbus. All but one of these counties had less
than 250 total students and less than 35 students not finishing RDS. Columbus County was an exception to this
rule with 117 students not finishing RDS Online Interview out of 1,143 total students.
A detailed listing of each North Carolina zip code and related classifications is included in Appendix A.
3. Based on the research from questions 1 and 2, what actions will be taken to simplify the questions or help
people answer the questions?
The primary stopping point evident in this data analysis is students leaving the RDS Online Interview when
presented with the dependency status questions. The dependency questions are different based on age, but this
stopping point was number one across all age groups. Recent feedback in student focus groups also identified
this area as a point of confusion. RDS will consider ways to allow students to better identify their unique
situation and continue in the Interview in a more directed manner.
The second primary stopping point evident in this data analysis is students leaving the RDS Online Interview
when presented with vehicle registration questions. RDS will research further why students are leaving this
section of questions and consider possibilities for reducing this percentage.
The Higher Education Collaborative Advisory Committee (HECAC) recently made a policy decision to allow
students who are married or have a dependent, regardless of age, to be considered as independents when
completing RDS. Across all age groups, 15.95% of students left their Interview at some point when completing
financial self-sufficiency questions. RDS will implementing this functionality in early summer.
9. 9
6.8.18
4. Of those who are classified as in-state residents, what are the most common data points?
RDS identified, by age group, where students who received a Resident classification most commonly completed
the Online Interview as Resident. The questions were reviewed by age group since the RDS Online Interview
presents different questions to students depending on their age when they complete the Interview. Once the
most common data points within each age group were identified, these data points were compared across all
three age groups. Twelve common points emerged across all three age groups of the 289,142 total students. The
common data points in the chart are listed as they are presented to the student.
Table # 7
# Top Common Data Points for Residents Count Percentage
Cumulative
Percentage
1 Student identified self or parent as military 7,198 3.05%
2 Resident after vehicle registration (parent and independent) 187,719 79.63% 82.68%
3 Resident after driver’s license or State ID (parent and independent) 3,320 1.41% 84.09%
4 Resident after voter registration (parent and independent) 20,718 8.78% 92.87%
5 Resident after employment (parent and independent) 3,122 1.32% 94.19%
6 Resident after high school (parent and independent) 5,347 2.27% 96.46%
7 Resident after tax (for student as a dependent) 408 0.17% 96.63%
8 Resident after vehicle registration (for student as a dependent) 384 0.16% 96.79%
9
Resident after driver’s license or State ID (for student as a
dependent) 923 0.39% 97.19%
10 Resident after voter registration (for student as a dependent) 268 0.11% 97.29%
11 Resident after employment (for student as a dependent) 64 .03% 97.32%
12
Resident after student identified family as receiving social service
benefits (parent and independent) 5,722 2.43% 99.76%
Total: 235,293
There was minimal difference across the age groups in terms of residency classification. A total of 261 students
under age 18 identified as wards of the state. This was the only difference across all three age groups.
10. 10
6.8.18
5. Of those who are classified as out-of-state residents, what are the most common data points?
The same methodology for the Residency classification analysis was followed for the Non-Resident analysis. RDS
identified by age group the points where students who received a Non-Resident classification most commonly
completed the Online Interview. Once the most common data points within each age group were identified,
these data points were compared across all three age groups. There were 10 common data points which
emerged across all three age groups. The common data points in the chart are listed as they are presented to
the student.
Table # 8
# Top Completion Points for Non-Residents Count Percentage
Total %
Complete
1 Non-Resident after selecting no to claiming residency (first question) 1,050 3.00% 3.00%
2 Non-Resident after not meeting the Active Duty Military benefit 669 1.91%
45.58%
3 Non-Resident due to ineligible non-US citizen status 2,997 8.55%
4
Non-Resident after being unable to prove financial self-sufficiency and
choosing to end the Online Interview 2,810 8.02%
5
Non-Resident after not providing information on parent (such as a
unique identifier) 3,228 9.21%
6 Non-Resident due to duration 4,627 13.21%
7 Non-Resident after confirming filed NC taxes as a Non-Resident 1,641 4.68%
8 Non-Resident after completing social services questions 9,270 26.46%
49.88%9 Non-Resident after identifying they had no additional parent 5,343 15.25%
10 Non-Resident after completing veteran questions 2,864 8.17%
Total: 34,499 98.46%
Unlike students with Resident classifications, students with Non-Resident classifications showed slight
differences across age groups and sectors. Students under age 18 and age 24 and older tended to complete the
full Interview before receiving a Non-Resident classification while students ages 18-23 received Non-Resident
classifications at the end of the Interview but also when not meeting the financial self-sufficiency threshold (70%
of federal poverty guidelines). Students age 24 and older had a larger percentage of students not meeting the
12-month duration requirement (19.84%) compared to students under age 18 (5.92%) and students ages 18-23
(8.06%).
11. 11
6.8.18
6. Based on the research in questions 4 and 5, what questions can be eliminated from the Interview?
Since going live in December 2016, steps have been taken at both a policy and operational level to make the
Online Interview as user friendly as possible while staying within the guidelines of residency law. To date, RDS
has completed 22 releases to simplify and improve the RDS Online Interview experience. Some of the
enhancements include:
• Establishing policy to permit students over the age of 24 to be considered independent for completing
the Online Interview (May, 12, 2017)
• Removing the questions allowing students to identify with the “Five Year” residency rule and providing
them with an immediate classification (July 17, 2017)
• Removing detailed questions within the voting, vehicle, and marriage information sections. (May 4, 2017
and August 22, 2017)
• Add the ability for student to go directly from RDS back to their open CFNC admission application(s).
(August 2, 2017)
• Adding back buttons to various screens within the dependency section allowing a student to determine
which responses best address his or her personal situation (March 6, 2018)
• Added the Student Help Line on each page of the Online Interview (April 26, 2018)
• Modifying questions for clarity and adding or modifying help text (multiple releases)
Upcoming enhancements to be made include:
• The Higher Education Collaborative Advisory Committee (HECAC) recently made a policy decision to
allow students who are married or have a dependent, regardless of age, to be considered as
independents when completing RDS. RDS will modify the Online Interview to remove the financial self-
sufficiency questions for students in this demographic. This enhancement will be implemented in early
summer.
• Modifying the student status page(s) to notify a student of why they received a non-resident
determination.
• Providing students a historical record of their residency requests with RDS.
For the remainder of 2018, RDS will continue to enhance the Online Interview based upon feedback from
students, campuses and counselors, processing trends, and additional data analysis. HECAC will revisit this
analysis in early 2019 to evaluate the impact of the interim modifications with all undergraduate campuses
having participated for a full year.
15. 15
6.8.18
Appendix B
The top ten stopping points where students left RDS and did not return to finish is listed by age group. These
stopping points were not the same for each age group.
Age Group: Under 18
The top ten stopping points cover 95.14% of the students in this age bracket. Stopping points are organized in
the order in which they are asked in the Interview. The financial self-sufficiency module runs parallel to the
parent and independent path questions. Once the student passes financial self-sufficiency (if needed), the
student is then asked self-identifying questions as an independent and parent information is not requested.
#
Age Group: <18
Student stopped (DNF) – no return at these questions: Count Percentage
1 Do you claim to be a North Carolina resident? (first question) 104 5.05%
2 Confirming their address 22 1.07%
3 Military involvement 76 3.69%
4 Dependency status (independent or dependent) 1,117 54.25
5 Legal guardians (after identifying they have a legal guardian) 126 6.12%
6 Tax information 147 7.14%
7 Vehicle registration 212 10.30%
8 Driver’s license or State ID 83 4.03%
9 Employment 40 1.94%
10 Unable to prove financial self-sufficiency; chose not to continue 32 1.55%
Total: 1,959 95.14%
Age Group: 18-23
The top ten stopping points cover 92.26% of the students in this age bracket. Stopping points are organized in
the order in which they are asked in the Interview. The financial self-sufficiency module run parallel to the
parent and independent path questions. Once the student passed financial self-sufficiency (if needed), the
student is then asked self-identifying questions as an independent. Parent information is not needed.
#
Age Group: 18-23
Student stopped (DNF) – no return at these questions: Count Percentage
1 Do you claim to be a North Carolina resident? (first question) 372 3.36%
2 Military involvement 222 2.00%
3 Dependency status (independent or dependent) 4,651 41.99%
4 Tax information 423 3.82%
5 Vehicle registration 1,344 12.13%
6 Driver’s license or State ID 357 3.22%
7 Employment 201 1.81%
8 # dependents in household (financial self-sufficiency question) 419 3.78%
9 Income (financial self-sufficiency) 1,258 11.36%
10 Unable to prove financial self-sufficiency; chose not to continue 972 8.78%
Total: 10,219 92.26%
16. 16
6.8.18
Age Group: 24+
The top ten stopping points cover 95.33% of the students in this age bracket. Stopping points are organized in
the order in which they are asked in the Interview. Students aged 24 or older and not presented with financial
self-sufficiency questions.
#
Age Group: 24+
Student stopped (DNF) – no return at these questions: Count Percentage
1 Do you claim to be a North Carolina resident? (first question) 398 10.69%
2 Confirming their address 60 1.61%
3 Military involvement 236 6.34%
4 Dependency status (independent or dependent) 1,020 27.40%
5 Tax information 243 6.53%
6 Vehicle registration 646 17.36%
7 Driver’s license or State ID 400 10.75%
8 Employment 270 7.25%
9 Voter registration 167 4.49%
10 Non-US citizen (if indicated as such in their profile) 108 2.90%
Total: 3,548 95.33%
17. 17
6.8.18
Appendix C
Appendix C lists the RDS implementation schedule by date and campus.
Date Campus
December 5, 2016 All NC Independent and Private Colleges and Universities
February 20, 2017 Appalachian State University
Fayetteville State University
North Carolina A&T State University
North Carolina Central University
North Carolina State University
UNC Asheville
UNC Chapel Hill
UNC Charlotte
UNC Pembroke
UNC Wilmington
Western Carolina University
Randolph CC
February 22, 2017 UNC Greensboro
UNC School of Arts
February 23, 2017 Winston-Salem State University
February 27, 2017 Elizabeth City State University
March 2, 2017 East Carolina University
March 13, 2017 Alamance CC
Central Piedmont CC
Forsyth Technical CC
Guilford Technical CC
May 7, 2017 Bladen CC
Cape Fear CC
College of the Albemarle
Davidson County CC
Durham Technical CC
McDowell Technical CC
Roanoke-Chowan CC
Rowan-Cabarrus CC
Sampson CC
Stanly CC
June 26, 2017 Cleveland CC
Fayetteville Technical CC
Halifax CC
Martin CC
Mayland CC
Mitchell CC
Montgomery CC
Pamlico CC
Piedmont CC
Southeastern CC
Tri-County CC
18. 18
6.8.18
Date Campus
September 6, 2017 Caldwell CC and Technical Institute
Central Carolina CC
Coastal Carolina CC
Haywood CC
Isothermal CC
Johnston CC
Nash CC
Pitt CC
Richmond CC
Wayne CC
Wilson CC
September 18, 2017 Brunswick CC
Edgecombe CC
James Sprunt CC
Robeson CC
Rockingham CC
Surry CC
Vance-Granville CC
Wake Tech CC
Western Piedmont CC
Wilkes CC
October 2, 2017 AB Technical CC
Beaufort CC
Blue Ridge CC
Carteret CC
Catawba CC
Craven CC
Gaston CC
Lenoir CC
Sandhills CC
South Piedmont CC