WorldCat Identities

Cahalan, Margaret Werner

Overview
Works: 46 works in 110 publications in 1 language and 4,260 library holdings
Genres: Longitudinal studies 
Roles: Author
Classifications: Z675.U5, 364.30973
Publication Timeline
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Most widely held works by Margaret Werner Cahalan
Historical corrections statistics in the United States, 1850-1984 by Margaret Werner Cahalan( Book )

4 editions published between 1986 and 1987 in English and held by 744 WorldCat member libraries worldwide

American Indians and Alaska Natives in postsecondary education( Book )

2 editions published in 1998 in English and held by 392 WorldCat member libraries worldwide

The status of academic libraries in the United States : results from the 1996 academic library survey with historical comparisons by Margaret Werner Cahalan( Book )

4 editions published in 2001 in English and held by 391 WorldCat member libraries worldwide

A profile of the Upward Bound Program, 2000-2001 by Margaret Werner Cahalan( )

3 editions published in 2004 in English and held by 328 WorldCat member libraries worldwide

The U.S. Department of Education's Strategic Plan 2002-2007 (2002) established an objective to "reduce the gaps in college access and completion among student populations differing by race/ethnicity, socioeconomic status, and disability while increasing the educational attainment of all." Upward Bound, which made its first awards in 1965, has always sought to increase the academic performance and motivation of low-income youths and potentially first-generation college students enrolled in high school, so that these students may complete secondary school and successfully pursue postsecondary education programs. By continuing its efforts to meet these goals, Upward Bound seeks to contribute to achieving this objective of the Strategic Plan. The "Profile of the Upward Bound Program: 2000-2001" is the first in a series of reports that present a national profile of the classic Upward Bound (UB) Program. This report provides a comprehensive profile of the regular (classic) Upward Bound (UB) program using individual student-level information for UB participants served in 1999-2000 and 2000-01. (Contains 20 footnotes, 42 tables, and 26 figures. Appended are the following: (1) Upward Bound Performance Reporting: Methods and Data Quality for the First Year; and (2) Glossary.) [For a profile of the Upward Bound Math-Science Program, see ED499059. For a profile of the Veterans Upward Bound Program, see ED499060.]
United States high school sophomores : a twenty-two year comparison, 1980-2002( )

1 edition published in 2006 in English and held by 322 WorldCat member libraries worldwide

The status of academic libraries in the United States : results from the 1994 academic library survey with historical comparisons by Margaret Werner Cahalan( Book )

3 editions published in 1998 in English and held by 305 WorldCat member libraries worldwide

Statistics of public and private school library media centers, 1985-86 : with historical comparisons from 1958-1985 by Margaret Werner Cahalan( Book )

5 editions published between 1987 and 1990 in English and held by 224 WorldCat member libraries worldwide

A study of selected nonsampling errors in the 1991 Survey of Recent College Graduates( Book )

1 edition published in 1994 in English and held by 217 WorldCat member libraries worldwide

Occupational and educational outcomes of recent college graduates 1 year after graduation : 1991 by Margaret Werner Cahalan( Book )

4 editions published in 1993 in English and held by 213 WorldCat member libraries worldwide

This report presents data on the occupational and educational experiences of graduates approximately 1 year following graduation based on a nationally representative sample of 16,172 bachelor's degree recipients during the during the 1989-90 academic year. The report is divided into two sections. The first section presents an overview of principal occupational and educational outcomes, and the second section focuses on outcomes for specific major fields of study. Among the study's highlights are the following: (1) 84 percent of the graduates were employed, the rest being unemployed or not in the labor market due to school or other reasons; (2) employment rates were higher among graduates in the professional fields; (3) the unemployment rate at 4.5 percent for graduates was 2 percent less than the general labor force as of April 1991; (4) one-third of the graduates reenrolled for further education within 1 year of graduation; (5) mean annual salaries for full-time employees were higher among professional field majors than among arts and sciences majors; and (6) among graduates employed full time, the mean salary for women was 87 percent of the mean salary for men. Appendices provide detailed tables with standard errors, study technical notes, and definitions. (GLR)
Historical corrections statistics in the United States, 1850-1984 by Margaret Werner Cahalan( )

5 editions published between 1986 and 1987 in English and Undetermined and held by 159 WorldCat member libraries worldwide

Comparative study of state case review systems phase II : dispositional hearings by Margaret Werner Cahalan( Book )

3 editions published in 1985 in English and held by 159 WorldCat member libraries worldwide

Adult education participation decisions and barriers : review of conceptual frameworks and empirical studies by Tim Silva( Book )

4 editions published in 1998 in English and held by 88 WorldCat member libraries worldwide

In preparation for the next National Household Education Survey (nhes), the conceptual frameworks of participatory behavior and methods used by other researchers to study factors promoting or inhibiting participation were examined. The following items were reviewed: the adult education (ae) barriers questions included on the 1991 and 1995 editions of the nhes; 33 empirical studies of participation/nonparticipation in ae and activities other than ae; and examples of conceptual frameworks from selected areas (economics, social psychology, leisure studies, health research, ae, theories of change, dropout and attrition studies, the time allocation literature, and studies of consumer choice behavior). The option of drawing upon multiple models when developing the ae component of the next nhes was deemed superior to the single-framework option. The following key variables were recommended for consideration for possible inclusion in the nhes: demographic/background characteristics; life events and transitions; past participation in ae; other participatory behavior; co-participants; physical and mental health; intentions; perceptions of barriers; perceptions of benefits; motivations; reference group opinions; attitudes/opinions toward education; and role of technology and availability of other options to formal ae courses. (Thirty-eight tables/figures/exhibits are included. The report contains 98 references. Appended are abstracts of all 33 empirical studies reviewed; each contains the following: citation, objective/purpose/goal, type of activity, research method, subjects, structural/technical issues, and conclusions/implications.) (mn)
Science, mathematics, engineering, and technology in two-year and community colleges by Margaret Werner Cahalan( Book )

2 editions published in 1990 in English and held by 81 WorldCat member libraries worldwide

The 1985-86 survey of public and private school libraries and media centers : early tabulations by Jeffrey W Williams( Book )

5 editions published between 1986 and 1989 in English and held by 76 WorldCat member libraries worldwide

The status of academic libraries in the United States : results from the 1994 academic library survey with historical comparisons by Margaret Werner Cahalan( )

2 editions published in 1998 in English and held by 74 WorldCat member libraries worldwide

Written standards as a process to improve survey data quality : a review of selected national standards by David L Bayless( Book )

1 edition published in 1990 in English and held by 74 WorldCat member libraries worldwide

The use of formal written standards as a way to improve a product or service is discussed and illustrated by an analysis of the planned development of standards for educational data reporting. The Cooperative Educational Data Collection and Reporting Standards (cedcars) project is intended to apply to a wide range of educational data collection and reporting. Conducting a review of existing related standards was a logical first developmental step. The standards reviewed include the following: (1) National Center for Education Statistics "Standards and Policies" (1987); (2) Energy Information Administration "Standards Manual, U.S. Department of Energy, Office of Statistical Standards" (1989); (3) General Accounting Office "Government Auditing Standards" (1988); (4) Joint Committee on Standards for Educational Evaluation "Standards for Evaluation of Educational Programs, Projects, and Materials" (1981); (5) Evaluation Research Society "Standards for Evaluation Practice" (1981); (6) National Center for Health Statistics "Draft Standards on Statistics and Information on Effects of the Environment on Health" (1980); and (7) "Standards for Educational and Psychological Testing" (1985). Qualities required of the eventual cedcars standards, scheduled for draft completion in 1991, are reviewed. Twenty-two exhibits and a 66-item list of references are provided. (Sld)
Fall staff in postsecondary institutions, 1993 by Margaret Werner Cahalan( Book )

2 editions published between 1996 and 1997 in English and held by 73 WorldCat member libraries worldwide

This report presents 12 tables and 19 figures of data about staff employed by 8,861 postsecondary institutions at the four-year, two-year, and less than two-year levels in the 50 states and the District of Columbia in the fall of 1993, using data from the Integrated Postsecondary Education Data System (IPEDS). The data indicate the number of staff employed by postsecondary institutions by staff categories such as faculty, managers, and research assistants, and by personal characteristics such as full-time/part-time employment status and sex. Data are presented by level and control of institution, employment status, race/ethnicity, sex, primary occupation, faculty tenure status, faculty rank, and new hires. Highlights of the data are outlined in three areas: (1) overview of staff in postsecondary and higher education institutions, (2) faculty growth, distribution, rank and tenure in institutions of higher education, and (3) new hires in institutions of higher education. Among these highlights were: there were about 2.7 million employees in postsecondary institutions in 1993, about 2.1 percent of the total U.S. labor force; there has been growth in the percent of faculty in two-year institutions and in those working part-time; and there was a substantial decline in the full-time new hires over the previous year. Six appendices include additional tables for postsecondary institutions and institutions of higher education, technical notes on the survey methodology, the survey questionnaire, and a glossary. (KG)
Remedial/developmental studies in institutions of higher education policies and practices, 1984 by Douglas A Wright( Book )

5 editions published in 1985 in English and held by 56 WorldCat member libraries worldwide

The extent of postsecondary remedial studies in the United States was investigated in 1983-1984, along with characteristics of current programs, and measures of program effectiveness. Reliable national estimates were sought on: the number and type of courses offered; the percent of students taking remedial courses and recent enrollment changes; and rough measures of remedial program outcomes (e.g., course completion and student retention). Remedial or developmental studies were defined as programs, courses, or other activities for students lacking skills needed to perform college-level work at the specific institution. The national sample of 511 colleges and universities was drawn from the Higher Education General Information System enrollment report of 1982. Eighty-two percent of the schools had at least one remedial/developmental course, and more colleges offered courses in remedial writing (73 percent) and math (71 percent) than in reading (66 percent). In addition to course enrollments, information was obtained on: the level and control of schools offering such studies, types of remedial support services and summer programs, type of credit and requirements, and student retention and program evaluation. (SW)
College level remediation by Margaret Werner Cahalan( Book )

3 editions published in 1986 in English and held by 51 WorldCat member libraries worldwide

Academic libraries : 1994( Book )

2 editions published in 1998 in English and held by 33 WorldCat member libraries worldwide

 
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Alternative Names
Cahalan, Maggie

Cahalan Margaret

Cahalan Margaret W.

Languages
English (60)