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Institutions were given three options for abstracting information about sampled students from institutional records. The first option was for the institution’s staff to use the web-based CADE application (self-CADE), the second option was for the institution’s staff to create data files and upload them to the NPSAS website (data-CADE), and the third option was to have a trained field data collector visit the institution and abstract the data (field-CADE).

Of the 1,670 institutions that provided student record data, most (63 percent) did so by self- CADE (table 17). Data-CADE was the next most used method, with 36 percent of CADE

completions being submitted as electronic data files. Field data collectors performed the record abstraction from the remaining 1 percent of CADE completions.

Table 17. Student record abstraction method: 2008

CADE abstraction method

Institutions providing CADE Total students1

Number Percent2 _{Number Percent}2

Total 1,670 100.0 130,410 100.0 Abstraction method Self-CADE 1,050 62.9 61,880 47.4 Data-CADE 600 35.9 68,110 52.2 Field-CADE 20 1.2 430 0.3

1 _{The total represents the number of students sampled from institutions for which CADE data were provided and includes} students who were classified as study nonrespondents.

2 _{Percentage of total number of eligible institutions/students.}

NOTE: Detail may not sum to totals because of rounding. CADE = computer-assisted data entry.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2007–08 National Postsecondary Student Aid Study (NPSAS:08).

The trend for an increase in data-CADE and a decrease in field-CADE, seen in NPSAS:04, continued in NPSAS:08. The rate at which institutions chose data-CADE in NPSAS:08 was significantly higher than the rate in NPSAS:04 at 36 percent, as opposed to 21 percent (z = 8.78, p < .05). For NPSAS:08, the data-CADE option was made available earlier in the collection period, which may have contributed to this increase; moreover, most of the participating institutional systems used data-CADE. Although self-CADE was used more often than data-CADE (63 percent, as opposed to 36 percent), a higher percentage of student data was received via data-CADE than via self-CADE (52 percent, as opposed to 47 percent). This finding indicated that the institutions with larger sample sizes preferred data-CADE as their mode of abstraction.

From NPSAS:04 to NPSAS:08, a corresponding decrease in the use of field-CADE was found: 1 percent of institutions chose to use field CADE in NPSAS:08, as opposed to 13 percent in NPSAS:04 (z = 13.13, p < .05). Field-CADE use likely decreased because an increased number of institutional staff now have internet access and familiarity with web applications. A climate increasingly emphasizing data security may also explain the decrease. Some institutional staff reported feeling hesitant about field data collectors’ abstracting student data in person.

A student record was considered to represent CADE record completion if it had nonmissing data for one or more of the following variables:

• receipt of financial aid;

• tuition;

• degree program; or

• race.

An institution was classified as having completed CADE if sufficient data were obtained for at least one sample student. CADE completion rates are reported in table 18. Overall, 96 percent (weighted) of the participating institutions (those that provided enrollment lists from which a student sample could be selected) completed CADE.

CADE completion rates ranged from 94 percent (weighted) for institutions choosing field- CADE to 98 percent for those using data-CADE. CADE completion rates varied by type of

institution as well, ranging from 92 percent for private, for-profit, less-than-2-year institutions to 100 percent for private, not-for-profit, less-than-4-year institutions.

Table 18. Institution-level computer-assisted data entry completion rates, by institutional characteristic and abstraction method: 2008

Institutional characteristic and abstraction method1

Institutions providing

lists

Institutions providing CADE Number Unweighted percent2 Weighted _percent3

Total 1,730 1,670 96.5 96.1 Institutional level Less-than-2-year 100 90 94.0 93.0 2-year 500 480 95.8 97.6 4-year non-doctorate-granting 630 610 97.1 96.6 4-year doctorate-granting 500 490 96.8 96.4 Institutional control Public 880 850 96.8 96.5 Private not-for-profit 560 540 96.1 95.4 Private for-profit 290 280 96.2 96.1 Type of institution Public less-than-2-year 20 20 95.0 97.5 Public 2-year 410 390 96.1 95.9

Public 4-year non-doctorate-granting 190 180 98.4 97.6 Public 4-year doctorate-granting 260 250 96.9 97.1 Private not-for-profit less-than-4-year 20 20 100.0 100.0 Private not-for-profit 4-year non-doctorate-granting 320 310 95.7 93.8 Private not-for-profit 4-year doctorate-granting 230 220 96.4 95.7 Private for-profit less-than-2-year 70 70 93.2 91.9 Private for-profit 2-year-or-more 210 210 97.2 99.4

Abstraction method

Self-CADE 1,090 30 96.5 95.5

Data-CADE 620 600 96.8 97.6

Field-CADE 20 20 87.0 93.8

1 _{Institutional characteristics were verified (where possible) to correct classification errors on the sample frame.} 2 _{Percentage of institutions providing lists.}

3 _{The weight described in this column is a base weight.}

NOTE: Detail may not sum to totals because of rounding. CADE = computer-assisted data entry.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2007–08 National Postsecondary Student Aid Study (NPSAS:08).

Student-level CADE completion rates are reported by institutional type and student type (table 19). Overall, the student-level CADE completion rate (the percentage of NPSAS-eligible sample members for whom a completed CADE record was obtained) was 96 percent (weighted). Weighted student-level completion rates ranged from 87 percent for private, not-for-profit, less- than-4-year institutions to 99 percent for public, 4-year, non-doctorate-granting institutions. Weighted completion rates by student type were 96 percent for undergraduate and 97 percent for graduate and first-professional students.

Table 19. Student-level computer-assisted data entry completion rates, by institutional characteristic and student type: 2008

Institutional characteristic and student type2 studentsEligible 3

CADE completes1

Number Unweighted percent Weighted percent4

Total 132,800 126,620 95.3 96.2 Institutional level Less-than-2-year 7,950 7,210 90.7 92.0 2-year 40,770 38,410 94.2 95.1 4-year non-doctorate-granting 37,140 36,130 97.3 97.2 4-year doctorate-granting 46,940 44,880 95.6 97.0 Institutional control Public 84,240 80,690 95.8 96.3 Private not-for-profit 31,950 30,300 94.9 95.1 Private for-profit 16,610 15,630 94.1 97.4 Type of institution Public less-than-2-year 1,480 1,310 88.1 92.1 Public 2-year 37,010 35,210 95.1 95.2

Public 4-year non-doctorate-granting 15,850 15,650 98.8 99.0 Public 4-year doctorate-granting 29,910 28,530 95.4 97.1 Private not-for-profit less-than-4-year 1,790 1,570 88.0 87.3 Private not-for-profit 4-year non-doctorate-granting 13,930 13,190 94.6 93.8 Private not-for-profit 4-year doctorate-granting 16,230 15,550 95.8 96.3 Private for-profit less-than-2-year 6,050 5,500 90.9 91.6 Private for-profit 2-year-or-more 10,560 10,130 95.9 98.8

Student type

Total undergraduate 118,030 112,450 95.3 96.1

Potential B&B student 24,290 23,360 96.2 96.8

Other undergraduates 93,740 89,080 95.0 96.0

Graduate/first-professional 14,770 14,180 96.0 96.7 1 _{Eligible students who met the criteria for qualification as a CADE completion, which required an indication of financial aid receipt,} enrollment status, tuition, degree program, or race/ethnicity in the CADE instrument. Numbers presented here may include students who were classified as study nonrespondents.

2 _{Both institutional characteristics and student classifications were verified (where possible) to correct classification errors on the} sample frame.

3 _{Students determined to be eligible in CADE or the student interview (or both).} 4 _{The weight described in this column is a base weight.}

NOTE: Detail may not sum to totals because of rounding. B&B = Baccalaureate and Beyond; CADE = computer-assisted data entry. SOURCE: U.S. Department of Education, National Center for Education Statistics, 2007–08 National Postsecondary Student Aid Study (NPSAS:08).