The test statistics used in the analysis were calculated using the jackknife variances and thus appropriately reflected the complex nature of the sample design. In particular, an adjusted chi-square test using Satterthwaite's approximation to the design effect was used in the analysis of the two-way tables.10 Finally, Bonferroni adjustments were made to control for multiple comparisons where appropriate. For example, for an "experiment-wise" comparison involving g pairwise comparisons, each difference was tested at the 0.05/g significance level to control for the fact that g differences were simultaneously tested.

Background Information

The survey was performed under contract with Westat, using the Postsecondary Education Quick Information System (PEQIS). This is the fifth PEQIS survey to be conducted. Westat's Project Director was Elizabeth Farris, and the Survey Managers were Debbie Alexander and Laurie Lewis. Bernie Greene was the NCES Project Officer. The data were requested by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, U.S. Department of Education.

This report was reviewed by the following individuals:

Outside NCES

• Robert Albrecht, Chief Academic Officer, Western Governors University
• Cheryl Garnette, Office of Reform Assistance and Dissemination, U.S. Department of Education
• Gregory Henschel, National Institute on Postsecondary Education, Libraries, and Lifelong Learning, U.S. Department of Education

Inside NCES

• Michael Cohen, Statistical Standards and Services Group
• Mary Frase, Data Development and Longitudinal Studies Group
• Andrew Malizio, Data Development and Longitudinal Studies Group
• Roslyn Korb, Surveys and Cooperative Systems Group
• Jeffrey Williams, Surveys and Cooperative Systems Group

Tables of Standard Errors

• Table 1a:—Standard errors of the percent of higher education institutions currently offering distance education courses, standard errors of the percent planning to offer them in the next 3years, and standard errors of the percent not currently offering or planning to offer them, by institutional characteristics: 1995
   
• Table 2a:—Standard errors of the total number and percentage distribution of distance education courses with different catalog numbers offered in academic year 1994-95, by institutional characteristics

• Table 3a:—Standard errors of the percent of higher education institutions currently offering distance education courses that use various types of technologies to deliver distance education courses, by institutional characteristics: 1995

• Table 4a:—Standard errors of the percent of higher education institutions currently offering distance education courses directed to different types of remote sites, by institutional characteristics: 1995

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