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Michal Kurlaender - One of the best experts on this subject based on the ideXlab platform.

  • career technical education and labor market outcomes evidence from california Community Colleges
    Journal of Human Resources, 2019
    Co-Authors: Ann Huff Stevens, Michal Kurlaender, Michel Grosz
    Abstract:

    Career technical education (CTE) programs at Community Colleges are increasingly seen as an attractive alternative to four-year Colleges, yet little systematic evidence exists on the returns to specific certificates and degrees. We estimate returns to CTE programs using administrative data from the California Community College system linked to earnings records. We employ estimation approaches, including individual fixed effects and individual-specific trends, and find average returns to CTE certificate and degrees that range from 14 to 45 percent. The largest returns are for programs in the healthcare sector; estimated returns in non-health related programs range from 15 to 23 percent. [End Page 986] [ABSTRACT FROM AUTHOR]

  • do Community Colleges provide a viable pathway to a baccalaureate degree
    Educational Evaluation and Policy Analysis, 2009
    Co-Authors: Bridget Terry Long, Michal Kurlaender
    Abstract:

    Community Colleges have become an important entryway for students intending to complete baccalaureate degrees. However, many question the viability of the transfer function and wonder whether stude...

  • do Community Colleges provide a viable pathway to a baccalaureate degree
    Research Papers in Economics, 2008
    Co-Authors: Bridget Terry Long, Michal Kurlaender
    Abstract:

    Community Colleges have become an important entryway for students intending to complete a baccalaureate degree. However, many question the viability of the transfer function and wonder whether students suffer a penalty for starting at a two-year institution. This paper examines how the outcomes of Community college entrants compare to similar students who initially entered four-year institutions within the Ohio public higher education system. Using a detailed dataset, we track outcomes for nine years and employ multiple strategies to deal with selection issues: propensity score matching and instrumental variables. The results suggest that straightforward estimates are significantly biased, but even after accounting for selection, students who initially begin at a Community college were 14.5 percent less likely to complete a bachelor's degree within nine years.

Linda Serra Hagedorn - One of the best experts on this subject based on the ideXlab platform.

  • a realistic look at stem and the role of Community Colleges
    Community College Review, 2012
    Co-Authors: Linda Serra Hagedorn, Agustina Veny Purnamasari
    Abstract:

    American policy makers, educators, and others are concerned that predicted workforce shortages in science, technology, engineering, and mathematics (STEM) fields will have a catastrophic impact on the economy. This article takes a realistic look at the “STEM problem,” identifying how Community Colleges can be a part of the solution. We provide evidence that shortages in STEM workers vary by geographic locale. Furthermore, STEM achievement is not consistent across ethnic groups or between men and women. These gaps may be due to unequal access to STEM degree programs and the shortage of quality STEM teachers.

  • latino a student success in Community Colleges and hispanic serving institution status
    Community College Journal of Research and Practice, 2010
    Co-Authors: Athena I Perrakis, Linda Serra Hagedorn
    Abstract:

    This article explores the rise and development of Hispanic-serving Community Colleges in the United States. It then offers specific qualitative data about the experiences of students, faculty, and administrators working on one urban Hispanic-serving Community college campus. Data suggest that campus Hispanic-serving Institution (HSI) status influences and shapes the experiences of those who work and study there; however, in many cases students remain unaware of the significance or meaning of HSI status.

  • the pursuit of student success the directions and challenges facing Community Colleges
    2010
    Co-Authors: Linda Serra Hagedorn
    Abstract:

    Community Colleges are the postsecondary entry point for a diverse set of students including many students of color, those from low-income backgrounds, as well as students with postsecondary dreams but with academic records that will not merit admission to the nation’s elite universities. Using a framework based on the social theories of immigration this chapter shows how Community Colleges have been an alienated subclass among postsecondary institutions. This chapter argues that the twenty-first century Community college must emerge as a respected institution with a unique identity while continuing the types of programs and support structures designed to bolster the success of students who face multiple barriers and stumbling blocks on their path to success.

Xueli Wang - One of the best experts on this subject based on the ideXlab platform.

  • pathway to a baccalaureate in stem fields are Community Colleges a viable route and does early stem momentum matter
    Educational Evaluation and Policy Analysis, 2015
    Co-Authors: Xueli Wang
    Abstract:

    This study examines the effect of beginning at a Community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields. In addition, drawing upon a new concept of “STEM momentum,” this research explores whether and how STEM baccalaureate success is related to early STEM momentum, as well as whether and how such momentum is shaped differently in Community Colleges as compared with public 4-year institutions. Results indicate that, overall, students beginning at Community Colleges were less likely to achieve STEM baccalaureate success. However, this negative effect was reduced to some extent by the positive influence of Community Colleges on a key STEM momentum indicator, quality points students achieved in STEM courses during the first term, which in turn positively impacted STEM baccalaureate success.

  • Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions
    Research in Higher Education, 2013
    Co-Authors: Xueli Wang
    Abstract:

    In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering Community Colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: Community Colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on Community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at Community Colleges.

  • factors contributing to the upward transfer of baccalaureate aspirants beginning at Community Colleges
    The Journal of Higher Education, 2012
    Co-Authors: Xueli Wang
    Abstract:

    This study examined factors associated with the upward transfer of baccalaureate aspirants beginning at Community Colleges. Based on data from the National Education Longitudinal Study of 1988 and the Postsecondary Education Transcript Study, a sequential logistic regression analysis was conducted to predict bachelor's degree-seeking Community college entrants' transfer to four-year institutions.

Marie Anne Mccusker - One of the best experts on this subject based on the ideXlab platform.

  • a study of nurse faculty job satisfaction in Community Colleges in florida
    Teaching and Learning in Nursing, 2010
    Co-Authors: Kathleen A Lane, Joni Esser, Betty Holte, Marie Anne Mccusker
    Abstract:

    There are many factors that influence nurse faculty job satisfaction including professional achievement and growth, interpersonal relations, leadership, recognition, responsibility, salary, and working conditions. However, much of the research in this area is limited to the clinical nurse setting. There are few studies that focus on nurse faculty job satisfaction in the Community college setting. One of the primary drivers for the current nursing shortage in the United States is a shortage of faculty. Better understanding of the factors influencing job satisfaction among faculty may be helpful in addressing the faculty shortage. The purpose of this study was to explore the constructs of job satisfaction and intent to stay. Community college nursing faculty was chosen given that all of the authors were nursing faculty in this type of setting. Examining the relationship between job satisfaction and intent to stay of nurse faculty in Community Colleges in Florida could provide information for deans and administrators of nursing programs to address the nurse faculty shortage. The sample was drawn from Associate in Science Programs faculty from the 23 Community Colleges in Florida that offer a nursing program. The qualitative part of this study focused on the perceptions or feelings of nurse faculty. The open-ended questions were based on the subscales of Herzberg's Motivation to Work Theory. The findings revealed that nurse faculty were most passionate about the salary and the work itself. The overwhelming majority response was that the faculty loved their jobs. This study found that overall job satisfaction can be used as a predictor for intent to stay. Findings further revealed that nurse faculty in Community Colleges in Florida are generally satisfied with their jobs and have intent to stay.

Andrew M. Gill - One of the best experts on this subject based on the ideXlab platform.

  • Do Community Colleges really divert students from earning bachelor's degrees?
    Economics of Education Review, 2003
    Co-Authors: Duane E. Leigh, Andrew M. Gill
    Abstract:

    Abstract This paper provides new estimates of the ‘diversion effect’ argument advanced by critics of Community Colleges. As emphasized by Rouse (J. Business Econ. Statist. 13 (1995) 217), information on students' desired level of schooling is essential to properly measure the diversion effect of Community Colleges as well as their ‘democratization effect’ increasing access to higher education. Using information on desired years of schooling from early waves of the NLSY, we find that the choice between alternative postsecondary education tracks including the choice of Community college students between transfer and terminal programs is highly sensitive to years of desired schooling. Diversion effect estimates are also found to depend on whether we condition on desired schooling. For individuals who express a desire to complete at least 16 years of schooling, our diversion effect estimates lie between −0.7 and −1.0 years. These estimates are clearly dominated by positive democratization effect estimates. On balance, therefore, we find for individuals desiring a bachelor's degree that Community Colleges increase average educational attainment by between 0.4 and 1.0 years.

  • labor market returns to Community Colleges evidence for returning adults
    Journal of Human Resources, 1997
    Co-Authors: Duane E. Leigh, Andrew M. Gill
    Abstract:

    Kane and Rouse (1993) furnish evidence that enrollment in a two-year-or four-year-college program increases earnings by 5 to 8 percent per year of college credits, whether or not a degree is earned. This evidence has provided the intellectual basis for policy recommendations to increase access by adult workers to long-term education and training programs, such as those supplied by Community Colleges. Yet to be answered, however, is the question whether these favorable return estimates hold for experienced adult workers who return to school. For both A.A. and nondegree Community college programs, our results indicate returns that are positive and of essentially the same size for returning adults as they are for continuing high school graduates. Among males in nondegree programs, in fact, returning adults enjoy an incremental earnings effect of 8 to 10 percent above that received by continuing students.