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1.
A considerable fraction of college students and bachelor's degree recipients enroll in multiple postsecondary institutions. Despite this fact, there is scant research that examines the nature of the paths – both the number and types of institutions – that students take to obtain a bachelor's degree or through the higher education system more generally. We also know little about how enrollment in multiple institutions of varying quality relates to postgraduate life outcomes. We use a unique panel data set from Texas that allows us to examine in detail the paths that students take toward a bachelor's degree and estimate how enrollment in multiple institutions is related to both degree completion and subsequent earnings. We show that the paths to a bachelor's degree are diverse and that earnings and BA receipt vary systematically with these paths. Our results call attention to the importance of developing a more complete understanding of why students transfer and what causal role transferring has on the returns to postsecondary educational investment. 相似文献
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Rent D. Cejda 《Community College Journal of Research & Practice》2013,37(4):279-288
A number of studies have shown that the associate degree track no longer reflects the path of community college students pursuing bachelor's degrees. Rather, students use the community college to fulfill specific degree requirements. This study investigated whether community college credits were used to fulfill core or major requirements among baccalaureate graduates of a private liberal arts college over a five-year period. Results indicate that more than one-third of graduates used the community college to fulfill requirements for the bachelor's degree. Overall, the primary use of the community college was to fulfill requirements for the core curriculum. Use of the community college was greatest among humanities majors, with business majors completing the most community college hours. 相似文献
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Brent D. Cejda Kirsten L. Rewey Alice J. Kaylor 《Community College Journal of Research & Practice》2013,37(7):675-686
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution. The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period. Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students. 相似文献
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Tammy J. Rhine Dawna M. Milligan Lynne R. Nelson 《Community College Journal of Research & Practice》2013,37(6):443-453
Community college students transferring to a 4-year college or university face a variety of challenges. Social and academic issues can pose potential hurdles to graduating with a bachelor's degree for these students. Community colleges and 4-year institutions must work closely together to create more efficient and effective partnerships for students transitioning through the higher education system. This article makes suggestions for community college staff and faculty members to help transfer students successfully transition into university life and complete a bachelor's degree. 相似文献
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Daniel P. Gitterman Jeremy G. Moulton Dillan Bono-Lunn Laura Chrisco 《Peabody Journal of Education》2015,90(5):636-658
This article addresses the policy debate over “college for all” versus “college for some” in the United States and analyzes the relationship between “some college” (as a formal education attainment category) and earnings. Our evidence confirms—using data from the American Community Survey (ACS), the Panel Study on Income Dynamics (PSID), and the Survey on Income and Program Participation (SIPP)—that more (postsecondary) education, on average, is associated with higher median earnings. However, there is emerging evidence that a proportion of workers who have attained lower levels of education (i.e., “some college”) earn more than those who have attained higher levels of education (bachelor's degree).We focus particular attention on the subset of Americans who fall into the U.S. Census official category entitled “some college.” This is a heterogeneous group who have alternate educational credentials but who have not acquired a formal associate or bachelor's degree. Instead of an unequivocal focus on “college for all” or even “community college for all,” we argue that educators and policymakers should consider “some college” as a viable pathway to future labor market success. In sum, we conclude that some types of “some college” could lead to a reduction in earnings inequality. 相似文献
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Rouse [Rouse, C. E. (1995). Democratization or diversion—the effect of community-colleges on educational-attainment. Journal of Business and Economic Statistics, 13(2), 217–224] finds that enrollment in a community college may divert students from attaining a bachelor's degree. However, this result may be due to selection bias, as the population of community college students should be quite different from those who attend 4-year institutions in terms of both observable and unobservable characteristics. This study uses propensity score matching to non-parametrically balance a data set from the 1996 Beginning Postsecondary Students survey in order to overcome issues associated with selection bias. Results from a Cox proportional hazards model indicate that attendance at a community college lowers the hazard rate for completing a bachelor's degree. The results are consistent with previous studies. 相似文献
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The consequences of graduating in a recession could be severe and long-lasting. Bachelor's graduates can, however, avoid entering the labour market by continuing their education. Using a Norwegian dataset containing information on all graduates and their applications to and enrolment in master's degree programmes over a 15-year period, we find that a one percentage point increase in the field-specific unemployment rate results in a 6.5 percentage points increase in applications and a 3.9 percentage points increase in enrolment. Moreover, using a survey of the 2020 bachelor's graduates cohort, that is, the Covid-19 cohort, we find evidence indicating that those pushed into a master's degree by conditions in the labour market differ substantially from those whose decision to enrol in a master's degree is not driven by labour market conditions. 相似文献
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Paul A. Winter Michael R. Harris Craig H. Ziegler 《Community College Journal of Research & Practice》2013,37(4):271-282
Reverse transfer students (i.e., students transferring from a baccalaureate institution to a community college) are either completers (i.e., earned a bachelor's degree) or noncompleters (i.e., did not earn a bachelor's degree). The investigation reported in this article included a procedure to construct-validate an instrument that captures data about why reverse transfer occurs and a discriminant-analysis profile that highlights differences among completers and noncompleters. The findings have implications for student recruitment, student services, and future research. 相似文献
10.
Dorothy Fruit 《Educational gerontology》2013,39(4-5):237-245
Educators and potential students have questioned the employability of gerontology graduates from the increasing number of educational programs in this field in the United States. This study sought to determine the employment of bachelor's degree gerontology graduates, as well as their reaction to their curricula. A national sample of 303 graduates from 17 of the 20 colleges and universities offering bachelor's degrees in gerontology responded to a questionnaire on employment and curriculum needs. Results indicated the majority are employed. Graduates believe they acquired their jobs because they had a degree in gerontology and that a bachelor's degree in gerontology, in contrast to some other degrees, was valuable to their career. There is evidence of needed curriculum additions, especially in the area of business management and related skills. Salary levels representing different areas of employment are summarized. It was concluded that these graduates evidenced a wide variety of career opportunities and if choosing again would repeat their degree choice in gerontology. 相似文献
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Carol J. Mishler 《Research in higher education》1983,19(2):213-230
This follow-up study of adult graduates (aged 25 or more at college entry) sought their perceptions about the impact of their bachelor's degree, 3 to 5 years after graduation. A sample of 441 adult graduates of the University of Wisconsin System were surveyed, and a response rate of 64% was generated. Results revealed that the two leading goals of adult graduates when they returned to college had been to develop a new career and to gain the satisfaction of earning a degree. Large percentages noted several job-related changes that occurred directly as a result of having the degree. Notable personal gains were also reported, revealing high overall satisfaction with having acquired a degree, even at a later than average age. 相似文献
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Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy. 相似文献
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Richard M. Romano Yenni M. Djajalaksana 《Community College Journal of Research & Practice》2013,37(7):539-555
Data from NCES indicate that it is two to three times more expensive to educate a student at a public four-year college than at a community college. These figures exaggerate the difference between the two when you calculate the costs of the first two years of education for students working on a bachelor's degree. Using modified Integrated Postsecondary Education Data System (IPEDS) data from the recently released Delta Project, this study shows that the cost per full-time equivalent (FTE) and the public subsidy per FTE are lower at public master's level colleges than at the community college. Trend data from 1987–2005 are examined along with appropriate cautions for interpreting the results. 相似文献
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《Chinese Education & Society》2013,46(6):33-35
In July 1999, Beijing Institute of Broadcasting conducted a survey on college students' views on major Western countries. The subjects were between ages 20 to 35 and had an education equal to or higher than an undergraduate degree. The survey adopted the method of quota sampling and a total of 200 subjects filled out the questionnaires. Among them, there were 101 men, 99 women; 99 with bachelor's degrees (including current undergraduate students), 63 with master's degrees (including candidates for master's degree), 38 with Ph.D.s and Ph.D. students; 116 subjects were already working and 94 were college students. Ten or twenty years later, these people will become the major force in Chinese society. It's important to know what they think of Western countries. In order to do this, the current survey was mainly concerned with the extent to which they understood and liked countries such as the United States, Japan, the United Kingdom, France, and Germany. 相似文献
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Jeffrey T. Steedle Justine Radunzel Krista D. Mattern 《Journal of Educational Measurement》2019,56(2):331-360
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose. 相似文献
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Marcelline Fusilier Subhash Durlabhji 《Decision Sciences Journal of Innovative Education》2003,1(1):73-98
As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed. 相似文献
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Two-year colleges are an important part of the higher education system in the United States but there are concerns as to how attendance at these institutions affects educational attainment and labor market outcomes. This paper uses data from a nationally representative survey to examine the impact of students beginning their college career at a two-year college instead of a four-year college. Treatment effects are estimated using both standard regression techniques as well as propensity score matching. As these estimates may be contaminated because of selection on unobservable characteristics this paper will also employ a number of sensitivity analyses to consider the potential bias. The results show large negative impacts on both educational attainment and labor market outcomes for men and women who begin at a two-year college, even for those students who expect to complete a bachelor's degree. The evidence from the sensitivity analyses suggest that to eliminate these large effects there would need to be substantial, and arguably implausible, selection on unobservable characteristics. 相似文献