Abstract
The design of this study was to use hierarchical linear modeling to assess the impact of community colleges on the school-to-work transition and to assess the race, gender, and socioeconomic status effect on student outcomes (wages and use of training on the job). Data were obtained from several sources, including High School and Beyond, the Integrated Postsecondary Data System (IPEDS), and the College Board Institutional Files. Community college variables included full-time enrollment, percentage of faculty full-time, transfer rate, and the availability of career counseling and placement services. Results suggest that several variables, including the transfer rate and the availability of career counseling and placement services, were related to the effect of gender and class background on wages and use of training on the job.
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