Community College Graduates Research Articles

Malaysian Community College Graduates Employability Prediction Model Using Machine Learning Approach

Community College, as TVET institution under the Ministry of Higher Education, offers industry-relevant skills training to ensure graduates' employability in the global labor market. However, producing graduates who meet industry demands remains a challenge, and industries continue to face difficulties in obtaining skilled graduates. In Malaysia, there is limited research on predictive models for employability rates among graduates of TVET Malaysian institutions. This research utilizes Python to investigate the significant factors influencing employability among Malaysian Community College graduates, determined by a specific indicator of whether they will be employed. Our contribution lies in developing an accurate employability prediction model using machine learning algorithms such as Logistic Regression, Neural Networks, and Random Forest. The dataset used consisted of 10,427 instances and 14 attributes, from which six significant factors were identified. Among the models, Random Forest outperformed the other machine learning models, and hyperparameter tuning using RandomizedSearch further improved the accuracy of the model to 84.8%. This study aims to identify the most accurate and interpretable model, providing valuable insights for educational institutions to enhance their employability strategies.

STEM Enrollment Decision Trees as Graduation Predictors for Community College Students Enrolled in Remedial Mathematics

Objective/Research Question: Community college graduation rates are typically quite low, and developmental mathematics enrollment and coursetaking patterns may constrain academic outcomes. To identify ways in which community college graduation rates may be improved, decision trees were utilized to examine the STEM coursetaking patterns of N = 5,065 students who matriculated in remedial mathematics. Methods: The research design was guided by Tinto’s academic and social integration framework, which provided an analytical lens for identifying how decision trees facilitate academic decision making when academic and social integration is limited. Decision trees identified course sequence rules to predict graduation, which can be used to formulate course pathways for community college advisors and their students. Results: Nine rules from the decision tree were identified, which could be used to advise community college students in coursetaking that aligns with career aspirations. The most important variable predicting graduation was completing College-Level Mathematics, which included Algebra II, Statistics, Precalculus, and survey mathematics courses. General education sciences courses such as Astronomy, Geology, Environmental Science, and Marine Biology were the most important science courses predicting graduation. Conclusions/Contributions: Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students work with different advisors to choose majors and plan course sequences. Transparent, accessible enrollment planning fosters programmatic consistency and student agency in selecting coursework that will maximize their success.

“Measuring bones”: A cross-disciplinary experiential learning event to increase awareness that math is everywhere

Community colleges serve a substantial percentage of college-age students in the United States, many of whom arrive with negative attitudes toward mathematics, despite there being many STEM-related fields available to community college graduates. The current paper summarizes the creation of a day-long activity that assists students in developing applied mathematical skills in a format that aligns with the experiential learning theory. Students at a community college in Texas are learning math by engaging with a popular topic, crime scene investigation, through an annual event, established in 2017, called NVCsi. Students interact with hands-on activities that combine forensics, mathematics, and other disciplines. The implementation of the event is described so that other colleges can develop their own experiential learning event. Planned data collection for future event cycles are described, as are limitations and constraints of the NVCsi event with a discussion of planned modifications.

Crossing the Finish Line but Losing the Race? Socioeconomic Inequalities in the Labor Market Trajectories of Community College Graduates

Abstract Despite decades and hundreds of billions of dollars of federal and state investment in policies to promote postsecondary educational attainment as a key lever for increasing the economic mobility of lower income populations, research continues to show large and meaningful differences in the mid-career earnings of students from families in the bottom and top income quintiles. Prior research has not disentangled whether these disparities are due to differential sorting into colleges and majors, or due to barriers that lower socioeconomic status (SES) graduates encounter during the college-to-career transition. Using linked individual-level higher education and Unemployment Insurance records for nearly a decade of students from the Virginia Community College System, we compare the labor market outcomes of higher and lower SES community college graduates within the same college, program, and academic performance level. Our analyses show that, conditional on employment, lower SES graduates earn nearly $500/quarter less than their higher SES peers one year after graduation, relative to higher SES graduate average of $10,846/quarter. The magnitude of this disparity persists through at least three years after graduation. Disparities are concentrated among non-nursing programs, in which gaps persist seven years from graduation. Our results highlight the importance of greater focus on the college-to-career transition.

Hiring Managers’ Perceptions of the Employability of Career and Technical Education Graduates

ABSTRACTCommunity colleges serve as a pipeline to industry for students seeking jobs in technical fields. Despite community colleges’ contribution to the workforce, there is a stigma attached to their programs, specifically career and technical (CTE) programs. Due to public perception that certificate and associate degree programs lack rigor, employers may devalue the programs offered at community colleges and doubt the abilities of community college graduates. Since education background is an important factor of a candidate’s employability, more research is needed to understand how employers view CTE education today. This qualitative study explored hiring managers’ perceptions of community college graduates with associate degrees or certificates in a CTE program. Twelve hiring managers from health, insurance, education, and business sectors in a medium-sized city in the Midwest were interviewed. Analysis of the transcripts revealed three findings: (a) education programs prepare graduates to fulfill technical job responsibilities, (b) underdeveloped soft skills and critical thinking skills, and (c) hiring managers look for candidates who demonstrate passion.

The Effect of Compromising Factors on Career Choice Tendency: A Case of Malaysia Community College Graduates

The Effect of Compromising Factors on Career Choice Tendency: A Case of Malaysia Community College Graduates

The Employment Dynamics and Economic Contributions of Community College Graduates in Rupandehi District, Nepal

This study investigates the role of human resources graduating from Rupandehi district's community colleges in Nepal's economic development. The research emphasizes the need to reduce income and social security disparities across industries, regions, and labor markets for balanced employment opportunities, especially for higher education institution (HEI) graduates. Data from 162 community college graduates in Rupandehi district, spanning 17 colleges, are meticulously collected while adhering to ethical and safety measures. This research provides valuable insights into the status and role of human resources produced by community colleges, benefiting various stakeholders. In the context of Nepal, the study addresses the shift in labor outmigration trends to developed countries for employment opportunities. It explores how graduates effectively convert their skills and knowledge into sustainable income within diverse economic sectors. Higher education institutions (HEIs) are integral to Nepal's economy, producing a dynamic workforce. The study highlights the importance of ensuring that investments in education lead to productive employment outcomes, with many graduates contributing to self-employment and job creation. Employing a mixed-method approach, combining field surveys and HEI data, this research sheds light on the complex interplay between education and employment in Nepal. Keywords: Community College Graduates, Employment Dynamics, Economic Contributions, Unemployment Challenges, Income Disparities and Higher Education Institutions

Labor Market Trajectories for Community College Graduates: How Returns to Certificates and Associate's Degrees Evolve Over Time

Abstract We estimate labor market returns to terminal associate's degrees and certificates, with a particular focus on how returns for different credential types evolve over a longer period of time (eleven years post entry) than most of the prior literature. We also explore how returns vary depending on labor market conditions and on which labor market outcome metric is used. Using administrative data from Ohio and an individual fixed-effects approach, we find that the value of an associate's degree grows substantially after graduation, and this finding is robust to choice of specification and outcome. The returns to a long-term certificate are flat over time in our main specification, but more sensitive to assumptions about individual-specific earnings trends. Returns to associate's degrees are notably higher in recession years versus prerecession years. Finally, we find that associate's degrees lead to improved outcomes relative to non-completion across a range of metrics, including higher paying jobs, more stability in employment over time, and a greater likelihood of earning a living wage, whereas certificates generally pay off via the employment margin and a reduced likelihood of claiming unemployment insurance.

Do Business-Friendly States Attract Female Entrepreneurs?

In this study, we examine whether there is a significant difference in small business owner characteristics in business-friendly states in the U.S. versus in less friendly states. In the survey that we employ, business-friendliness has four components. These are the ease of hire, ease of start, training/networking programs, and regulations. The owner characteristics including “position in the firm”, “previous entrepreneurial experience”, “gender”, “age”, “political view”, “education level”, and “race” are also included in the survey. Our results for “overall business friendliness” show that, in business-friendly states, there are more female owners and experienced owners when compared to the other states. In these states, there are more conservatives but fewer liberals and independents. Also, in these states, we are seeing more technical college and high school graduates and fewer community college graduates and master’s graduates. Finally, in these states, we see fewer Asian or Hispanic owners when compared to the other states.

Corrigendum to “Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States”

Corrigendum to “Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States”

Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States

This paper presents new estimates of the effects of the City University of New York’s ( CUNY’s) Accelerated Study in Associate Programs ( ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.

The Impact of Community College Attributes on the Earnings of Their Students

ABSTRACT As the cost of higher education has continued to rise, public interest in the proportional economic return on investment in higher education has also grown. While research associating the quality of education and institutional attributes with graduate earning potentials exists in the university sector, fewer studies have focused on earning potentials of community college graduates. This study investigates the relationship between community college attributes, including fixed, compositional, and financial characteristics, and the mean earnings of former community college students. Of 53 variables, 12 had a significant impact on mean earnings including the socio-economic conditions surrounding the institutions, student demographics, percentage of students who complete within 2 years, net tuition, and share of students who receive either a Pell Grant or a federal loan. Changing demographics of community college students, the increased cost of a community college education, and the need for additional support for two-year degrees/certifications will continue to be a challenge to the overall mission of community colleges.

Using Bourdieu’s Theory of Practice to Investigate the Experience of Ontario College Graduates Who Are Russian, Ukrainian, and Belarusian, and Seek Career Employment and Permanent Residency in Canada

The thesis explores international community college graduates' from three former Soviet Republics experience transitioning from college to the labor market in Canada. Pierre Bourdieu’s theory of practice provides the theoretical framework to analyse the labour-market integration of 14 women and 16 men. The data collected from in-depth interviews and document analysis reveal that each participant in the study belongs to one of three distinct age groups. Differing significantly in terms of career habitus and career capital, the members of the three groups have distinctly different labour-market outcomes.

Establishing Metrics for Evaluating Community College Student Success in 3+1 Transfer Programs

ABSTRACTThis article reports on the findings of qualitative research which investigated appropriate means for measuring the efficacy of 3 + 1 transfer programs. In a 3 + 1 program, students complete 90 credits at the community college and are awarded a baccalaureate degree after completing their final 30 credits at a four-year college or university. Community colleges continue to explore ways to improve the transfer process with the goal of increasing baccalaureate degree completion for community college graduates. Transfer programs which articulate 90 credits from a 3 + 1 program have been growing as a model for community college baccalaureate completion. However, no scholarly research had previously focused on measuring the effectiveness of 3 + 1 programs. This research involved interviews with eight institutions: four community colleges with active 3 + 1 programs and their four-year partner institutions. The results show that 3 + 1 programs are not clearly defined and vary in implementation. While evidence seems to suggest that these programs are effective, little definitive data exist. The study concludes that clear metrics need to be established to measure the efficacy of these programs and proposes metrics to measure success.

Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions

Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions

Reconsidering our Graduation Efforts: The Economic Impact of Certificates, Associate’s, and Bachelor’s Degrees

ABSTRACTUnited States’ education policy efforts have focused on increasing college graduation rates, with an emphasis on bachelor’s degrees, with the expectation of greater economic prosperity. Most community college and university degrees differ in time to completion and should not be viewed as having the same short-term, medium-term, and long-term impact on US economic growth. Utilizing the Uzawa–Lucas endogenous growth theory through an econometric model, our research analyzes the impact of total higher education degrees; community college and university graduates; and certificate, associate, and bachelor’s degrees on US economic growth. Our findings demonstrate the significant impact of community colleges and community college degrees in the short and medium term on US economic growth compared to university and bachelor’s degrees. We conclude with an analysis of the findings and suggestions for future research.

Accelerating Community College Graduation Rates: A Benefit–Cost Analysis

ABSTRACTThis article reports a benefit–cost evaluation of the Accelerated Study in Associate Programs (ASAP) of the City University of New York (CUNY). ASAP was designed to accelerate associate degree completion within 3 years of degree enrollment at CUNY’s community colleges. The program evaluation revealed that the completion rate for the examined cohort increased from 24.1% to 54.9%, and cost per graduate declined considerably (Levin & Garcia, 2012; Linderman & Kolenovic, 2012). The returns on investment to the taxpayer include the benefits from higher tax revenues and lower costs of spending on public health, criminal justice, and public assistance. For each dollar of investment in ASAP by taxpayers, the return was $3 to $4. For each additional graduate, the taxpayer gained an amount equal to a certificate of deposit with a value of $146,000 (net of the costs of the investment). Based on these estimated returns, a cohort of 1,000 students enrolled in ASAP would generate net fiscal benefits for the taxpayer of more than $46 million relative to enrolling in the conventional degree program. ASAP results demonstrate that an effective educational policy can generate returns to the taxpayer that vastly exceed the public investment required.

Analisis Perbandingan di Antara Industri, Pensyarah dan Graduan Terhadap Kepentingan Kemahiran Teknikal dan Kemahiran Employability yang Perlu Dikuasai oleh Graduan Bidang Elektrik di Kolej Komuniti

A strong technical skills and employability skills among graduates is an important criterion to allow them a place in the job market. Therefore, this study aimed to examine more closely if there is a comparison of the perception of the importance of the elements of technical skills and Employability skills to be mastered by graduate electrical field between industry, Community College lecturers and graduates of the electric field at Community Colleges.The study involved 103 employers in the industry, 197 Community College lecturers in the field of electricity and 162 Community College electric course graduates. From the analysis of Anova-test, the findings indicated that there is a significant different among employers in the industry, Community College graduates and lecturers on the perception of the importance to all technical skills elements such as the basic skills, skills of designing, skill assembly, skills testing and maintenance skills to be mastered by the electric course graduates at the Community College. While in terms of the perception of the importance of the element of employability skill, the results showed that there is a significant difference among employers in the industry, graduates and lecturers at the Community College on the perception of the importance of the element of Employability skill such as information management skills, self-management skills, skills, ethics and morality as well as entrepreneurial skills to be mastered by graduates of the electric course at the Community College. However, the element of skill employability namely communication skills, thinking skills, creative and critical thinking skills and team work and leadership skills, were found with no significant difference on the importance of elements such skills among employers in the industry, graduates and lecturers at the College Community. Therefore, the Department of Education of Community Colleges (JPKK) must always communicate and collaborate with industries in order to allow various sharing of knowledge acquired to facilitate the JPKK can identify the needs the of skills and the latest technology in the industry to be applied among the graduates of the College Community by improving existing curriculum.

Do Wage Subsidies Provide a Stepping-Stone to Employment for Recent College Graduates? Evidence from a Randomized Experiment in Jordan

Abstract This study examines the impact of a randomized experiment in Jordan in which female community college graduates were assigned to receive a wage subsidy voucher. The wage voucher led to a 38 percentage point increase in employment in the short run, but the average effect is much smaller and no longer statistically significant after the voucher period has expired. The extra job experience gained as a result of the wage subsidy does not provide a stepping-stone to new jobs for these recent graduates, which appears to be due to productivity levels not rising above a binding minimum wage.

The impact of soft skills training on female youth employment: evidence from a randomized experiment in Jordan

Employers around the world complain that youth lack the soft skills needed for success in the workplace. In response, a number of employment programs have begun to incorporate soft skills training, but to date there has been little evidence as to the effectiveness of such programs. This paper reports on a randomized experiment in Jordan in which female community college graduates were randomly assigned to a soft skills training program. Despite this program being twice as long in length as the average program in the region, and taught by a well-regarded provider, we find soft skills training does not have any significant employment impact in three rounds of follow-up surveys. We elicit expectations of academics and development professionals and reveal that these findings are novel and unexpected. JEL codes: O12, O15, J08, J16