Community College Graduates Research Articles

Exploring Critical Factors of Self Concept among High Income Community College Graduates

<p class="apa">This study was undertaken to explore the critical factors influencing the self-concept of community college graduates in the development of their careers. Individuals with a positive self-concept are often associated with a good career choices and a well-panned career development path. Hence community college students should be girded with a positive self-concept to ensure success in their future careers. This qualitative research using multiple case study methods involved 15 community college graduates who have been relatively successful in their respective careers and were able to generate high incomes. Further data obtained were analysed using NVivo 8.0 to determine the relevant themes that emerged. The study observed the presence of five critical internal factors influencing self-concept: congruence, boldness in facing a challenge, vision, skills and experience.</p>

Texas Community College Graduation and Persistence Rates as a Function of Student Ethnicity

In this investigation, the graduation and persistence rates of Texas community college students by ethnic membership (i.e., White, Black, Hispanic, and Asian) for the 2000, 2004, 2005, 2006, 2007, 2008, 2009, and 2010 academic years were examined. Statistically significant differences were present between the 2000 and the 2010 graduation and persistence rates for all four ethnic groups. Trends were also revealed for the graduation and persistence rates for all ethnic groups between the 2000 and the 2010 academic years. Results were congruent with the results of other researchers concerning differences in the graduation and persistence rates between White students and their Black and Hispanic counterparts.

The Community College Pathway to Medical School

Underrepresented minority and first-generation college students are more likely than white students to attend a community college before transferring to a four-year school. Talamantes and colleagues report in this issue that, according to their study of 2012 medical school applicants and matriculants, community-college-first applicants were significantly less likely to be admitted to medical school even after other important predictors, including grade point average and Medical College Admission Test scores, were taken into consideration. These findings suggest that rather than appreciating the "distance traveled" and obstacles overcome by applicants who got their start at a community college, medical school admissions committees may be consciously or subconsciously discounting their achievements. The authors of this Commentary consider the study by Talamantes and colleagues as well as other recent data related to community college graduates and emphasize that community colleges attract many high-achieving applicants who for any of several reasons-limited finances, inadequate advising, insufficient financial aid, or a need to stay close to home-choose not to enroll in a four-year college right away. They argue that if medical school leaders are serious about lowering the social, racial, and economic barriers to medical school, they must start viewing two years of premedical education at a community college as an asset rather than a liability.

Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method

The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community college graduation rates among adult learners by prior learning assessment status and method. Therefore, the purpose of the current study was to examine adult learner graduation rates by PLA status and method at four U.S. community colleges. Results from this foundational study confirmed a remarkable difference in graduation rates between adult PLA learners and adult non-PLA learners, uncovered striking differences in the graduation rates of adult PLA learners by PLA method, and identified a relationship between PLA method and graduation. Findings provide community college stakeholders with new insight into adult PLA learners in the community college and a basis for future research leading to higher graduation rates among adult learners.

Effects of Regional Accreditation of Full-time Faculty on Community College Graduation Rates

This national study assessed the broader issue of the negative impact of the community college employment practice of hiring excessive part-time faculty. The model was conceptualized using variables identified from prior research for institutional effects on graduation rates, and it included variables for the regional accreditation for the adequacy of full-time faculty. Data used in the study were retrieved from the National Center for Education Statistics and from the nation’s six regional accrediting agencies. Among the major findings in the study, graduation rates were found to be significantly correlated among schools belonging to different regional accreditation agencies. Ratios of full-time faculty, institution size, instructional spending, and ratios of full-time students were also found to correlate significantly with increased graduation rates.

Community College Student Success

Nationwide, low percentages of community college students graduate. Although community colleges’ higher percentages of low income, academically underprepared, non-traditional, and minority students are often cited as the reason for low graduation rates, this study sought to examine common characteristics of community college students who do graduate. The qualitative study included interviews of community college graduates from a large, public community college in the Southeastern United States, as well as interviews of faculty and staff members at the institution. The students in this study were found to have the following characteristics in common: clear goals, strong motivation and a drive to succeed, ability to manage external demands, and self-empowerment.

Improving Student Outcomes via Comprehensive Supports

Community colleges are grappling with low rates of degree completion and transfer. The City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, we employed propensity score matching to examine short-term and 3-year outcomes from ASAP’s first cohort, as well as logistic regression to identify program factors related to graduation. We found that ASAP participation was significantly positively related to retention, credit accrual, transfer, and degree attainment. Regression analyses indicated that a key influence on graduation is participation in advisement sessions. This study provides evidence that encouraging academic momentum via structured and comprehensive support can significantly improve community college graduation rates. It also provides evidence that ongoing and intrusive advisement can encourage positive academic outcomes among community college students.

Table of Contents

Abstract Cover Story Review best practices for what to include on transcripts Follow best practices for transcript notations Consider field‐specific guidelines Consider ongoing challenges of records, transcripts News Montana sees big boost in community college graduation rate ‘Dear Colleague Letter’ urges support for students who are pregnant, parents Partnership will boost number of 2‐year graduates in Arkansas Review report on federal investigation of student aid fraud FERPA Determine whether issuer of subpoena has jurisdiction Trends Consider benefits of international records verification British institution to send transcripts through Clearinghouse network Tools of the Trade Adopt a plan for considering workflow solutions Professional Development Stop problem solving for more effective leadership results Drive results with the PR‐Six conversational framework Ethics What would you do if a diploma signer died suddenly after the diplomas were printed? Lawsuits & Rulings FERPA Identifying high achievers may fall under FERPA exception DISABILITY Waiting for internal appeal causes student to file ADA claim too late DISCRIMINATION Chance for student to request waiver ends OCR's investigation Leaders & Innovators JEFF PALMER, UNIVERSITY REGISTRAR, UNIVERSITY OF DELAWARE Retain staff with strong support, appreciation Learn about your institution by getting involved

Meeting the 2020 American Graduation Initiative (AGI) Goal of Increasing Postsecondary Graduation Rates and Completions: A Macro Perspective of Community College Student Educational Attainment

The paper uses the Integrated Postsecondary Education Data system (IPEDS) data to simulate the 2020 American Graduation Initiative (AGI) goal introduced by President Obama in the summer of 2009. We estimate community college graduation rates and completion numbers under different scenarios that include the following sets of variables: (a) internal education variables; (b) external workforce development variables; and (c) state and national environmental factors. Our analysis suggests that the likelihood of success of meeting the AGI goal increases dramatically if community colleges are able to raise graduation rates and increase completion numbers by doing the following: (a) lowering the inherent risk factors that prevent students from graduating by implementing proactive retention and completion strategies; (b) operating in economic and workforce development environments of low unemployment levels and (c) taking into consideration the ever-growing globally competitive environment.

Community College Transfer and University Native Students' Participation in Teaching

Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities.

2+2 Statewide Articulation Policy, Student Persistence, and Success in Florida Universities

The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement.

Effects of Part-Time Faculty Employment on Community College Graduation Rates

(2006). Effects of Part-Time Faculty Employment on Community College Graduation Rates. The Journal of Higher Education: Vol. 77, No. 6, pp. 1081-1103.

An Examination of the School-to-Work Transitions of Male and Female College and University Graduates of Applied and Liberal Arts Programs in Canada

This study compares the school-to-work transitions of recent male and female postsecondary graduates of various levels of schooling. Gender comparisons in earnings are also made between graduates of applied and technical fields with those of liberal arts fields. The results of this study suggest that the earnings of university graduates of all levels are similar for both men and women. However, there remains a large gender gap in earnings among community college graduates of all fields, even after controlling for a variety of structural and work-related characteristics. The policy implications of these findings are also explored.

Effects of Part-Time Faculty Employment on Community College Graduation Rates

Effects of Part-Time Faculty Employment on Community College Graduation Rates

Critical Academic Skills for Hansas Community College Graduates: A Delphi Study

A three-round Delphi survey was used to gain consensus among 23 community college administrators and faculty representing 19 community colleges in Kansas. First-round participants defined 199 critical academic skills for community college associate's degree holders. Second- and third-round participants rated the skill statements based on a nine-point Likert scale and achieved consensus on seven skills that included key critical competencies defined by Gardner (1994). The authors suggest ways to use the Delphi technique to define outcomes for assessing institutional effectiveness.

PERSISTENCE BY 2‐YEAR COLLEGE GRADUATES TO 4‐YEAR COLLEGES AND UNIVERSITIES

Most community college graduates do not continue on for study in 4‐year colleges and universities. Fewer than 20% do so within the first few years after receiving their associate's degrees. Concerns have been expressed about the extent to which older students (e.g., students who received their degrees at age 25 and above) persist (go on) to 4‐year colleges and universities and about the correlates of persistence for this group. The purpose of this study was to examine the relationships between a selected number of academic, social, and personal variables in the context of predicting persistence to a 4‐year public university among older graduates of a New England state's public 2‐year institutions. Data were collected in 1988 and 1989 from a random sample of 3,762 older associate's degree students from the 12 community colleges in Connecticut. These data were then subjected to a two‐group, single‐function discriminant function analysis to determine the predictive power of the dependent measures used in the...

The Gender Earnings Gap Among Recent Post-Secondary Graduates, 1984-92

This study attempts to compare the earnings of men and women on an equal footing by concentrating on recent post-secondary graduates and using survey data on a number of earnings- related characteristics. The data cover three graduating classes of university and community college students: 1982, 1986 and 1990. These data indicate that the gender earnings gap among graduates has narrowed in recent years. In fact among the most recent class, we found that female university graduates are rewarded slightly better than their male counterparts after controlling for experience, job tenure, education and hours of work. A small gender gap persists among community college graduates: about three-and-a-half percent on an hourly wage basis. For all graduates, the earnings gap tended to increase with age, even after controlling for previous work experience.

Community-college graduates in college physics at a university

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A Comparison Of Transfer And Nontransfer Agriculture And Home Economics Undergraduate Students: Academic Aptitude, Acheivement, And Degree Persistance

Despite the diversity of goals, transfer education remains central to the community college mission. Brawer (1991) indicated that 22% of students completing 12 or more semester credit hours at a community college eventually enroll for courses at a four-year college or university. In addition, 42% of public community college graduates continue their education at four-year institutions (El-Khawas, et al., 1988).

RESULTS OF THE VOCATIONAL EDUCATION DATA SYSTEM EMPLOYER FOLLOW‐UP SURVEY FOR MASSACHUSETTS COMMUNITY COLLEGES

This article presents the results of the Vocational Education Data System employer follow‐up (EFU) survey for graduates of 15 public community colleges who were employed full time between 1 and 2 years after graduation (N = 588). In general, these community college graduates were rated between good and very good on the quality of work and preparation EFU items. No correlations were found between EFU ratings and average hourly wage, even within program areas, indicating that the average hourly wage of community college graduates is a flawed index of program or graduate quality. No significant differences were found between female and male EFU ratings, but large significant differences in average hourly wage were found, even within program areas. This particular and direct finding tends to support current contentions that women are not receiving equal pay for equal quality or work in the marketplace.