Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students? CCRC Working Paper No. 122

Autor/inn/en	Liu, Vivian Yuen Ting; Fay, Maggie P.
Institution	Columbia University, Community College Research Center
Titel	Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students? CCRC Working Paper No. 122
Quelle	(2020), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Community Colleges; Bachelors Degrees; STEM Education; Labor Market; Outcomes of Education; College Students; Enrollment Trends; Educational Attainment; College Credits; Employment Level; Low Income Students; Females; Gender Differences; Socioeconomic Influences; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Community college; Community College; 'Bachelor''s degrees'; Bachelor-Studiengang; STEM; Labour market; Arbeitsmarkt; Lernleistung; Schulerfolg; Collegestudent; Bildungsabschluss; Bildungsgut; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Beschäftigungsgrad; Weibliches Geschlecht; Geschlechterkonflikt; Sozioökonomischer Faktor
Abstract	Nationally, 38.5% of the students who began at a four-year college in 2011-12 attended another college within the first six years of college entry, and more than half of these students attended a community college. Eight percent of students who began at a four-year institution took up to 10 credits at a community college during the same period. Given the number of students involved, it is helpful to better understand how this kind of postsecondary enrollment pattern affects students. This paper considers a sample of "supplementally enrolled" students who began in and primarily enrolled in four-year colleges but who also earned limited numbers of credits at community colleges. We use student data from the Education Longitudinal Study of 2002 and a propensity score matching approach to compare key outcomes of four-year college students who earned 1 to 10 credits at two-year colleges during their first three years at college with those of four-year college students who never earned credits in a two-year college. Many of the supplementally enrolled students took STEM courses at a two-year college. We find that the supplementally enrolled students had higher STEM and total credits earned, higher bachelor's degree attainment, and better employment outcomes than the students who never earned credits from a two-year college. Subgroup results also suggest that supplemental enrollment can potentially improve STEM degree attainment outcomes, particularly for low-socioeconomic-status and female students. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01