Classifying STEM Programs in Community Colleges to Develop a State-Level Middle-Skill STEM Workforce Strategy. A CAPSEE Working Paper

Autor/inn/en	Lundy-Wagner, Valeria; Chan, Eric W.
Institution	Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Titel	Classifying STEM Programs in Community Colleges to Develop a State-Level Middle-Skill STEM Workforce Strategy. A CAPSEE Working Paper
Quelle	(2016), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Community Colleges; Skill Development; Labor Force Development; Job Skills; Classification; Wages; Graduation; Undergraduate Study; Outcomes of Education; Majors (Students); Student Characteristics; College Transfer Students; Longitudinal Studies; Certification; Associate Degrees; Statistical Analysis; Virginia + Suchen Sie Ihr Suchwort? STEM; Community college; Community College; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitskräftebestand; Produktive Fertigkeit; Classification system; Klassifikation; Klassifikationssystem; Wage; Löhne; Abschluss; Graduierung; Grundstudium; Lernleistung; Schulerfolg; Hochschulwechsel; Schulwechsel; Studienortwechsel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Abschlusszeugnis; Zertifizierung; Statistische Analyse
Abstract	Calls to increase the number of undergraduate STEM credential recipients have largely failed to differentiate between sub-baccalaureate and four-year credentials at the undergraduate level, which is problematic for workforce development. In this paper, the authors develop a classification system for sub-baccalaureate STEM credentials that is incorporated into an analysis of administrative data from the Virginia Community College System. The authors first describe sub-baccalaureate STEM students and then examine the relationships between STEM matriculation and short-term outcomes for six cohorts. The authors use Mincerian regressions to estimate the earnings associated with completing a STEM credential four years after initial enrollment. In addition to confirming that students with career-oriented credentials drive short-term STEM earnings benefits, and that full-time students are more likely to complete credentials than their part-time peers, this study also finds relative homogeneity between STEM and non-STEM community college students, suggesting that ability may not be the primary factor inhibiting middle-skill STEM workforce preparation. The authors conclude by discussing the findings and suggesting how these data could be useful in better aligning Virginia's economic development plans and postsecondary educational offerings. A table on VCCS STEM Majors by Program Category and Credential Orientation is appended. (As Provided).
Anmerkungen	Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01