A Random Assignment Evaluation of Learning Communities at Kingsborough Community College--Seven Years Later

Autor/inn/en	Weiss, Michael J.; Mayer, Alexander K.; Cullinan, Dan; Ratledge, Alyssa; Sommo, Colleen; Diamond, John
Titel	A Random Assignment Evaluation of Learning Communities at Kingsborough Community College--Seven Years Later
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 2, S.189-217 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.946634
Schlagwörter	Community Colleges; Communities of Practice; Graduation Rate; Education Work Relationship; Higher Education; Intervention; Developmental Studies Programs; English Instruction; Compensation (Remuneration); Program Effectiveness; Participant Characteristics; Two Year College Students; Control Groups; Experimental Groups; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Community; Hochschulbildung; Hochschulsystem; Hochschulwesen; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; English langauage lessons; Englischunterricht; Abfindung; Kompensation; Lohnausgleich
Abstract	Community colleges play a vital role in higher education, enrolling more than one in every three postsecondary students. While their market share has grown over the past 50 years, students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for strategies that increase rates of success. We evaluate the effects of one such strategy, learning communities, from a randomized trial of over 1,500 students at a large urban college in the City University of New York (CUNY) system. We find that the program's positive effects on short-term academic progress (credit accumulation) are maintained seven years after random assignment. We find some limited evidence that the program positively affected graduation rates, particularly for those students without remedial English needs, over this time period. While there is not clear evidence that the program improved economic outcomes, this article concludes by offering sobering reflections on trying to detect the effects of higher education interventions on future earnings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01