Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree?

Long, Bridget Terry; Kurlaender, Michal

doi:10.3102/0162373708327756

Cited by 237 publications

(133 citation statements)

References 42 publications

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“…Our results are also consistent with previous evidence of a graduation rate penalty associated with choosing a 2-year college instead of a 4-year college (Rouse 1995(Rouse , 1998Leigh and Gill 2003;Long and Kurlaender 2009;Reynolds 2012;Smith and Stange 2015). Such a penalty may stem from the substantial differences across these two sectors along multiple dimensions, including peer quality, faculty quantity and quality, and funding levels more generally, which affect the quantity and quality of academic resources available to students.…”

supporting

confidence: 81%

Access to 4-Year Public Colleges and Degree Completion

Goodman

Hurwitz

Smith

2017

Journal of Labor Economics

100

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Does access to 4-year colleges affect degree completion for students who would otherwise attend 2-year colleges? Admission to Georgia's 4-year public sector requires minimum SAT scores. Regression discontinuity estimates show that access to this sector increases 4-year college enrollment and college quality, largely by diverting students from 2-year colleges. Access substantially increases bachelor's degree completion rates for these relatively low-skilled students. SATretaking behavior suggests students value access to 4-year public colleges, though perhaps less than they should. Our results imply that absolute college quality matters more than match quality, and they suggest potential unintended consequences of free community college proposals.

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supporting

confidence: 81%

Access to 4-Year Public Colleges and Degree Completion

Goodman

Hurwitz

Smith

2017

Journal of Labor Economics

100

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“…One possible explanation for this increased graduation rate is that the additional spending appears to have shifted students from two-year to four-year institutions (see online Appendix Table 5), and students have a greater chance of eventually earning a degree if they initially enroll at a four-year institution (Reynolds 2012, Long andKurlaender 2009).…”

mentioning

confidence: 99%

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

Hyman¹

2017

American Economic Journal: Economic Policy

108

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G overnment spending on primary and secondary education accounts for 4.3 percent of US GDP (National Center for Education Statistics 2013). Despite this large government investment, it remains unknown whether education spending improves students' long-run outcomes. One difficulty in answering this question is the lack of plausibly exogenous variation in spending. A second challenge is the necessity of high quality administrative data with which to track students over time, and especially past high school graduation.An extensive literature has solved the first challenge by exploiting plausibly exogenous changes in education spending due to school finance reform. Throughout the latter half of the twentieth century, dozens of states reformed education financing with the goal of reducing inequalities in education by equalizing spending across school districts. These reforms generally succeeded in (at least partially) equalizing spending between poor and rich school districts (Downes 1992; Murray,

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“…In California, two-thirds of all college students attend a community college. The role of community colleges as a vehicle in human capital production was the cornerstone of California's 1960 Master Plan for Higher Education, which stipulated that the California Community Colleges (Brint & Karabel, 1983;Dougherty, 1994;Grubb, 199;Long & Kurlaender, 2009;Melguizo, Kienzl, & Alfonso, 2011;Rosenbaum, 2001). More recently, community colleges have also captured the attention of policymakers concerned with improving workforce shortages and the overall economic health of the nation.…”

Section: Discussionmentioning

confidence: 99%

K–12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-taking and Performance at California’s Community Colleges

Kurlaender

Larsen

2013

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Abstract:In this paper we focus on California high school students' transition to community colleges. Our unique dataset tracks five cohorts of California high school juniors into their freshmen year at in-state community colleges. We evaluate the extent to which high school achievement tests (currently not utilized by community colleges in course placement decisions) are useful for predicting academic success at community college. In addition, given persistent disparities in college attainment by race, we explore whether this fundamental relationship between high school epaa aape Education Policy Analysis Archives Vol. 21 No. 16 SPECIAL ISSUE 2 achievement, college course-taking, and performance differs for students from different racial/ethnic backgrounds. Keywords: community colleges, college readiness, racial/ethnic differences in collegiate outcomes Alineamiento K-12 y estudios universitarios: diferencias raciales/étnicas en rendimiento de estudiantes tomando cursos universitarios introductorios en universidades comunitarias de California. Resumen: En este artículo nos centramos en la transición de estudiantes de escuelas secundarias a universidades comunitarias en California. Nuestra base de datos rastrea cinco cohortes de jóvenes egresados de escuelas secundarias de California en su primer año en universidades comunitarias del estado. Se evalúa el grado en que las pruebas de rendimiento escolar (en la actualidad no se utilizan por universidades comunitarias en las decisiones de asignación de cursos) son útiles para predecir el éxito académico en las universidades comunitarias. Además, teniendo en cuenta la persistencia de disparidades raciales en estudios universitarios, se explora si esta relación fundamental entre logros académicos en la escuela secundaria, asistencia a cursos universitarios y rendimiento es diferente para estudiantes de diferentes orígenes raciales/étnicos. Palabras clave: universidades comunitarias; preparación para la universidad; diferencias raciales/étnicos en resultados académicos.Alinhando educação básica e estudos universitários: diferenças raciais / étnicas no desempenho de "calouros" em universidades comunitárias na Califórnia. Resumo: Neste artigo focalizamos a transição de alunos do ensino médio para universidades comunitárias na Califórnia. Nosso banco de dados rastreia cinco coortes de jovens que concluíram o Ensino Médio na Califórnia em seu primeiro ano em universidades comunitárias do estado. Ele avalia em que medida os testes de desempenho escolar (atualmente não utilizados por universidades comunitárias como critério de ingresso) são úteis na previsão de sucesso escolar em universidades comunitárias. Além disso, dada a persistência de disparidades raciais no Ensino Superior, exploramos se esta relação fundamental entre desempenho acadêmico no ensino médio, cursos universitários e desempenho é diferente para alunos de diferentes raças / etnias. Palavras-chave: universidades comunitárias, preparação da faculdade, raciais / étnicas resultados acadêmicos.

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Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree?

Cited by 237 publications

References 42 publications

Access to 4-Year Public Colleges and Degree Completion

Access to 4-Year Public Colleges and Degree Completion

Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment

K–12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-taking and Performance at California’s Community Colleges

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