Racial and Gender Differences in the Returns to 2-Year and 4-Year Degrees

Averett, Susan L.; Dalessandro, Sharon

doi:10.1080/09645290110086144

Cited by 16 publications

(8 citation statements)

References 15 publications

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“…Individuals who have invested time and money in college but earn no degree do not accrue many of the labor market benefits associated with college completion (Averett & Dalessandro, 2010;Belfield & Bailey, 2011;Jaeger & Page, 1996). Society also pays when completion rates are low.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Structured Transfer Pathways in Community Colleges

Baker

2016

Educational Evaluation and Policy Analysis

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Section: Introductionmentioning

confidence: 99%

The Effects of Structured Transfer Pathways in Community Colleges

Baker

2016

Educational Evaluation and Policy Analysis

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“…Previous studies suggest that post-secondary experiences at a 2-year college benefit students of different ages, genders, and races/ethnicities very differently (Averett & Dalessandro, 2001; Leigh & Gill, 2007). Being a non-White male in this study clearly puts one at a disadvantage with regard to employment and earnings outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…A majority of empirical studies have confirmed the positive economic returns of 2-year college attendance (Averett & Dalessandro, 2001;Baum, Ma, & Payea, 2010;Day & Newburger, 2002;Jacobson, Lalonde, & Sullivan, 2005). For example, Bailey et al (2004) used national data to explore the effects of educational attainment on earnings.…”

Section: Two-year College Attendance and Labor Market Outcomesmentioning

confidence: 99%

Assembling a Career

Matheny

Chan

Wang

2015

Community College Review

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Objective: Research on labor market outcomes for individuals who enroll in technical colleges is limited, with even less attention to the effects of short-term certificates than associate degrees. Also, despite the importance of manufacturing programs, there is a lack of research on employment outcomes for individuals who enroll in these programs at technical colleges. In this study, we explored how types of credential earned are related to employment outcomes 4 years post-enrollment for students in manufacturing programs at public 2-year technical colleges in Wisconsin. Method: We drew upon administrative and wage data on over 6,000 first-time students matriculating into manufacturing-related programs at Wisconsin's technical colleges between July 1, 2007, and June 30, 2009. Using ordinary least squares (OLS) and logistic regression, we investigated the association between types of credentials earned and labor market outcomes while controlling for the sample's sociodemographic background and academic experiences. Results: Our analyses revealed that students, particularly males, who completed an associate degree or a 2-year technical diploma were at an advantage in both rates of employment and earnings. White male students also enjoyed a stronger likelihood of being employed and earned higher annual wages than their ethnic minority counterparts. These advantages were not as manifest among female students. Contributions: Our study indicates that, to advance the employment prospects of technical college students, it is critical to expand institutional efforts to support longer term credential attainment. Our findings did not support the popular jobbingout myth lingering in manufacturing education at the 2-year college level.

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“…But a later study by Averett and Dalessandro (2001) extends the Jaeger and Page (1996) analysis to include race variables, finding the effect of race to be statistically significant. This compromises the former paper's estimates materially.…”

Section: Introductionmentioning

confidence: 94%

Measuring the value of externalities from higher education

Chapman

Lounkaew

2015

High Educ

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This paper takes an innovative approach. We have used the idea of converting international evidence of the size of higher education externalities as a proportion of GDP into Australian-specific dollar equivalents and added these estimates to estimates of lifetime fiscal returns to graduates. This allows us to estimate the expected spillovers over a graduate's lifetime, an opportunity that has so far not been taken elsewhere. We conclude that an additional year of higher education in an Australian context, valued at the time of a student's enrolment, lies between $10,635 and $15,952 in 2014 terms. We also acknowledge that it is difficult and inappropriate to apply estimates of average externalities to issues related to public sector pricing. However, having some idea of the boundaries of the potential sizes of higher education spillovers is a valuable and interesting exercise.

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Racial and Gender Differences in the Returns to 2-Year and 4-Year Degrees

Cited by 16 publications

References 15 publications

The Effects of Structured Transfer Pathways in Community Colleges

The Effects of Structured Transfer Pathways in Community Colleges

Assembling a Career

Measuring the value of externalities from higher education

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