Crossing the Finish Line: Completing College at America’s Public Universities

Bowen, William G.; Chingos, Matthew M.; McPherson, Michael S.

doi:10.1515/9781400888924-011

Cited by 242 publications

(220 citation statements)

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“…Students who attend selective institutions, which tend to have more resources available for student support, have better education outcomes, even after controlling for student ability" (White House 2014).We have clear evidence that students, particularly low-income ones, do not attend the highest quality colleges available to them (Bowen, Chingos, and McPherson 2009;Dillon and Smith 2013;Hoxby and Avery 2013;Smith, Pender, and Howell 2013) and that initial college choices can be altered by relatively low-cost interventions (Bettinger et al 2012;Carrell and Sacerdote 2013;Hoxby and Turner 2013;Castleman, Page, and Schooley 2014;Pallais 2015;Smith, Hurwitz, and Howell 2015). Less clear is the extent to which changing such college choices affects students' longer-run outcomes, such as degree completion and labor market earnings.…”

mentioning

confidence: 96%

Access to 4-Year Public Colleges and Degree Completion

Goodman

Hurwitz

Smith

2017

Journal of Labor Economics

104

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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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confidence: 96%

Access to 4-Year Public Colleges and Degree Completion

Goodman

Hurwitz

Smith

2017

Journal of Labor Economics

104

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“…The hope is that these individuals, as a result of their preparation, would understand and make administrative meaning of the fact that for far too long, underrepresented and marginalized students have experienced limited returns on their educational investments due to a complex labyrinth of systems and processes uniquely designed to disadvantage them in their higher educational pursuits (Bowen, Chingos, & McPherson, 2009). Further, these individuals would be willing to act on their in-depth understanding of the persistent and long-lasting consequences of educational inequity.…”

Section: Social Justicementioning

confidence: 99%

Toward a Social Justice Model for an EdD Program in Higher Education

George¹

2017

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Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders. The program emphasizes the integration of equity, social justice, and ethics into professional practice. As such, this article utilizes a social justice, leadership framework. Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership. The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework. The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

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“…In fact, females and URMs are more likely to enter higher education through CCs, making them ideally positioned to equip targeted students with the knowledge, skills and support to successfully transition to four-year universities (9)(10)(11) . CC-University type partnerships can further enhance this preparation, extending high impact, undergraduate research experiences to CC students who would otherwise not have such opportunities, at critical course junctures.…”

Section: Introductionmentioning

confidence: 99%

“…Overall, students who enter higher education in CCs are 15-20% less likely to attain a bachelor's degree than their counterparts beginning in four-year institutions (11,12) . In fact, transfer students from CCs to typical Bachelor's granting 4-year institutions experience a wellknown transfer shock when entering the university environment, which may lead to a drop in selfconfidence and academic performance within the first year of university studies (9,(13)(14)(15)(16)(17)(18) .…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the importance of the first transfer year cannot be understated -if transfer students are able to navigate the initial transfer shock, they are just as likely to attain a bachelor's degree as their peers who attended four-year institutions from the outset (19) . In several cases, it has been actually shown that CC transfer students may even academically outperform their peer group (11,15) . Mentoring, advising, and peer support in the CCs and universities are key instruments for successful transfers.…”

Section: Introductionmentioning

confidence: 99%

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Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

Christe

Wisner

Kontsos

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Jay Bhatt is responsible for building library collections in engineering subject areas, outreach to faculty and students, and teaching information and research skills to faculty and students in Engineering, Biomedical Engineering, and related subject areas. He provides individual and small group consultations to students, instructional sessions to specific classes, online research support in both face to face and distance learning programs, and conducts workshops for specialized research areas. Jay is actively involved with the Engineering Libraries Division of the American Society for Engineering Education University with the overall objective to increase the interest of underrepresented minority students (URMs) in STEM has been implemented. The working hypothesis for the University component of this effort has been that learning about science and engineering is most effective if it is paired with the challenge of independent research in a collaborative "micro-environment", such as the one in academic research laboratories. In this approach, six undergraduate URMs (three male, three female) were selected in the inaugural year, expanding to eight students (four male, four female) in the program's second year. Each student selected a faculty advisor and research group aligned to their individual interests within the first week of the ten week program. From the outset, students were introduced to key library professionals and digital search tools which they employed to review literature relevant to their research foci, forming a basis for research proposals. By week four, students presented their research plans before a panel of faculty and student judges. To enrich individual research experiences, weekly seminars with guest lectures and discussions on modern drivers of STEM research were integrated in this summer research program. In order to complete the program, each student produced three final deliverables -an oral presentation, a technical poster and a final paper. In addition, students were exposed to an industrial R&D setting through a visit to a multinational corporation known for its innovation. A final survey and individualized assessments were conducted to evaluate the effectiveness of the program and progress of the individual students, respectively. Students demonstrated familiarity with basic research methods and universally reported increased interest in STEM education and careers, with several continuing to work in their labs beyond the program's formal duration.

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Crossing the Finish Line: Completing College at America’s Public Universities

Cited by 242 publications

References 0 publications

Access to 4-Year Public Colleges and Degree Completion

Access to 4-Year Public Colleges and Degree Completion

Toward a Social Justice Model for an EdD Program in Higher Education

Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

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