Examining the Relationship Between 2-year College Entry and Baccalaureate Aspirants’ Academic and Labor Market Outcomes: Impacts, Heterogeneity, and Mechanisms

Xu, Di; Solanki, Sabrina; Harlow, A

doi:10.1007/s11162-019-09559-7

Cited by 10 publications

(7 citation statements)

References 51 publications

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“…The relationship between community college attendance, completing an associate’s degree, and university outcomes such as retention and baccalaureate completion has most often been researched in the context of how transfer students perform compared with students who began their studies at a university. Results are mixed, with some finding that students who began at a community college were as much as 14.5% less likely to complete a bachelor’s degree within 9 years compared with those who started at 4-year institutions (Long & Kurlaender, 2009; Milesi, 2010), and others reporting that the likelihood of completing a bachelor’s degree was not affected by prior community college enrollment for those who successfully transferred to a university (Andrews et al, 2014; Kane & Rouse, 1995; Leigh & Gill, 2003; Xu et al, 2016).…”

Section: Reverse Credit Transfer and University Outcomesmentioning

confidence: 99%

Examining the Educational and Employment Outcomes of Reverse Credit Transfer

2021

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Reverse credit transfer (RCT) is an emerging policy designed to award associate’s degrees to students who transfer from 2-year to 4-year colleges after transfer. The purpose of this study is to estimate the impact of RCT degree receipt on students’ university and labor outcomes using data from Texas, where the legislature passed RCT policy in 2011. We find that posttransfer associate’s degree recipients are significantly more likely to persist and attain in universities compared to their peers who were eligible for RCT but did not receive the degree, and these benefits are often larger for students from populations historically marginalized from higher education. However, these estimates are suggestive given the potential of self-selection biasing the estimates upward, and the results are sensitive to moderate bias from unobserved variables. We find limited evidence of additional benefit of these associate’s degrees, which are largely academic and transfer-oriented degrees, on labor outcomes.

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Section: Reverse Credit Transfer and University Outcomesmentioning

confidence: 99%

Examining the Educational and Employment Outcomes of Reverse Credit Transfer

2021

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“…Bensimon and Dowd (2009) reported that many qualified students were not able to transfer to selective 4-year institutions due to a variety of institutional barriers, such as a lack of information pertaining to the transfer process. Due to these transfer barriers (Goldrick-Rab, 2010; Grites, 2004; Prager, 2001; Xu et al, 2016), numerous qualified community college students may “cool out” and fail to continue to pursue their educational aspirations at a 4-year college or university (Clark, 1960; Grubb, 1989; Kane & Rouse, 1999). Both community colleges and 4-year institutions should work together to provide potential vertical transfer students with relevant information and clear pathways toward obtaining a bachelor’s degree given that the success of transfer students may depend on specific institutional practices (Jenkins & Fink, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…For bachelor’s degree aspirants who enroll at a community college before transferring to a 4-year institution, the community college pathway may offer an opportunity to reduce student loan debt (Baum, Little, & Payea, 2011; McPhee, 2006; Somers et al, 2006) and receive much needed remediation (Bragg, Kim, & Barnett, 2006; Cohen, 2002). Despite these benefits, vertical transfer students—those who transfer successfully from a community college to a 4-year institution—face their share of academic barriers that could adversely affect their educational attainment, such as nontransferable credit hours and transfer shock (Goldrick-Rab, 2010; Grites, 2004; Prager, 2001; Xu, Jaggars, & Fletcher, 2016).…”

mentioning

confidence: 99%

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

Ortagus

2019

Community College Review

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Objectives: In this study, we explore the influence of enrolling initially at a community college before transferring to a 4-year institution on the selectivity of the destination 4-year institution. Method: We leverage nationally representative data and a propensity score matching approach to compare the institutional selectivity between students who begin at a community college before transferring to a 4-year institution and those who begin at a 4-year college or university. To estimate the relationship between the community college pathway and institutional selectivity, we employ an ordinal logistic regression model. Results: We find that transferring from a community college to a 4-year institution had a positive influence on the selectivity of students’ destination 4-year institution. More specifically, students who enroll initially at a community college before transferring to a 4-year institution have a greater probability of attending a very selective 4-year institution and moderately selective 4-year institution when compared with native 4-year students. Students who transferred from a community college have a lower probability of attending minimally selective 4-year institutions and open-admission 4-year institutions when compared with otherwise-similar students who began at a 4-year institution. Contributions: By showing a positive relationship between the vertical transfer and the level of selectivity of students’ destination 4-year institution, this study highlights a potential benefit of beginning at a community college before transferring to a 4-year institution.

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“…For this reason, studies considered the contribution of the college readiness level of college entering students in HE quality assessment of the value-added (Coates, 2009;Cunha and Miller, 2014;Jackson and Kurlaender, 2014;Liu, 2011). Also, numerous studies emphasized direct assessment of HE student learning outcomes (Ďurišová, Kucharčíková and Tokarčíková, 2015;Sønderlund, Hughes and Smith, 2019;Martin and Mahat, 2017;Zlatkin-Troitschanskaia, Pant and Coates, 2016;Xu Solanki and Harlow, 2020). Čechová, Neubauer and Sedlačík (2019) used direct student college entrance data and college study results to assess the relationship between college entry scores and college performance.…”

Section: Introductionmentioning

confidence: 99%

Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

Wariyo

Asgedom

2021

ERIES Journal

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Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

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Examining the Relationship Between 2-year College Entry and Baccalaureate Aspirants’ Academic and Labor Market Outcomes: Impacts, Heterogeneity, and Mechanisms

Cited by 10 publications

References 51 publications

Examining the Educational and Employment Outcomes of Reverse Credit Transfer

Examining the Educational and Employment Outcomes of Reverse Credit Transfer

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

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