Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes

Calcagno, Juan Carlos; Crosta, Peter M.; Bailey, Thomas; Jenkins, Davis

doi:10.1007/s11162-007-9053-8

Cited by 144 publications

(103 citation statements)

References 16 publications

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“…We acknowledge that we lack controls for students' course completion ratio (Calcagno et al 2007), remedial course-taking behavior (Cabrera et al 2005), and highest level of math completed (Adelman 1999(Adelman , 2005Calcagno et al 2007). Although our study offers new insight into several of the issues that relate to students' likelihood to transfer, we do not presume that we have accounted for all of the complexities affecting this phenomenon.…”

Section: Limitationsmentioning

confidence: 99%

Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students' academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students' likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.

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Section: Limitationsmentioning

confidence: 99%

Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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“…Indeed, estimates have indicated that roughly 60% of community college students are referred to developmental math upon entry—a decision that could require a student to take a year or more of developmental courses before being able to enroll in credit-bearing, college-level classes (Bailey, Jeong, & Cho, 2010). Although developmental courses may provide necessary support to some underprepared students, a growing body of evidence suggests that students placed in developmental education, particularly those placed in developmental math, are highly unlikely to obtain an associate degree or transfer (Bailey et al, 2010; Calcagno, Crosta, Bailey, & Jenkins, 2007; Fong, Melguizo, & Prather, 2015; Melguizo, Hagedorn, & Cypers, 2008). In response, many states have begun to adopt policies that accelerate students into credit-bearing courses.…”

mentioning

confidence: 99%

What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester

Park

Woods

et al. 2017

The Journal of Higher Education

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In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support.

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“…Without successful early college experiences, dreams of receiving a bachelor's degree may go unrealized. Students who pass classes and earn high grades during the first year of college are more likely to persist to the second year and graduate with a degree (Adelman, 2006;Attewell, Heil, & Reisel, 2012;Calcagno, Crosta, Bailey, & Jenkins, 2007;Martin, Wilson, Liem, & Ginns, 2013;Tinto, 1975). Student expectations of graduating are shaped by these early academic experiences (Clark, 1980;Tinto, 2012).…”

Section: Author Manuscript Author Manuscriptmentioning

confidence: 99%

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

Carroll

Muller

Pattison

2016

The Journal of Higher Education

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Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor's degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out.Bachelor's degrees have become essential for future success in health and the labor market. More people have access to college than ever before, but bachelor's degree completion rates are not equal for all students who hope to complete a degree. College attendance has risen for students with health impairments since the passage of the Americans with Disabilities Act [ADA], which supports equal opportunities and combats discrimination, but gaps in degree completion remain. i "We have yet to experience the full impact of [ADA]. The dreams and ambitions of many young people with disabilities have yet to be realized" according to Lex Frieden, a disability rights advocate (Frieden, 2014). Four out of five high i ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities." Both "disability" and "health impairment" are used in the literature (Wells 2003). We use "health impairment" because it coincides with the ADA definition and the BPS questionnaire. HHS Public AccessAuthor manuscript J Higher Educ. Author manuscript; available in PMC 2017 November 01. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript school students with health impairments hope to go to college, but only one third matriculate (Wagner & Blackorby, 1996;Sanford, Newman, Wagner, Cameto, Knokey, & Shaver, 2011). Of the over two million students with health impairments who do enter postsecondary institutions, only 16% receive a bachelor's degree, compared to over half of students without health impairments (Kochhar-Bryant, Bassett, & Webb, 2009). Without successful early college experiences, dreams of receiving a bachelor's degree may go unrealized. Students who pass classes and earn high grades during the first year of coll...

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Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes

Cited by 144 publications

References 16 publications

Effects of Exposure to Part-time Faculty on Community College Transfer

Effects of Exposure to Part-time Faculty on Community College Transfer

What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

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