The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

Soliz, Adela

doi:10.3102/0162373718795053

Cited by 8 publications

(5 citation statements)

References 29 publications

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“…First, we find evidence of the enlarging unequal access to elite higher education for students from different family backgrounds during the enrollment expansion, which supports the effectively or expanding maintained inequality theory (Lucas, 2001;Alon, 2009). These results speak to a large body of literature on higher education enrollment expansion and access in many countries, for instance, the United States (Taubman et al, 1972;Walters, 1984;Juhn et al, 2005;Barr & Turner, 2013;Soliz, 2018), France (Deer, 2005), the United Kingdom (Walker & Zhu, 2008;Boliver, 2011;Devereux & Fan, 2011), Italy (Bratti et al, 2008;Oppedisano, 2011)), Germany (Reimer & Pollak, 2010), Turkey (Özoǧlu et al, 2016), Brazil (McCowan, 2007;Boliver, 2011;Dias et al, 2011), Ireland (McCoy & Smyth, 2011, and China (Luo et al, 2018;Ou & Hou, 2019). In particular, this paper shows new evidence of the expanding socioeconomic gaps in college access in the presence of higher education selectivity stratification.…”

Section: Introductionsupporting

confidence: 73%

The elite exclusion: stratified access and production during the Chinese higher education expansion

Ding

Yang

et al. 2021

High Educ

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This paper presents new evidence on how enrollment expansion affects higher education access and production with a focus on social inequality and institutional stratification. From 1999 to 2012, the world’s largest higher education expansion happened in China that annual college enrollment dramatically increased from 1,083,600 to 6,888,300. We evaluate this exogenous, unprecedented policy using nationally representative student-level survey data and newly available confidential institution-level data. Enrollment expansion, which reduced per-student resources, negatively impacted college quality as measured by value-added on graduates’ employment and earnings. The inequality in access between high- and low-SES students and the stratified production between college institutional tiers persisted during expansion.

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Section: Introductionsupporting

confidence: 73%

The elite exclusion: stratified access and production during the Chinese higher education expansion

Ding

Yang

et al. 2021

High Educ

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“…This study contributes to educational planning, policy implementation research and the ways community colleges use equity-oriented reform to address and mitigate inequitable student outcomes on campus (Bensimon & Dowd, 2009;McLaughlin, 1987;Nienhusser, 2018;Soliz, 2018). Much of what has been studied examines finalized plans submitted to local, state, or federal educational agencies (Ching et al, 2018;Redding & Searby, 2020;Strunk et al, 2016); that is, focus is typically placed on planning as a product, with less known about the nuanced process of crafting a plan.…”

Section: Discussionmentioning

confidence: 99%

Improving Racial Equity in Community College: Developing a Plan, Implementing the Vision

Felix

2021

Educational Evaluation and Policy Analysis

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California policymakers passed the Student Equity Policy, requiring all community colleges to develop a “student equity plan” that identified outcome disparities for select student groups, including racial/ethnic students. Through an instrumental case study, I examined Huerta College because their equity plan stood out for its focus on addressing Latinx transfer inequity. I spent two years interviewing implementers, observing equity meetings, and collecting documents that served as artifacts of implementation. Key to equity planning was a critical mass of Latinx practitioners able to see the policy as an opportunity to tackle one of the greatest inequities on their campus, Latinx transfer. They used the implementation process to propose new projects that would support Latinx students in their journey to transfer from Huerta.

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“…This can also satisfy some working professional students who want to experience face-to-face instruction at their local centre. Also, face-toface instruction at a local centre may allow students to build networking into their career path (Soliz, 2018).…”

Section: Customer-oriented Servicementioning

confidence: 99%

How do for-Profit Colleges and Universities Maintain Enrolment Rates to continue their Financial Health

Santos

2020

Journal of Education and e-Learning Research

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For-profit, post-secondary institutions significantly increased in numbers within the last two decades. In the United States, many for-profit colleges and universities offer distance-learningbased and self-paced-based academic and vocational programs from certificate to doctoral degree level to non-traditional, returning, evening and adult students who cannot enrol at one of the oncampus, daytime programs for traditionally-aged and full-time students. A large number of forprofit colleges and universities employ different strategies to maintain effective numbers of student enrolment and collect enough budget for financial health. This literature paper explains the overview of for-profit colleges and universities in the United States including donation and income sources, enrolment management, employment management and customer-oriented service with the question of how for-profit colleges and universities can survive in the current, rapidly changing environment containing many different competitors. The literature review also provides a brief section about how nursing programs at the for-profit colleges and universities continue their operation in the current financial and educational environment.

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The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

Cited by 8 publications

References 29 publications

The elite exclusion: stratified access and production during the Chinese higher education expansion

The elite exclusion: stratified access and production during the Chinese higher education expansion

Improving Racial Equity in Community College: Developing a Plan, Implementing the Vision

How do for-Profit Colleges and Universities Maintain Enrolment Rates to continue their Financial Health

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