Community College Review最新文献_第4页

Gender-Based Salary Differentials Among Administrators in Arizona Community Colleges 亚利桑那州社区大学管理人员的性别薪酬差异

IF 1.3

Community College Review Pub Date : 2023-06-26 DOI: 10.1177/00915521231182120

Kristen L. Becker, Lea Andrah Beckworth

{"title":"Gender-Based Salary Differentials Among Administrators in Arizona Community Colleges","authors":"Kristen L. Becker, Lea Andrah Beckworth","doi":"10.1177/00915521231182120","DOIUrl":"https://doi.org/10.1177/00915521231182120","url":null,"abstract":"Objective: This research study examined gender wage equality among administrators across Arizona’s ten community college districts comprising 19 colleges. Method: Both descriptive and inferential statistics were used to analyze salary data. Results: All 19 college campuses evidenced differences in median income between 12-month, full-time women and men. However, when disaggregated by job category, median income of women and men was equal in a number of job categories in several institutions, illustrating the complexity of measuring gender wage equality using descriptive statistics. A multiple regression analysis revealed that only three of the 19 community colleges had gender-based salary differentials. Thus, gender wage equality prevails in most Arizona community colleges despite inconsistent salary schedules among the college districts and no state-level oversight. Contributions: Community colleges provide learning opportunities to a heterogeneous population of 5.4 million students annually. Understanding gender-based salary differentials among community college administrators can provide insights into diversity, equity, inclusion, and social justice in higher education.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64968281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reimagining Community College Math Reform Amid COVID-19 在新冠疫情中重新构想社区大学数学改革

IF 1.3

Community College Review Pub Date : 2023-06-26 DOI: 10.1177/00915521231182116

Kelly Wickersham, Peiwen Zheng, Xueli Wang, Amy C. Prevost

{"title":"Reimagining Community College Math Reform Amid COVID-19","authors":"Kelly Wickersham, Peiwen Zheng, Xueli Wang, Amy C. Prevost","doi":"10.1177/00915521231182116","DOIUrl":"https://doi.org/10.1177/00915521231182116","url":null,"abstract":"Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses adapted their instruction in response to COVID-19-related disruptions and how community college and instructional leadership addressed math contextualization efforts in response to COVID-19. Methods: Using multiple case studies, we conducted interviews with faculty and institutional leaders from two large community colleges in a Midwestern state. We also integrated field notes, observations, lesson plans, project documentation, and other contextual information as complementary data. Results: Three themes revealed how faculty and institutional leaders navigated the process of adapting contextualization efforts throughout the pandemic: reaching out to create community remotely, reimagining contextualization or pushing the pause button, and skilling up to persist through and toward change. Contribution: This study provides insight into the unique challenges and innovations due to sudden yet enduring disruptions that impact instruction, faculty development, and institutional support around instructional reform in the community college. This research informs faculty and institutional leaders navigating sustained efforts around math reform to identify actions to help institutions and their faculty continue advancing high-impact approaches and initiatives to math instruction in any environment.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do Community College “Promise” Programs With Low-Bar Merit Criteria Improve High School Performance? 社区大学低标准的“承诺”项目能提高高中成绩吗？

IF 1.3

Community College Review Pub Date : 2023-06-26 DOI: 10.1177/00915521231181941

David B. Monaghan, V. Coca

{"title":"Do Community College “Promise” Programs With Low-Bar Merit Criteria Improve High School Performance?","authors":"David B. Monaghan, V. Coca","doi":"10.1177/00915521231181941","DOIUrl":"https://doi.org/10.1177/00915521231181941","url":null,"abstract":"Objective/Research Question: Community college “Promise” programs have proliferated recently, particularly in areas with many low-income, academically struggling students. Many Promise programs restrict eligibility by high school performance but set eligibility thresholds quite low. As such they function as “low-bar” merit scholarships, and merit scholarships are often believed to incentivize improved academic performance. But do such “low-bar” merit scholarships boost high school attendance and grades? Methods: We investigate impacts of one such program, the Milwaukee Area Technical College Promise, on high school students in Milwaukee Public Schools, exploiting program design features to identify treatment effects through a differences-in-differences strategy. Results: The program appears to have marginally improved high school grades while slightly lowering attendance. These effects cancel each other out in terms of meeting combined GPA and attendance eligibility thresholds. Estimated positive impacts on GPA were statistically significant but very small for males, Black students, free lunch eligible students, special education students and current English language learners, while impacts on attendance were negative for most subgroups. The positive GPA effect was restricted to the program’s second year. Conclusions: We do not find strong evidence that low-bar scholarships are effective at improving academic performance. Policymakers should reconsider conventional wisdom underlying inclusion of merit criteria in broad-based scholarships.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses 改革后社区大学转学水平作文课程的安置和写作能力

IF 1.3

Community College Review Pub Date : 2023-06-02 DOI: 10.1177/00915521231163916

Jane S. Nazzal, C. Olson, Huy Q. Chung

{"title":"Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses","authors":"Jane S. Nazzal, C. Olson, Huy Q. Chung","doi":"10.1177/00915521231163916","DOIUrl":"https://doi.org/10.1177/00915521231163916","url":null,"abstract":"Objective: Extensive reform has been implemented in community colleges across the nation to help expedite the attainment of students’ academic goals of degree completion and transfer to 4-year institutions. Reform at the institution in this study resulted in replacement of the college writing placement exam and the precollegiate course sequence with an online assessment questionnaire by which students were provided with an automated recommendation based on their high school records to enroll into one of two versions of the transfer-level composition course, either with or without a support course. Examined are: (1) whether students who need the most writing support are effectively positioning themselves to receive it; and (2) whether the new placement policy improves students’ chances for college success while examining its impact on specific student subgroups. Method: An analytic writing assessment and survey were administered to students. Compared are students’ scores on the assessment, their self-reported high-school GPA, and their final course grades. Results: Findings show: (1) no significant differences in academic writing proficiency between students enrolled in the two course types; (2) students mostly followed the college’s recommendation for enrollment based on their high school GPA, which is found to be weakly related to their measured levels of writing proficiency; and (3) generally high course pass rates of students at all levels of proficiency. Contribution: This study generates data that can help inform policy and practice in community colleges and clarify ways to best support students in composition toward achieving their academic goals of degree attainment and transfer.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64968228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Complex Nature of Student Retention at America’s Community Colleges 美国社区大学学生留存率的复杂性质

IF 1.3

Community College Review Pub Date : 2023-05-17 DOI: 10.1177/00915521231163855

P. Sullivan, Abigail Bell, David Nielsen

{"title":"The Complex Nature of Student Retention at America’s Community Colleges","authors":"P. Sullivan, Abigail Bell, David Nielsen","doi":"10.1177/00915521231163855","DOIUrl":"https://doi.org/10.1177/00915521231163855","url":null,"abstract":"Objectives: Responding to Tinto’s call for studies of retention that center on “the students’ view of their experience” (p. 11), this research project reports findings from telephone interviews of 131 students who stopped out at our home institution, a large open admissions community college in the northeast. Our objective was to find out why these students stopped out and what our institution might have done to keep them enrolled. Method: Adopting a phenomenological approach, we analyzed our data set following the principles of thematic analysis. Results: We found that a large percentage of the students we contacted—previously identified as stopping out—had, in fact, either continued their education at another institution or met their educational goals. Furthermore, a large proportion of students we interviewed did not return for reasons that were beyond the control of the institution. The majority of these were related to personal and family matters or work responsibilities. Contributions: Our findings suggest that retention at community colleges is a highly complex, individualized process, with a host of variables that can affect individual students in different ways. Our findings also suggest that retention at community colleges may be more complex than traditional protocols currently in place can accurately measure.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How Accurately Can Short-Term Outcomes Approximate Long-Term Outcomes? Examining the Predictive Power of Early Momentum Metrics for Community College Credential Completion Using Machine Learning 短期结果如何准确地接近长期结果？使用机器学习检验社区大学证书完成的早期动量指标的预测能力

IF 1.3

Community College Review Pub Date : 2023-05-02 DOI: 10.1177/00915521231163895

Takeshi Yanagiura

{"title":"How Accurately Can Short-Term Outcomes Approximate Long-Term Outcomes? Examining the Predictive Power of Early Momentum Metrics for Community College Credential Completion Using Machine Learning","authors":"Takeshi Yanagiura","doi":"10.1177/00915521231163895","DOIUrl":"https://doi.org/10.1177/00915521231163895","url":null,"abstract":"Objective: This study examines how accurately a small set of short-term academic indicators can approximate long-term outcomes of community college students so that decision-makers can take informed actions based on those indicators to evaluate the current progress of large-scale reform efforts on long-term outcomes, which in practice will not be observed until several years later. Method: Using transcript-level data of approximately 50,000 students at over 30 institutions in two states, I compare the out-of-sample predictive power of the early momentum metrics (EMMs), 13 short-term academic indicators suggested in the literature, to that of more complex, Machine Learning (ML)-based models that employ 497 predictors. Results: This study found that EMMs accurately predict credential completion for 75% to 77% of students in an out-of-sample dataset, with a predictive power largely comparable to that of ML-based models. This study also found similar results among the gender and race/ethnicity groups. However, the predictive power for certificate completion is lower than that for associate and bachelor’s degrees by 5 percentage points, implying that this set of EMMs are likely to be less relevant to certificate completion. Contribution: This study validates EMMs as informative predictors of credential completion, confirming that decision makers can use them to understand the probable long-term impact of current reforms on credential outcomes. However, room for continued research and refinement of EMMs remains, especially for certificate.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41858167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Matters for Improving the Success Rates of Different Cohorts of Community College Students? 提高社区大学生不同群体的成功率有什么重要意义？

IF 1.3

Community College Review Pub Date : 2023-04-13 DOI: 10.1177/00915521231163625

Robert W. Wassmer, Meredith Galloway

{"title":"What Matters for Improving the Success Rates of Different Cohorts of Community College Students?","authors":"Robert W. Wassmer, Meredith Galloway","doi":"10.1177/00915521231163625","DOIUrl":"https://doi.org/10.1177/00915521231163625","url":null,"abstract":"Objective: Six-year cohort completion rates calculated for California community college students—who declared their goal to obtain a certificate, associate degree, or become university transfer ready—averaged just below 50% for cohorts entering the fall semesters between 2007 and 2011. The range of this completion rate varied from 23% to 67%. This study’s objective is to investigate how institutional choices at a community college influence the completion rates of different types of student cohorts after controlling for factors outside of the college’s control. Method: We use panel-data regression analysis to understand what contributes to these variations in a community college’s cohort completion rate. Results: Our results indicate that colleges prioritizing larger class sizes and fewer credit sections exhibit higher student cohort completion rates. We also find that an academic assistance program directed to low-income students boosts cohort completion rates for eligible students and generates positive spillover effects for their ineligible peers. Likely to create much discussion is our finding that an increase in faculty percentage with full-time status benefits academically unprepared and economically disadvantaged cohorts but not prepared and advantaged ones. Contribution: The primary contribution of this analysis is that college-specific policies on delivering education, over which college administrators have some control, can result in disparate impacts on different types of student cohort completion rates.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42793563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

First-Generation College Students: Goals and Challenges of Community College 第一代大学生:社区大学的目标与挑战

IF 1.3

Community College Review Pub Date : 2023-04-05 DOI: 10.1177/00915521231163903

Marissa R. Bamberger, Thomas J. Smith

{"title":"First-Generation College Students: Goals and Challenges of Community College","authors":"Marissa R. Bamberger, Thomas J. Smith","doi":"10.1177/00915521231163903","DOIUrl":"https://doi.org/10.1177/00915521231163903","url":null,"abstract":"Objective: This study examines whether there are differences among first-generation and continuing-generation community college students in the importance they place on achieving college-related goals and difficulties they face from college- and other life-related challenges. Methods: Data were drawn from the Community College Libraries and Academic Support for Student Success student survey. Results: Results from MANCOVA show that, after adjusting for age, gender identity, U.S. birth status, and race/ethnicity, first-generation college students (FGCSs) place more importance on achieving college-related goals and face greater difficulties from college- and other life-related challenges than continuing-generation college students (CGCSs). Contributions: These findings indicate that community colleges should offer more support to FGCSs pertaining to students’ goals and challenges so that all community college students may be successful in their academic pursuits. Future research should explore interaction effects among student demographics and their goals and challenges as well as interventions to support community college students. This is because community colleges enroll the largest number of FGCSs compared to other institutions of higher education, and FGCSs and community college students share challenges when it comes to obtaining a college degree.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45288846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes? 跨两年制院校:谁是横向转学生?他们的学位成果是什么?

IF 1.3

Community College Review Pub Date : 2023-04-05 DOI: 10.1177/00915521231163923

Jungmin Lee

{"title":"Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes?","authors":"Jungmin Lee","doi":"10.1177/00915521231163923","DOIUrl":"https://doi.org/10.1177/00915521231163923","url":null,"abstract":"Objectives/Research Question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year? Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models. Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students. Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48744667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Ensuring learning: Supporting faculty to improve student success 书评:确保学习:支持教师提高学生的成功

IF 1.3

Community College Review Pub Date : 2023-04-05 DOI: 10.1177/00915521231164653

Karuna Taneja

引用次数: 0