Community College Baccalaureate: A Fixed Effects, Multi-Year Study of the Influence of State Policy on Nursing Degree Production

2011 ◽  
Vol 24 (3) ◽  
pp. 377-398 ◽  
Author(s):  
Nathan Daun-Barnett
Keyword(s):  
Community College ◽  
State Policy ◽  
Fixed Effects ◽  
Community College Baccalaureate ◽  
Degree Production

Community College Teacher Education Baccalaureate Programs: Early Evidence Yields Mixed Results

2016 ◽  
Vol 32 (7) ◽  
pp. 1018-1040 ◽  
Author(s):  
Toby J. Park ◽  
David A. Tandberg ◽  
Hyun-Ki Shim ◽  
Shouping Hu ◽  
Carolyn D. Herrington
Keyword(s):  
Community College ◽  
Teacher Education ◽  
Teacher Education Programs ◽  
Community College Baccalaureate ◽  
Education Programs ◽  
Teacher Supply ◽  
State Adoption ◽  
Degree Production ◽  
Bachelor's Degrees ◽  
Community College Teacher

Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, we find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs we find that degree production increased, yet the diversity of the graduates declined.

The Impact of Community College Baccalaureate Adoption on Associate Degree Production

2020 ◽  
Vol 122 (1) ◽  
pp. 1-36
Author(s):  
Justin C. Ortagus ◽  
Dennis A. Kramer ◽  
Manuel S. González Canché ◽  
Frank Fernandez
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Research Design ◽  
Associate Degree ◽  
Degree Program ◽  
Degree Programs ◽  
Community College Baccalaureate ◽  
Baccalaureate Degrees ◽  
Degree Production ◽  
The Impact

Background/Context As of 2018, a total of 19 states allow at least one community college to offer baccalaureate degrees. Previous researchers have suggested that community college baccalaureate (CCB) adoption will lead to a host of unintended consequences, including decreases in associate degree production. Purpose/Objective/Research Question/Focus of Study This study empirically examines the impact of CCB adoption on associate degree production and adds to conversations surrounding the consequences of CCB adoption. Research Design We use a quantitative quasi-experimental research design to examine the effect of CCB adoption on associate degree production. Findings/Results When comparing adopting and non-adopting community colleges within the state of Florida, the authors find that the adoption of CCB degree programs has a positive impact on overall associate degree production, but this impact varies considerably according to the type of academic degree program. Conclusions/Recommendations Opponents of CCB legislation have argued that giving community colleges the authority to confer baccalaureate degrees will detract from the sub-baccalaureate institutional mission of community colleges, but our results suggest that the adoption of a CCB degree program is associated with an overall increase in associate degree production. Findings from this work should be an important consideration for policymakers seeking to increase baccalaureate degree production in addition to—not at the expense of—associate degree programs.

Association of US state policy orientation with adverse birth outcomes: a longitudinal analysis

2021 ◽  
pp. jech-2020-214858
Author(s):  
Alicia R Riley ◽  
Daniel Collin ◽  
Jacob M Grumbach ◽  
Jacqueline M Torres ◽  
Rita Hamad
Keyword(s):  
Birth Weight ◽  
Preterm Birth ◽  
Low Birth Weight ◽  
Birth Outcomes ◽  
State Policy ◽  
Fixed Effects ◽  
State Policies ◽  
Adverse Birth Outcomes ◽  
Lower Odds ◽  
Policy Orientation

BackgroundThe current US context is marked by extreme right–left partisanship, which means that state policies tend to bundle together and are not experienced in isolation. While prior work has leveraged abrupt shifts in single policies to examine the effects of state policy on birth outcomes, we examined a holistic measure that captures political polarisation.MethodsData were drawn from national birth certificates for 2003–2017 (N=56 770 470). Outcomes included preterm birth, low birth weight, small-for-gestational age and other perinatal health measures. The primary exposure was a composite index of right–left state policy orientation, generated from historical data on 135 state policies. Multivariable regressions were used to estimate the association between state policy orientation and each outcome, adjusting for relevant covariates.ResultsCompared with infants born in states with right-leaning policy orientations, those born in left-leaning states had lower odds of adverse birth outcomes (eg, low birth weight: OR 0.95 (0.93, 0.97), preterm birth: OR 0.94 (0.92, 0.95)). Subgroup analyses revealed stronger associations for US-born and White mothers. With the inclusion of state fixed effects, left-leaning policy orientation was no longer associated with lower odds of adverse birth outcomes. Models were otherwise robust to alternative specifications.ConclusionWhile left-leaning state policy orientation has protective associations with a range of birth outcomes, the associations may be explained by stable characteristics of states, at least during the study period. Future studies should examine state policy orientation in association with other health outcomes and study periods.

How Financial Literacy, Federal Aid Knowledge, and Credit Market Experience Predict Loan Aversion for Education

2017 ◽  
Vol 671 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Angela Boatman ◽  
Brent J. Evans
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Financial Literacy ◽  
Fixed Effects ◽  
Student Loans ◽  
Student Loan ◽  
Market Experience ◽  
Financial Characteristics ◽  
Survey Responses

Many students are averse to taking out loans to pay for education—a phenomenon that is commonly discussed but rarely systematically analyzed. This study explores the relationship between student loan aversion and individual financial characteristics. In this analysis, we rely on a unique dataset of survey responses from more than 5,000 high school seniors, community college students who did and did not borrow for higher education, and adults without a college degree. Regression analyses, using a robust set of controls and institutional fixed effects, show that higher financial literacy and higher knowledge of federal student loans are related to lower loan aversion for education. The magnitude of these effects is large, as much as a 30 to 50 percent reduction in loan aversion in some samples. There is also evidence that prior experience with payday lending is related to increased loan aversion for community college students who did not borrow for college.

scholarly journals A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom

2014 ◽  
Vol 104 (8) ◽  
pp. 2567-2591 ◽  
Author(s):  
Robert W. Fairlie ◽  
Florian Hoffmann ◽  
Philip Oreopoulos
Keyword(s):  
Community College ◽  
Minority Students ◽  
Degree Completion ◽  
Race And Ethnicity ◽  
Fixed Effects ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Diverse Community ◽  
Grade Performance ◽  
College Instructor

Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion. (JEL I23, J15, J44)

scholarly journals Assessing the Potential to Expand Community College Baccalaureate Programs in Texas

10.7249/rr745 ◽  
2014 ◽  
Author(s):  
Lindsay Daugherty ◽  
Charles Goldman ◽  
Lindsay Butterfield ◽  
Trey Miller
Keyword(s):  
Community College ◽  
Community College Baccalaureate ◽  
Baccalaureate Programs
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