Role of Community Colleges in the Implementation of Postsecondary Education Enrollment Policies for Undocumented Students

2013 ◽  
Vol 42 (1) ◽  
pp. 3-22 ◽  
Author(s):  
H. Kenny Nienhusser
Keyword(s):  
Community Colleges ◽  
Postsecondary Education ◽  
Undocumented Students ◽  
Education Enrollment

scholarly journals Community Colleges Online

2012 ◽  
Vol 10 (1) ◽  
pp. 75 ◽  
Author(s):  
Corinne Crawford ◽  
Colin Persaud
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Online Education ◽  
Postsecondary Education ◽  
Education Attainment ◽  
Prospective Students ◽  
Online Technology ◽  
Higher Education Attainment ◽  
College Setting

Presently, community colleges are bursting at the seams. In 2011, community colleges turned away more than 400,000 prospective students. In the next six years, 63 percent of all U. S. jobs will require postsecondary education. Twenty two million new workers with postsecondary degrees will be needed by 2018. Community colleges are turning increasingly to online technology to increase capacity in order to meet the surging demand for higher education attainment. In this article we will look at the role of online education in the community college setting.

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

How Noncredit Enrollments Distort Community College IPEDS Data: An Eight-State Study

2021 ◽  
Author(s):  
Richard Romano ◽  
Mark D’Amico
Keyword(s):  
Community College ◽  
New York ◽  
South Carolina ◽  
Community Colleges ◽  
Postsecondary Education ◽  
System Level ◽  
Full Time ◽  
Full Time Equivalent ◽  
Education Data ◽  
State Study

A commonly used metric for measuring college costs, drawn from data in the Integrated Postsecondary Education Data System (IPEDS), is expenditure per full-time equivalent (FTE) student. This article discusses an error in this per FTE calculation when using IPEDS data, especially with regard to community colleges. The problem is that expenditures for noncredit courses are reported to IPEDS but enrollments are not. This exclusion inflates any per FTE student figure calculated from IPEDS, in particular expenditures and revenues. A 2021 IPEDS Technical Review Panel (TRP #62) acknowledged this problem and moved campus institutional research offices a step closer to reporting noncredit enrollment data (RTI International, 2021). This article is the first to provide some numbers on the magnitude of this problem. It covers eight states—California, Iowa, New Jersey, New York, North Carolina, South Carolina, Tennessee, and Virginia. Data on noncredit community college enrollments were made available from system offices in all states. In addition, discussions were held at both the system level and the campus level to verify the data and assumptions. Figures provided by states were merged with existing IPEDS data at the campus and state levels, and then were adjusted to account for noncredit enrollments. The results provide evidence that calculations using IPEDS data alone overestimate the resources that community colleges have to spend on each student, although distortions vary greatly between states and among colleges in the same state. The results have important implications for research studies and college benchmarking.

Southeast Asian and Pacific Islander Student Progression through Community College: A Disaggregated Transcript Analysis

2019 ◽  
Vol 121 (8) ◽  
pp. 1-32
Author(s):  
Federick Ngo ◽  
Jenna Sablan
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Research Question ◽  
Pacific Islander ◽  
College Persistence ◽  
Southeast Asian ◽  
Developmental Math ◽  
Transcript Analysis ◽  
Asian And Pacific Islander

Background/Context Research on the postsecondary education of Asian and Pacific Islander (API) students has typically focused on attainment within four-year colleges and neglected the experiences of API students in community colleges. However, many API students pursuing postsecondary education, particularly Southeast Asian and Pacific Islander (SEAPI) students, do so through U.S. community colleges. The progress and achievement of these students in community college remains largely unstudied, due in part to the limited availability of disaggregated data. Purpose/Objective/Research Question/Focus of Study (1) To what extent do API students, and specifically SEAPI students, achieve community college progress milestones, such as enrollment, completion of gatekeeper courses, and attainment of degree- and transfer-applicable credits? (2) How are these students progressing through developmental math? Research Design We examine the academic progress of API students using transcript data from a large California community college district. The disaggregated race/ethnicity data allow us to focus on oft-overlooked API subgroups. Focusing on SEAPI students, we analyze momentum towards key college persistence and completion milestones. We also track progression through developmental math education, one of the key barriers community college students face in completing community college. Findings In our disaggregated transcript analysis, we find that SEAPI students are less likely than their peers to achieve college milestones such as completing math courses and earning the degree-applicable units necessary for degree completion or transfer. Seeking explanations for these differences within the context of developmental education, we observe that SEAPI students are significantly less likely than their peers to attempt developmental math courses, though the data suggest they are more likely to complete courses when they do attempt them. These relationships hold after controlling for differences in the demographic characteristics of these students. Conclusions/Recommendations These findings point towards non-academic and institutional explanations for lower rates of college persistence and completion and offer direction for policy efforts and institutional practice to support these students.

Advisory Committees and Partnerships in the Permian Basin

2019 ◽  
pp. 79-99
Author(s):  
Julie Neal
Keyword(s):  
Community Colleges ◽  
Workforce Education ◽  
Collaborative Partnerships ◽  
Permian Basin ◽  
Advisory Committees ◽  
Program Success ◽  
Development Officers ◽  
Informal Setting ◽  
Industry Professionals

This chapter benefits various individuals and organizations, including community colleges and programs leading to higher education and the workforce. Community colleges, workforce programs, business, and industry utilize advisory committees. Whether they meet in a formal or an informal setting, the benefit of their input is critical to program success. The workforce is strategic and innovative when it uses collaborative partnerships to provide individuals in communities with training and retraining to compete in a changing workforce. This information helps institutions use advisory committees to the fullest to bring about negotiations and partnerships to advance skills for workers. This chapter focuses on the role of advisory committees in workforce education. Those who can benefit from the information presented include committee development officers, business/industry professionals, administrators, and workforce-education specialists. The collaborative nature of the partnerships within workforce-education programs creates opportunities to benefit professionals in a variety of specializations.

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