Literaturnachweis - Detailanzeige
Autor/inn/en | Lundy-Wagner, Valeria; Chan, Eric W. |
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Institution | Center for Analysis of Postsecondary Education and Employment (CAPSEE) |
Titel | Classifying STEM Programs in Community Colleges to Develop a State-Level Middle-Skill STEM Workforce Strategy. A CAPSEE Working Paper |
Quelle | (2016), (41 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | STEM Education; Community Colleges; Skill Development; Labor Force Development; Job Skills; Classification; Wages; Graduation; Undergraduate Study; Outcomes of Education; Majors (Students); Student Characteristics; College Transfer Students; Longitudinal Studies; Certification; Associate Degrees; Statistical Analysis; Virginia STEM; Community college; Community College; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitskräftebestand; Produktive Fertigkeit; Classification system; Klassifikation; Klassifikationssystem; Wage; Löhne; Abschluss; Graduierung; Grundstudium; Lernleistung; Schulerfolg; Hochschulwechsel; Schulwechsel; Studienortwechsel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Abschlusszeugnis; Zertifizierung; Statistische Analyse |
Abstract | Calls to increase the number of undergraduate STEM credential recipients have largely failed to differentiate between sub-baccalaureate and four-year credentials at the undergraduate level, which is problematic for workforce development. In this paper, the authors develop a classification system for sub-baccalaureate STEM credentials that is incorporated into an analysis of administrative data from the Virginia Community College System. The authors first describe sub-baccalaureate STEM students and then examine the relationships between STEM matriculation and short-term outcomes for six cohorts. The authors use Mincerian regressions to estimate the earnings associated with completing a STEM credential four years after initial enrollment. In addition to confirming that students with career-oriented credentials drive short-term STEM earnings benefits, and that full-time students are more likely to complete credentials than their part-time peers, this study also finds relative homogeneity between STEM and non-STEM community college students, suggesting that ability may not be the primary factor inhibiting middle-skill STEM workforce preparation. The authors conclude by discussing the findings and suggesting how these data could be useful in better aligning Virginia's economic development plans and postsecondary educational offerings. A table on VCCS STEM Majors by Program Category and Credential Orientation is appended. (As Provided). |
Anmerkungen | Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |