Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors

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Autor/inn/en	McKinney, Lyle; Burridge, Andrea; Mukherjee, Moumita
Titel	Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors
Quelle	In: Teachers College Record, 119 (2017) 12Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Student Certification; Student Characteristics; Enrollment; Outcomes of Education; Community Colleges; Vocational Education; Proprietary Schools; Public Sector; Private Sector; Academic Achievement; Student Financial Aid; Loan Repayment; Loan Default; Transfer Students; Regression (Statistics); Race; Ethnicity; Income; Majors (Students); Postsecondary Education; Economically Disadvantaged; Longitudinal Studies; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Schulzeugnis; Einschulung; Lernleistung; Schulerfolg; Community college; Community College; Ausbildung; Berufsbildung; Öffentlicher Sektor; Privater Sektor; Schulleistung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Schuldnerverzug; Hochschulwechsel; Schulwechsel; Studienortwechsel; Regression; Regressionsanalyse; Rasse; Abstammung; Ethnizität; Einkommen; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Background/Context: Sub-baccalaureate certificates can provide an accelerated pathway to gainful employment for the unemployed or underemployed. Certificates represented only 6% of postsecondary awards in 1980, but today they represent 22% of all credentials awarded and have superseded associate's and master's degrees as the second most common award granted by U.S. postsecondary institutions. Although enrollment in certificate programs has skyrocketed, empirical research on this student population is scarce. Focus of the Study: The purpose of this study was to compare the demographic characteristics, college financing strategies, and enrollment outcomes of occupational certificate students across the three institutional sectors: community colleges, public career and technical centers, and sub-baccalaureate for-profit institutions. Research Design: The data were derived from the Beginning Postsecondary Student Study (BPS:04/09) conducted by the National Center for Education Statistics. The sample included students across the three institutional sectors who enrolled in a sub-baccalaureate certificate program that was occupationally focused (unweighted n = 1,770). Data analysis included descriptive statistics, logistic regression, and multinomial regression techniques. Findings: Six years after initial enrollment, certificate students beginning at for-profits had the lowest rates of credential completion but were much more likely than public sector students to have taken out loans and defaulted during repayment. Seventeen percent of certificate students beginning at a community college transferred to another institution at some point, suggesting that these programs can serve as a stepping stone to further education. Results from the regression models indicated that students' race/ethnicity, income status, field of study, and institutional sector were associated with successful certificate completion and/or transfer. Conclusions: Equipped with a better profile of certificate students and their educational outcomes, colleges can begin to design better support services and program structures that address the unique needs of this growing student population. These institutional efforts, along with well-designed public policies that boost the production of high-quality certificates, could help strengthen the U.S. workforce and increase educational attainment rates among students from less advantaged backgrounds. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01