Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes

Autor/inn/en	Calcagno, Juan Carlos; Crosta, Peter; Bailey, Thomas; Jenkins, Davis
Titel	Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes
Quelle	In: Research in Higher Education, 48 (2007) 7, S.775-801 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-007-9053-8
Schlagwörter	College Students; Community Colleges; Educational Objectives; Probability; Outcomes of Education; College Credits; Remedial Instruction; Age Differences; Comparative Analysis; Time to Degree; Florida + Suchen Sie Ihr Suchwort? Collegestudent; Community college; Community College; Educational objective; Bildungsziel; Erziehungsziel; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernleistung; Schulerfolg; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Förderkurs; Age; Difference; Age difference; Altersunterschied
Abstract	This paper presents findings from a study of the experiences and outcomes of older and younger community college students. We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining a certain number of credits) on educational outcomes of older students--those who enter college for the first time at age 25 or later--with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or completing 50 percent of a program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial classes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10