Guiding Students from Basic Education through College and beyond for Equitable Post-College Outcomes. Research Report

Institution	Washington State Board for Community and Technical Colleges
Titel	Guiding Students from Basic Education through College and beyond for Equitable Post-College Outcomes. Research Report
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Change; College Readiness; Adult Basic Education; Adult Students; Educational Attainment; College Transfer Students; Two Year College Students; Outcomes of Education; Education Work Relationship; Employment; Technical Education; Academic Education; Gender Differences; Washington + Suchen Sie Ihr Suchwort? Bildungsreform; Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsabschluss; Bildungsgut; Hochschulwechsel; Schulwechsel; Studienortwechsel; Lernleistung; Schulerfolg; Dienstverhältnis; Technikunterricht; Akademische Bildung; Geschlechterkonflikt
Abstract	Guided Pathways is a comprehensive reform model focused on student success by designing clear pathways for students, helping them to make informed decisions, and stay on their chosen path while striving to increase attainment in credentials with labor market value. The population of students that will provide colleges the best evidence of the effectiveness of their reform efforts are first-time ever in college (FTIC) students. Academic transfer and professional-technical pathways are the basis for two of three colleges' missions. Washington's colleges also have a third mission for Basic Education for Adults (BEdA). BEdA students on average are older than traditional age students and increasingly are an important population that the state will need to increase college access and success for. BEdA students who transition to college-level have been part of the first-time college cohort in earlier reports; however, their participation and results have not been disaggregated and reported separately. In this report the authors identify 10,915 basic education students who are included in an overall population of 105,720 first-time in college students who started between 2010 and 2013. This report asks and answers three important questions: (1) What is the highest educational attainment for BEdA students four years after starting in college-level courses? (2) What are the employment outcomes in their first year after leaving college for students who pursued a professional-technical pathway? and (3) What is the transfer rate to four-year college within two years after leaving college for students pursuing an academic transfer pathway to a bachelor's degree? The authors answer these questions for award-seeking students who participated in basic education anytime within a period two years before, or any time throughout the four-year period that are used to measure their college attainment. The authors call this extended period "Ever" basic education. Because IBEST (Integrated Basic Education and Skills Training) has become the major policy for transitioning basic education students to college, the authors distinguish between 3,901 "BEdA FTIC_Ever IBEST" and 7,014 "BEdA FTIC_Never IBEST" students. This report also looks at the population for 94,807 "FTIC_Never BEdA" students who started directly on their college path and comprise the largest component of our FTIC cohort during this time period. (ERIC).
Anmerkungen	Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01