Technical College Students and Intergenerational Poverty: Odds of and Time to Graduation. Issue Brief

Autor/in	Barrus, Zachary
Institution	Utah System of Higher Education (USHE)
Titel	Technical College Students and Intergenerational Poverty: Odds of and Time to Graduation. Issue Brief
Quelle	(2020), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Educational Certificates; Vocational Schools; Postsecondary Education; Access to Education; Disproportionate Representation; At Risk Students; Probability; Time to Degree; Poverty; College Students; Welfare Services; Socioeconomic Status; Graduation; Adult Students; Racial Differences; Ethnicity; Gender Differences; Age Differences; Utah + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bildungsabschluss; Schulzeugnis; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Armut; Collegestudent; Fürsorgeeinrichtung; Socio-economic status; Sozioökonomischer Status; Abschluss; Graduierung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	Utah's public technical colleges offer vocational certificate programs at a low cost to students, as required by statute. Certificates are accredited by the Council on Occupational Education and provide students with competencies necessary for entry into gainful employment. The ability of students to attain marketable skills at a low cost and in a short time has long made the technical colleges valuable partners to the Department of Workforce Services as it assists clients in becoming self-sufficient. If students already have prior skills required of graduates, they can demonstrate those competencies and skip redundant training modules. Since technical college tuition is based on hours enrolled, quickly progressing through a curriculum and skipping already-mastered subject material can save students significant amounts of money. However, quickly passing off program requirements to thereby save in tuition may not be an option for economically disadvantaged students. Utah's technical colleges have not previously analyzed time to graduation stratified by socioeconomic status, and thus have no insight whether economically distressed individuals avail themselves of competency demonstrations (required to skip already mastered competencies) to the extent that wealthier students might. In the present treatise, researchers utilize survival analysis to examine students' required time to graduation stratified by three groups: (1) students experiencing intergenerational poverty (IGP); (2) students who are receiving public assistance but who are not experiencing IGP; and (3) comparable students who are not receiving public assistance. Kaplan-Meier failure functions and median times to graduation are analyzed. Cox proportional hazards models are further employed to show the relationship between one's socioeconomic status and his or her odds of graduating while controlling for other important factors. Various analyses herein point to the same conclusion: that the time to and odds of graduation from a technical college are significantly longer and lower, respectively, for students currently receiving public assistance than for those who are not. That disparity is even wider when considering students affected by intergenerational poverty. (ERIC).
Anmerkungen	Utah System of Higher Education. Utah State Board of Regents, 60 South 400 West, Salt Lake City, UT 84101-1284. Tel: 801-321-7101; Web site: https://ushe.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01