Could Shifting the Margin between Community College and University Enrollment Expand and Diversify University Degree Production in STEM Fields? Working Paper No. 244-0323-2

Autor/inn/en	Qian, Cheng; Koedel, Cory
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Titel	Could Shifting the Margin between Community College and University Enrollment Expand and Diversify University Degree Production in STEM Fields? Working Paper No. 244-0323-2
Quelle	(2023), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Community Colleges; College Enrollment; Human Capital; Labor Needs; Academic Degrees; Majors (Students); Enrollment Influences; Intercollegiate Cooperation; College Preparation; Student Diversity; Predictor Variables; Class Rank; Gender Differences; Educational Policy; Program Effectiveness; Universities; Labor Force Development; Missouri + Suchen Sie Ihr Suchwort? STEM; Community college; Community College; Humankapital; Labour needs; Arbeitskräftebedarf; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Hochschulkooperation; Prädiktor; Geschlechterkonflikt; Politics of education; Bildungspolitik; University; Universität; Arbeitskräftebestand
Abstract	We examine the potential to expand and diversify the production of university STEM degrees by shifting the margin of initial enrollment between community colleges and 4-year universities. Our analysis is based on statewide administrative microdata from the Missouri Department of Higher Education and Workforce Development covering enrollees in all public postsecondary institutions statewide. We find that the potential for shifting the enrollment margin to expand degree production in STEM fields is modest, even at an upper bound, because most community college students are not academically prepared for bachelor's degree programs in STEM fields. We also find that shifting the enrollment margin is unlikely to improve racial/ethnic diversity among university STEM degree recipients. This is because community college students at the enrollment margin are less diverse than their peers who enter universities directly. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01