The Dynamic Financial Implications of the Community College Baccalaureate: An Institutional Exploration

Autor/in	Wright-Kim, Jeremy
Titel	The Dynamic Financial Implications of the Community College Baccalaureate: An Institutional Exploration
Quelle	In: AERA Open, 8 (2022) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wright-Kim, Jeremy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Community Colleges; Bachelors Degrees; Educational Finance; Income; Costs; Expenditures; Enrollment; Economic Impact; Operating Expenses + Suchen Sie Ihr Suchwort? Community college; Community College; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsfonds; Einkommen; Cost; Kosten; Ausgaben; Einschulung; Ökonomische Determinanten; Betriebskosten
Abstract	Using generalized difference-in-difference and synthetic control modeling, this study estimates the influence of the community-college baccalaureate (CCB) on institutional finance over time and by intensity. Leveraging data spanning 19 years (1999-2017), I find no impact on overall revenue but suggestive evidence of upfront costs and slight increases in total spending post-adoption. Coupled with increased enrollment, per-full-time-equivalent (FTE) revenue and spending decrease, on average, by approximately 12% and 6%, respectively. Adoption of an additional CCB is associated with a 3% decrease in revenue and a suggestive 2% reduction in spending per FTE. Additional robustness checks suggest that these impacts may vary by state. These results suggest that institutions should consider the trade-offs in broadening access to baccalaureate-level education with the associated strain on resources. Policymakers should consider how best to financially support adoptive institutions as they work to meet student and workforce needs. Implications for policy, practice, and research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01