Is Student-Right-To-Know All You Should Know? An Analysis of Community College Graduation Rates

Autor/inn/en	Bailey, Thomas; Calcagno, Juan Carlos; Jenkins, Davis; Leinbach, Timothy; Kienzl, Gregory
Titel	Is Student-Right-To-Know All You Should Know? An Analysis of Community College Graduation Rates
Quelle	In: Research in Higher Education, 47 (2006) 5, S.491-519 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-005-9005-0
Schlagwörter	Institutional Characteristics; Graduation Rate; Community Colleges; Comparative Analysis; College Outcomes Assessment; Models; School Surveys; Minority Groups; Part Time Students; Females; Two Year College Students; Enrollment; Educational Finance + Suchen Sie Ihr Suchwort? Community college; Community College; Analogiemodell; Ethnische Minderheit; Part-time students; Teilzeitstudent; Weibliches Geschlecht; Einschulung; Bildungsfonds
Abstract	Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students' success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10