Using data to optimize community college marketing

2012 ◽  
Vol 2012 (153) ◽  
pp. 49-62
Author(s):  
Craig A. Clagett
Keyword(s):  
Community College ◽  
College Marketing ◽  
Using Data

The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

2018 ◽  
Vol 40 (4) ◽  
pp. 631-652 ◽  
Author(s):  
Adela Soliz
Keyword(s):  
Community College ◽  
Postsecondary Education ◽  
Large Scale ◽  
Higher Education System ◽  
For Profit ◽  
Education Data ◽  
Education Levels ◽  
Short And Long Term ◽  
Using Data ◽  
The Impact

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

scholarly journals The Community College Presidency Demystified: Creating a Pipeline of Latino Leaders

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Editorial Board
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Leadership Development ◽  
Development Program ◽  
Direct Result ◽  
Structured Interviews ◽  
College Leadership ◽  
National Network ◽  
Using Data ◽  
The Impact

Community colleges are designed to serve populations largely drawn from a local base. In an increasing number of cases, the student populations are diverse, while both the administration and faculty, particularly in positions of leadership, are overwhelmingly white. Because of changing demographics, many community colleges serve predominately Latino communities. The present article describes the impact of a national culturally tailored leadership development program for Latino administrators in community colleges. Using data from extensive, semi-structured interviews, this qualitative research study demonstrates that participants in the leadership fellows program found their experience empowering and transformational. Research findings indicate that as a direct result of their participation in a culturally relevant leadership program, participants felt increased confidence and sought out executive community college leadership positions. Additionally, participants benefitted from a national network of peers and mentors. 

scholarly journals Patterns of Education Financing and Debt: A Comparison of Two Cohorts of Canadian Post-Secondary Graduates

1996 ◽  
Vol 26 (2) ◽  
pp. 23-46
Author(s):  
Robert D. Hiscott
Keyword(s):  
Community College ◽  
Multiple Regression ◽  
Student Loans ◽  
Post Secondary ◽  
Explanatory Variables ◽  
College And University ◽  
Recent Graduates ◽  
Statistics Canada ◽  
Using Data ◽  
Recent Cohort

Using data from 1988 and 1992 National Graduates Surveys (conducted by Statistics Canada), this paper explores educational financing and debt patterns for recent graduates of Canadian community college and university programs. A majority of recent post-secondary graduates borrowed to finance their education at some point during their educational programs through the Canada Student Loans Program and/or other sources. The more recent cohort of post-secondary graduates (1990 graduates interviewed in 1992) reported markedly higher debt loads and significantly greater amounts owing two years after graduation, relative to the earlier cohort (of 1986 graduates surveyed in 1988). Multiple regression models are developed and tested to predict the amount of debt (in dollars) owed by graduates approximately two years after completion of their programs. Key explanatory variables of (1) total amount borrowed, (2) university or community college program graduate, (3) number of months not employed between graduation and time of interview, (4) current job temporary or not, and (5) current employment income were all found to be highly significant for the most recent cohort of post-secondary graduates. However, there are important differences in multiple regression results between the two cohorts which are discussed in detail in the paper.

Impact of Community College Student Debt Levels on Credit Accumulation

2017 ◽  
Vol 671 (1) ◽  
pp. 132-153 ◽  
Author(s):  
Dominique J. Baker ◽  
William R. Doyle
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Instrumental Variables ◽  
Community College Student ◽  
Student Debt ◽  
Academic Credit ◽  
Credit Hours ◽  
Using Data ◽  
The Impact

Most community college students do not borrow to pay for their education. However, in recent years more students are borrowing and, when they borrow, accumulating large amounts of debt. To help clarify whether increased debt burdens are aiding community college students or harming them, we explore the impact of borrowing on academic credit hour accumulation. Using data from the Education Longitudinal Study 2002–2012, we provide multiple estimates of the impact of borrowing on credit hour attainment among community college students. Standard estimates suggest that community college students who borrow complete fewer credit hours than students who do not borrow, although the influence is relatively small (about two credits two years after enrollment). Instrumental variables estimates suggest that the impact of borrowing on credits attained is not significant two years after enrollment but is substantial eight years after enrollment (allowing students multiple enrollment spells).

scholarly journals Differences in College Engagement Benchmark Scores as a Function of Honors Course Enrollment for Community College Students: A Nationwide Study

2019 ◽  
Vol 2019 ◽  
pp. 1-8
Author(s):  
Abraham Korah ◽  
John R. Slate ◽  
George W. Moore ◽  
Frederick C. Lunenburg
Keyword(s):  
Community College ◽  
Support Services ◽  
Student Support Services ◽  
Community College Student ◽  
Course Enrollment ◽  
Student Effort ◽  
Active And Collaborative Learning ◽  
Academic Challenge ◽  
Enrollment Status ◽  
Using Data

In this investigation, the extent to which differences were present in benchmark scores as a function of community college student honors course enrollment status was investigated using data from the Community College Survey of Student Engagement. Statistically significant differences were revealed for all 5 benchmark scores (i.e., active and collaborative learning, student effort, academic challenge, student-faculty, and support for learners). Students who had been enrolled in an honors course had benchmark scores that were 9 to 16 points higher than their peers who had not been enrolled in an honors course, reflecting higher levels of scholastic engagement, deeper connections with instructors and peers, and greater use of academic and student support services.

The Role of Community College Attendance in Shaping Baccalaureate Recipients’ Access to Graduate and Professional Education

2019 ◽  
Vol 48 (2) ◽  
pp. 84-100 ◽  
Author(s):  
Xueli Wang ◽  
Yen Lee ◽  
Kelly Wickersham
Keyword(s):  
Community College ◽  
Professional Education ◽  
College Attendance ◽  
Professional School ◽  
Program Enrollment ◽  
Using Data ◽  
The Impact ◽  
Matching Techniques ◽  
Positive Effect

Using data from the Baccalaureate and Beyond Longitudinal Study and propensity score matching techniques, this study examined the impact of having attended a community college on baccalaureate recipients’ access to graduate and professional schools in general and how previous community college attendance influenced student enrollment in different professional and graduate programs. Our findings revealed that there was no significant negative or positive effect of community college attendance on access to graduate or professional school or on program enrollment choices. These results imply that community college attendance does not limit access to graduate and professional education and holds the promise to complement the route to graduate and professional school.

scholarly journals Determinants of Faculty-Student Engagement for Southeast Asian Men in Community College: An Exploratory Analysis

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Soua Xiong ◽  
J. Luke Wood
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Student Engagement ◽  
Career Counseling ◽  
Stressful Life Events ◽  
The United States ◽  
Southeast Asian ◽  
Asian Men ◽  
Faculty Validation ◽  
Using Data

The purpose of this study was to examine determinants of faculty-student engagement for Southeast Asian men in community colleges. Using data derived from the Community College Survey of Men (CCSM), this study investigated faculty-student engagement for 140 Southeast Asian men attending community colleges in the United States. Five groupings of predictor variables were examined: background/defining, campus ethos, environmental, academic, and non-cognitive factors. Backwards multiple linear regression was employed to identify variables with significant contributions to the model. The final model converged on the eighth iteration and significantly predicted the outcome, accounting for 38% of the variance in faculty-student engagement. Findings indicated that faculty validation, stressful life events, action control, and use of academic advising and career counseling services were significant predictors of faculty-student engagement. Implications for community college practice and research are discussed.

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