A QUARTER CENTURY OF CHANGE IN STATE‐LEVEL COORDINATING STRUCTURES FOR COMMUNITY COLLEGES

1992 ◽  
Vol 16 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Terrence A. Tollefson ◽  
Ben E. Fountain
Keyword(s):  
Community Colleges ◽  
State Level ◽  
Quarter Century

scholarly journals Rising Geographic Disparities in US Mortality

2021 ◽  
Vol 35 (4) ◽  
pp. 123-146
Author(s):  
Benjamin K. Couillard ◽  
Christopher L. Foote ◽  
Kavish Gandhi ◽  
Ellen Meara ◽  
Jonathan Skinner
Keyword(s):  
New York ◽  
State Level ◽  
High Income ◽  
First Century ◽  
Quarter Century ◽  
Health Gains ◽  
High Fraction ◽  
Deaths Of Despair ◽  
Public Health Strategies ◽  
College Educated

The twenty-first century has been a period of rising inequality in both income and health. In this paper, we find that geographic inequality in mortality for midlife Americans increased by about 70 percent between 1992 and 2016. This was not simply because states like New York or California benefited from having a high fraction of college-educated residents who enjoyed the largest health gains during the last several decades. Nor was higher dispersion in mortality caused entirely by the increasing importance of “deaths of despair,” or by rising spatial income inequality during the same period. Instead, over time, state-level mortality has become increasingly correlated with state-level income; in 1992, income explained only 3 percent of mortality inequality, but by 2016, state-level income explained 58 percent. These mortality patterns are consistent with the view that high-income states in 1992 were better able to enact public health strategies and adopt behaviors that, over the next quarter-century, resulted in pronounced relative declines in mortality. The substantial longevity gains in high-income states led to greater cross-state inequality in mortality.

Building Bridges for Student Success: Are Higher Education Articulation Policies Effective?

2009 ◽  
Vol 111 (10) ◽  
pp. 2444-2478 ◽  
Author(s):  
Josipa Roksa
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Research Question ◽  
State Level ◽  
Future Research ◽  
Individual Level ◽  
Level Data ◽  
Transfer Success ◽  
Bachelor's Degree Attainment ◽  
Education Performance

Background/Context Although the importance of facilitating transfer from community colleges to 4-year institutions is almost universally accepted, there is little consensus on how to measure transfer success or evaluate policies aimed at assisting students in making this educational transition. Despite the increasing attention on transfer in recent decades, the most fundamental types of questions, such as whether community colleges are successful at facilitating transfer and bachelor's degree attainment and whether articulation policies are effective, lack satisfactory answers. Purpose/Objective/Research Question/Focus of Study I describe challenges associated with current endeavors to facilitate and measure transfer success, attempt to resolve some of the inconsistencies in previous research on articulation policies, and illuminate promising paths for the future. Research Design The manuscript begins with a synthesis of previous research, including different definitions of transfer success and articulation policies. I then analyze state-level and individual-level data to examine the effectiveness of articulation policies using these distinct definitions. Finally, I draw on descriptive information from various higher education systems to illustrate the variety of strategies adopted to facilitate transfer, and I suggest potential explanations for why statewide articulation policies may not appear effective. Conclusions/Recommendations The current state of knowledge and data collection efforts make it impossible to provide definitive answers regarding the effectiveness of articulation policies in higher education. I conclude with recommendations for improving future research and policy regarding this crucial transition in higher education, including collecting and sharing data (with collaboration between higher education institutions and state and federal governments), clearly defining goals of articulation policies and evaluating them accordingly, and developing a consistent set of definitions and measurements of transfer success. I suggest that these recommendations can be implemented by building on existing systems of collaboration and coordination in higher education. The 2/4 community college-baccalaureate transfer function is one of the most important state policy issues in higher education because its success (or failure) is central to many dimensions of state higher education performance, including access, equity, affordability, cost effectiveness, degree productivity, and quality. Wellman, 2002, p. 3

The Impact of Full-Time Enrollment in the First Semester on Community College Transfer Rates: New Evidence from Texas with Pre-College Determinants

2015 ◽  
Vol 117 (12) ◽  
pp. 1-34 ◽  
Author(s):  
Toby J. Park
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Sample Selection ◽  
State Level ◽  
Public High School ◽  
Full Time ◽  
Transfer Rates ◽  
Policy Lever ◽  
The Impact ◽  
First Time

Background/Context Recent developments in state-level policy have begun to require, incentivize, and/or encourage students at community colleges to enroll full time in an effort to increase the likelihood that students will persist and transfer to four-year institution where they will be able to complete their bachelor's degree. Often, these policies are predicated on the idea that full-time status is associated with greater engagement on behalf of the student, a concept that has been widely studied in higher education as it relates to student persistence and degree attainment. Purpose Building upon theory and observational studies, I seek to empirically test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university. Research Design I follow four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003 and employ a propensity score matching procedure designed to reduce sample selection bias. Findings I find that enrolling full time increases overall transfer rates by at least 12%. These results are robust to the inclusion of many pre-college factors as well as to a sensitivity analysis, across four separate cohorts. Conclusions/Recommendations This study provides evidence in support of a key policy lever for increase transfer rates already in place in a handful of states: encouraging incentivizing, or requiring full-time enrollment. The key, however, will be to develop policy that results in more students enrolling full time while also maintaining the open access mission of community colleges. While requiring students to enroll full time may not be appropriate in all contexts, states should seriously consider other ways to incentivize or, at a minimum, support and encourage full-time enrollment, particularly for first-time traditionally aged students.

scholarly journals Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources

2010 ◽  
Vol 2 (3) ◽  
pp. 129-157 ◽  
Author(s):  
John Bound ◽  
Michael F Lovenheim ◽  
Sarah Turner
Keyword(s):  
Community Colleges ◽  
College Completion ◽  
Supply Side ◽  
Completion Rates ◽  
Quarter Century ◽  
Student Preparation ◽  
College Completion Rates ◽  
Proportional Increase ◽  
Entering Students ◽  
Type Of Institution

Rising college enrollment over the last quarter century has not been met with a proportional increase in college completion. Comparing the high school classes of 1972 and 1992, we show declines in college completion rates have been most pronounced for men who first enroll in less selective public universities and community colleges. We decompose the decline into the components due to changes in preparedness of entering students and due to changes in collegiate characteristics, including type of institution and resources per student. While both factors play some role, the supply-side characteristics are most important in explaining changes in college completion. (JEL I23)

Remedial Education As Ideological Battleground: Emerging Remedial Education Policies in the Community College

1997 ◽  
Vol 19 (3) ◽  
pp. 284-296 ◽  
Author(s):  
Kathleen M. Shaw
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Remedial Education ◽  
Educational Opportunity ◽  
State Level ◽  
Active Role ◽  
Current Debate ◽  
Education Policies ◽  
Urban Community Colleges

While remedial education has become an increasingly common aspect of all sectors of postsecondary education, recent ideological debates have resulted in state and system-wide policies that increasingly segregate remediation solely within the community college sector. This trend has profound implications for access to educational opportunity for large segments of the population, particularly the poor and minority students who are most often placed in remedial courses. This article first examines the ideological underpinnings of the current debate regarding the purpose and positioning of remedial education. Next, I utilize qualitative data on three urban community colleges to examine the ways in which the interplay between state- and institutional-level ideology and policy is reflected in individual colleges' remediation practices. The data suggest that community colleges respond quite differently to state-level remediation policies and can play an active role in shaping the implementation of these policies.

scholarly journals Relationships Between State Community College Governance Centralization and Local Appropriations

2020 ◽  
Vol 6 (1) ◽  
pp. 20-38
Author(s):  
Lindsey Hammond ◽  
Sean Baser ◽  
Alexander Cassell
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Local Governments ◽  
Fixed Effects ◽  
State Level ◽  
Economic Decline ◽  
College Governance ◽  
State Governance ◽  
The Relationship ◽  
Community College Governance

This two-way, fixed effects analysis examines the relationship between local appropriations and community college state governance structures while examining governance’s moderating impact on state-level factors. We find that any type of state-level organization for community colleges does not impact local appropriations, and that in states with no formal coordinating authority, local appropriations are likely to be higher. Further, the absence of a state-level board, even one that includes four-year, primary, or secondary education, moderates the relationship between unemployment and appropriations. This relationship suggests that in states without a state-level board for community colleges, local governments invest in and leverage their community colleges in times of economic decline. 

scholarly journals Infrastructure in India: The Present Status and Its Constraints

2011 ◽  
Vol 2 (3) ◽  
pp. 117-124
Author(s):  
Rudra P. Pradhan
Keyword(s):  
Quality Of Life ◽  
Economic Growth ◽  
State Level ◽  
Infrastructure Development ◽  
Quarter Century ◽  
The Past ◽  
Challenges And Opportunities ◽  
Time Periods ◽  
Sustainable Economic Growth

Provision of adequate infrastructure, in terms of both quantity and quality, is very essential for the rapid achievement of sustainable economic growth, both by increasing productivity and by providing amenities that enhance the quality of life. The objective of this paper is to investigate the role played by infrastructure, grouped under physical, social and financial, in determining economic development in India over the different time periods. An attempt is also made to find out the existence of intra-regional disparities, in terms of infrastructure, among the states of India. Using Factor analysis and regression analysis, the paper finds that infrastructure plays a significant role in determining the inter-state level of development in India during the past quarter century. The paper at the end discusses various challenges and opportunities for the infrastructure development in India and its link with sustainable economic growth.

Community Colleges: Vital Partners on the Road to Diversity

ASHA Leader ◽  
2006 ◽  
Vol 11 (5) ◽  
pp. 14-17 ◽  
Author(s):  
Shelly S. Chabon ◽  
Ruth E. Cain
Keyword(s):  
Community Colleges ◽  
The Road ◽  
On The Road
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