Instead of focusing on outcomes — degrees attained — researchers need to understand students’ pathways through community college, argues Peter Riley Bahr of the University of Michigan’s Center for the Study of Higher and Postsecondary Education in What We Don’t Know About Community College Students.
“Pathway” includes: “student course-taking behavior; enrollment patterns; course outcomes; choice of program of study; use of advising, tutoring, and other support services; and a variety of other features that ultimately determine long-term student outcomes.”
. . . student pathways are treated as a mysterious blackbox: students enter college with a given set of characteristics and exit college with or without a credential, but the term-by-term decisions and experiences of students between entry and exit remain largely a mystery.
The policy brief is part of The Changing Ecology of Higher Education series for the Center for Education Policy Analysis at Stanford.