Earning an associate or bachelor’s degree paid off for students who enrolled in North Carolina community colleges in 2002-03, concludes a working paper from the Center for Analysis of Postsecondary Education and Employment (CAPSEE). The economic returns for health-care credentials such as nursing were “extremely high.”
However, certificates did not produce strong economic benefits.
The recession did not erode the “substantial and consistent” gains from earning a two-year degree, the report found. “Even accumulating some college credits (but no degree) led to higher earnings for students.”
Students who earned degrees in nursing, allied health fields, construction, mechanics and welding improved their earning significantly, reports Community College Daily. However, there were no economic returns for women who earned education or child care degrees; men in those fields actually did worse.
The CAPSEE review tracked incomes five years after initial enrollment for students enrolling between 2001 and 2008 and completing an associate degree. It found that the advantage conferred by a degree remained consistent — about $4,800 per year for women and $3,000 per year for men — despite the recession starting in late 2007.
Graduates were less likely to be unemployed, according to CAPSEE.
New college students will enter a structured program, reports Community College Times. Even high school students in dual enrollment programs will be encouraged to enroll tuition-free in a pathway that leads to a technical or bachelor’s degree.
The system also used research and analysis to identify and address “momentum loss points”—points where students become bogged down and too often pulled off course in their goals toward completion. In community colleges, that usually happens in a student’s first semester or first academic year, particularly in developmental education programs.
“We found too many students entering developmental education without exiting, which is why we have completely redesigned our efforts in North Carolina,” Ralls said.
The colleges tapped expert math and English faculty members across the state to re-engineer curriculum to shorten the length of courses and to develop modules to let students get the courses they need.
The state system also worked with high schools to align career and college readiness testing. Now students will know early whether they’re on track to take college-level community college classes.
Eighty technical programs in in transportation, energy, manufacturing, environment and construction now offer “stackable” credentials. A student can earn a certificate, leave college for the workforce and return later to add an advanced credential.
Texas community colleges are creating stackable credentials for oilfield workers, reports Inside Higher Ed. Oil and gas workers can qualify for an entry-level job, then return to college for more training.
Community colleges are working hard to keep up with petrochemical companies’ demand for workers. The jobs pay well, and many associate degree-holders earn $50,000 to $70,000 a year right out of college.
Students can start at one college, move to follow the jobs and enroll at a new college without losing credits.
Several community colleges have teamed up to create a central core of 36 credits toward a 60-credit associate degree aimed at oil and gas workers. Those courses, which include 15 credits’ worth of accreditor-mandated general education requirements and 21 credits of specialized soft and mechanical skills training, are designed to transfer around the state.
Each credential “stacks” on the one before. “Courses for shorter-term certificates count toward degrees,” notes Inside Higher Ed.
A “marketable skills achievement award,” which takes 9 to 14 credits, leads to an entry-level job.
Next up is a “level one” certificate, which usually takes a year to complete. For example, a basic certificate in process technology at Brazosport is 15 credits. Others can be more involved, with 18 or more credits.
Level two certificates follow. They tend to be somewhat-specialized 30-credit programs. Eventually students can wrap up 60-credit associate degrees in production or processing technology.
That’s not even the last step. Some community colleges have partnered with four-year institutions to create transitions to bachelor’s programs for oil and gas workers. Brazosport, for example, has a transfer agreement with the nearby University of Houston at Victoria for a bachelor’s in applied technology.
Large employers, such as Chevron and Dow Chemical, require an associate degree for new hires. But they’ll hire interns who are working on a degree for as much as $22 an hour.
Texas colleges plan to create stackable credentials for other fields, such as allied health careers and information technology.
North Carolina’s community colleges have created a “green jobs” pathway.
Most entering community college students say they plan to earn a bachelor’s degree, but few reach that goal. Earning an associate degree before transferring significantly boosts the odds of success, concludes a Community College Research Center study in North Carolina. “Relatively few students who transfer early ever complete a bachelor’s degree and thus leave college with no credential.”
. . . almost two thirds of students who start out in community college have no recognized credential up to nine years later; many transfer to another institution—either in the public, private, or for-profit sector—with the intention of earning a bachelor’s degree but ultimately terminate their postsecondary education without earning any degree.
Community college students who complete an associate degree will earn more than those who never completed a credential, the study found.
Some students go to college to drink beer. At three North Carolina community colleges, students will learn how to make beer, reports the Halifax Media Group. Blue Ridge Community College, Asheville-Buncombe Technical Community College and Rockingham Community College plan to offer certificates and associate degrees in Brewing, Distillation and Fermentation, pending state approval, which is expected next week.
Craft breweries and wineries are thriving in Western North Carolina. It’s like California’s Napa Valley in the 1970s, says Chris English, dean of applied technology.
“I see a re-branding of ourselves in Henderson and Transylvania counties being something a little bit different,” English said, “because forever we’ve been known for our apples and we’ll continue to be known for our apples – that’s a huge product in our area – but I also think now we have something else to offer. And I think it’s a way to attract new industry to the area. We have the capability, especially with Sierra Nevada and Oskar Blues being here.”
BRCC has piloted the program through the Oskar Blues Summer Brew School, a continuing education program run in partnership with the local craft brewery.
The degree program will teach the science of brewing plus hands-on manufacturing skills tied to the college’s new mechatronics program, says English. Mechatronics training will qualify students for manufacturing as well as brewery jobs, says English.
In a few years, high school graduates in North Carolina will earn diplomas showing their readiness for university, community college or careers, reports the Raleigh News & Observer. Each seal requires a minimum 2.6 grade point average, basically a C+.
To earn the community college readiness seal, graduates must have completed Algebra II or integrated math III.
In February, the community college board decided graduates with a minimum 2.6 GPA can skip placement tests and start in college-level courses. The system’s research showed that 20 percent of students placed in remedial courses could have succeeded at the college level. High school grades are the best predictor of college success, the study concluded.
To earn the career readiness seal, students must
take four career/technical courses, score well on ACT’s WorkKeys exam, or have an industry-recognized credential, such a car repair certificate, Microsoft suite certification, or SAS programmer credentials.
Creating structured pathways to graduation will help more community college students achieve their goals, said presenters at the American Association of Community Colleges meeting in San Francisco.
Completion by Design, a Gates Foundation initiative, is working with community colleges on mandatory student advising and structured course sequences, reports the Chronicle of Higher Education. College leaders from North Carolina, Ohio and Florida discussed their efforts.
Jobs for the Future‘s completion campaign focuses on getting students into college-level classes as quickly as possible.
Many students who end up in remedial courses don’t need to be there, but they don’t realize the importance of the tests that colleges often use as the sole placement criterion, said Gretchen Schmidt, a program director at Jobs for the Future. “They didn’t prepare, they had kids in the hall running around, or they rushed through the test to get back to work … and as a result they ended up two levels down” in developmental courses.
Students who start in remedial courses rarely earn a degree. Recent research has shown students placed in high-level developmental courses do just as well at the college level.
North Carolina now lets high school graduates with a 2.6 grade point average or better skip community college placement tests and start at the college level.
A new Connecticut law limits state funding for remedial education to a single course.
Florida may “cut off nearly all support for stand-alone remedial education,” reports the Chronicle.
Lenore P. Rodicio, director of Miami Dade College‘s Completion by Design effort, worries that’s going too far.
“Seventy percent of our students come in needing some kind of remedial education, many of them from low socioeconomic backgrounds, and this could close the door to them,” she said.
Her college offers a one-week boot camp for students who place into remedial education to allow them to zero in on the skills they need to improve, and it’s looking at other ways to get students into credit-bearing courses faster.
In another session, California Community Colleges chancellor Brice Harris discussed the state’s new “student-success agenda,” which includes encouraging students to develop a study plan, dropping reliance on a single remedial placement test and giving new students priority for registration over perennial students who aren’t moving toward a credential.
Credits that don’t count cost transfer students time, money — and often the opportunity to complete a degree, according to the Hechinger Report.
“One of the most common complaints a legislator gets from a constituent about higher education is, ‘My credits don’t transfer,’” says Davis Jenkins, senior researcher at Teachers College, Columbia University, who has studied the issue.
“This is so common, but it’s heart-rending,” Jenkins says. “And it also pisses me off as a taxpayer.”
A third of students transfer at least once, the National Student Clearinghouse Research Center says. Most lose credits along the way. Full-time students average 3.8 years to earn a two-year degree and 4.7 years to get a four-year degree, according to Complete College America. An associate degree requires 60 credits, but the average graduate has earned 80, the advocacy group estimates. Bachelor’s degree graduates average 136.5 credits for a degree that requires 120.
Part of the problem is that public universities are largely funded based on their enrollment, not on whether students actually graduate. So while an institution has a financial incentive to take transfer students to fill seats left vacant when other students drop out, it may not have a financial incentive to help them successfully finish college and move on.
Karen Hernandez started at St. John’s University in New York and transferred after a year and a half to Nassau Community College, with 27 of the 36 credits she’d earned and paid for. After another year and a half, she received an associate’s degree. Then she transferred to Columbia University with 55 of her 63 credits. After three years in college, she faces another three years to complete a bachelor’s degree in art history and human rights. (And, if she graduates, she’ll have a hard time finding a job and paying off her college loans with an art history and human rights degree.)
University faculty often question the quality of courses taught at other institutions.
“Everybody feels that the way they do it is the right way,” says Janet L. Marling, director of the National Institute for the Study of Transfer Students at the University of North Georgia. “To admit that somebody else does it equally well can chip away at their foothold.”
Sometimes students are told their credits will transfer, but don’t realize they won’t count toward their major. They end up with too many electives credits that don’t help them complete a degree. Others don’t learn if their credits transfer for a semester or more.
Some states have passed laws to guarantee associate degree graduates can transfer all their credits to a state university. But it’s a slow process.
It took Florida 10 years to bring its universities and colleges into line on transfer credits, for example. An analysis by a technical college in North Carolina found that only one of its English courses was accepted for core credit by all 16 of that state’s public universities. And some legislative efforts to make universities fix the transfer process have slammed up against the culture of competition.
Almost three years after California legislators demanded that anyone who earns an associate’s degrees at a community college be guaranteed transfer into the California State University system, for instance, students in two-thirds of all majors still don’t qualify, college and university officials there concede.
As more students take online courses, getting credits counted will become even more important. I predict that learning assessment will boom in the coming years as universities come under heavy political pressure to raise graduation rates by crediting what students have learned at other institutions, online, on the job, in the military or whatever.
Early college for all is the new goal of Duplin County schools in rural North Carolina, reports Education Week.
After (Duplin County Superintendent) Austin Obasohan visited Duplin Early College High School on the campus of James Sprunt Community College in Kenansville, N.C., he was inspired.
The academic expectations for students were high there, and nearly all students were graduating from high school—most with an associate degree.
“We want a unified commitment to give every child the same opportunity,” says Obasohan, who came on the job in July 2010.
Teachers will begin creating a “college-going culture” starting in kindergarten. Students in all five district high schools will have a chance to take college-level courses.
The county’s high school graduation rate has risen from 71 percent in 2009-10 to 80.7 percent in 2011-12. Enrollment is divided about evenly between white, Hispanic, and African-American students. About 70 percent qualify for a subsidized school lunch.
A bipartisan group of legislators has introduced a bill that would require college coursework as a condition of graduating from high school. The move would increase the number of students going to college, make their degrees more affordable and encourage students not considering college to continue in higher education, said Sen. Mark Hass, a Beaverton Democrat who is the bill’s chief sponsor.
Oregon students must pass 24 high school classes to earn a diploma. In its current form, Senate Bill 222 would require six of those classes earn college credit, starting with the class of 2020. It promises funding — how much is unstated — to train high school teachers to teach college-level courses.
It’s nice to know Oregon students are so accomplished that all can be expected to complete high school work in three years and move on to college work.
A North Carolina bill backed by Gov. Pat McCrory would create a “career ready” diploma in addition to a “college ready” diploma. The bill passed the Senate unanimously and is headed for the House. “Career and technical teacher licensing requirements also would be revised to help develop more teachers in those fields,” reports AP.