California OKs 4-year degrees at 2-year colleges

Nursing students, from left, Caroline Pantaleon, Yang Liu, Melody Saechao and Christine Crivello practice inserting an IV in Saul Jones’ nursing

Nursing students, from left, Caroline Pantaleon, Yang Liu, Melody Saechao and Christine Crivello practice inserting an IV in Saul Jones’ nursing skills lab class at Contra Costa College in San Pablo, Calif. The college could begin offering bachelor’s degrees in nursing.  (Kristopher Skinner/Bay Area News Group) ( Kristopher Skinner )

As early as next year, some California community colleges  will start offering four-year degrees if the governor signs a bill that cleared the state Legislature Thursday.

Colleges will be allowed to offer one bachelor’s degree program per campus, if the degree isn’t available at a nearby state university, reports the San Jose Mercury News.

Proponents of SB 850 — introduced by state Sen. Marty Block, D-San Diego — argued that bachelor’s degrees in technical fields are in great demand and noted that 21 other states allow their community colleges to offer such programs.

“In today’s economy, many businesses require their employees to possess a four-year degree or higher skill sets than are offered through associate degree programs, even in fields such as dental hygiene or automotive technology where a two-year degree would have been sufficient in the past,” Community Colleges Chancellor Brice Harris said in a news release. “I applaud the Legislature for addressing California’s urgent workforce needs.”

Illinois: CCs hope to add 4-year degrees

Illinois community college leaders tried to add four-year degrees eight years ago, reports The Southern. Now they’re trying again, arguing that offering four-year degrees at two-year colleges will enhance access and affordability.

Robert L. Breuder, president of College of DuPage, is leading the campaign.

“We spend time, money and effort recruiting and retaining students and then we ignore how they can best contribute to their local community’s economy and quality of life,” Breuder wrote in a March 26 letter published by the Chicago Tribune.

“We shouldn’t lose them because we couldn’t offer the baccalaureate degree in a field that no public university cares to offer despite a documented need within the districts the community colleges serve.”

Nursing, construction management, electronics and healthcare administration would be possibilities at John A. Logan College, says President Mike Dreith said. But he doesn’t want to endanger the college’s “extremely sensitive” relationship with nearby Southern Illinois University, which strongly opposed a baccalaureate option at community colleges eight years ago.

It’s time to let community colleges offer four-year degrees in technical fields, writes Jim Nowlan, a retired senior fellow with the University of Illinois Institute of Government and Public Affairs, in the News-Gazette.

A full-time community college student pays about $3,500 a year in tuition and usually lives at home, he notes. A state university student pays  $10,000 to $14,000 — before room and board fees.

College of DuPage enrolls 28,000 students — more than any campus in the state other than the University of Illinois at Urbana-Champaign. Students take courses in 90 certificate programs and 59 associate degree occupations.

Breuder wants to take advantage of COD’s strong position to offer low-cost, four-year degrees in fields like information technology, public safety management, advanced manufacturing, auto technology management and, especially, nursing.

Twenty-two states have approved four-year degrees at community colleges, writes Nowlan. Illinois should too.

This way up


STEPHANIE RABELLO, REGISTERED NURSE | Working her way from practical nurse to registered nurse to bachelor-degree nurse. Preston Mack for The Wall Street Journal

There’s more than one route to the middle class, writes Tamar Jacoby in This Way Up in the Wall Street Journal. “Americans have a host of postsecondary options other than a four-year degree—associate degrees, occupational certificates, industry certifications, apprenticeships.”

What they need are “easy on-ramps, goal-oriented job training and a series of ascending steps, with industry-certified credentials to guide the way.”

In Orlando, Fla., there are many paths to the nursing profession, she writes.

The University of Central Florida trains only bachelor-degree nurses. You need an outstanding high-school record, there’s a long waiting list, and tuition is $14,000 for in-state students—and more than three times that if you’re not from Florida. Two well-equipped, award-winning community colleges—Seminole State and Valencia —offer associate-degree RN programs, where tuition is $7,500. Then there is Orlando Tech, a county-run career center, located in an old building in an industrial area near downtown, which trains licensed practical nurses for about $5,000.

RNs average $65,000 year, while LPNs start below $40,000. But there are ways to move up.

The streamlined route starts in high school: a “dual enrollment” magnet program that allows focused, able students to earn college credit and professional certifications, including as a nursing assistant. Participants who enroll within two years at Seminole or Valencia get advanced placement credit, saving as much as $1,250. And those who are really in a hurry can matriculate simultaneously at UCF, earning “concurrent” credit for advanced courses taken at community-college prices, then graduate in just three years with a UCF bachelor’s degree.

For many, it’s a long journey.  Stephanie Rabello, 41, went from high school to a 10-month LPN program at a local career center. After nearly 20 years as a practical nurse, she enrolled in a yearlong LPN-to-RN “bridge” program at Seminole State. “Online classes and convenient clinical rotations” let her continue working while she studied, writes Jacoby. Now an RN, Rabello hopes to earn a bachelor’s in nursing at UCF.

Sherry Harris, 33, who followed a similar path from LPN to RN, calls it “step-by-step” professional training—the “working-class way in.” Ms. Harris is now taking the next step: an RN-to-BSN program for a bachelor of science degree in nursing.

Jacoby, president of Opportunity America, also looks at welding — which can pay as much as $100,000 a year — and franchise management.

Completion, default rates can be misleading

Commonly used college quality measures, such as graduation rates and loan defaults, are inadequate and sometimes misleading, writes Ben Miller, a senior policy analyst for the New America Foundation, on EdCentral.

Completion statistics for community colleges and other two-year-or-less institutions are especially inaccurate, he writes. It’s not just that the federal data misses part-timers and transfers. Completion data also confuses success rates in short-term certificate programs with longer-term associate degrees.

. . . many certificate programs run for no more than a year. These programs thus present fewer opportunities for students to drop out. That’s why colleges that predominantly grant certificates tend to have quite high completion rates and also the reason that for-profit institutions often appear to have better graduation rates than the largely associate-degree-granting community colleges.

A low completion rate is a sign of low quality, but a high completion rate may signify a quick, easy program with very little return on students’ time and money.

Cohort default rates also can be misleading, especially for community colleges with very few borrowers, writes Miller.

For example, Gadsden State Community College in Alabama has a 20 percent default rate but that’s based on five borrowers out of an enrollment of over 8,967. This makes it impossible to draw any conclusions about a college based upon less than 0.05 percent of the college.

On the other side, a low cohort default rate might be just as much an indication of successful loan management than success. The cohort default rate only measures whether students default within a certain time window. Students who default after that period or who are extremely delinquent but never default are not counted in the rate. The usage of income-based payment plans can also distort cohort default rates, since a borrower could be earning such a low income from their program that they have to make little to no payments, making it more difficult to default.

Passage rates on licensure or certification exams, such as in nursing, do measure learning outcomes. However some programs — especially in teaching — ensure a 100 percent pass rate by denying diplomas to students who haven’t passed the exam.

It pays to earn a 2-year degree

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.

Students like STEM, but don’t succeed

Nearly half of  students say they’re interested in STEM (science, technology, engineering and math) fields — including health care — when they start college, but few will earn a STEM degree, according to a Complete College America report.

Forty-eight percent of recent ACT takers express interest in a STEM major, reports ACT. Forty-one percent of new four-year students and 45 percent of two-year students choose a STEM major, including health sciences, according to National Center for Education Statistics data. Four-year students favor health science, biological science and engineering, while two-year students are interested in health sciences and computer science.

Most don’t make it.

Among 4-year students, 57% of students who choose health sciences and 59% who choose computer science never complete a credential in that field.  The problem is more profound at 2-year colleges where 58% of health science and 72% of computer science students leave the program without a credential.

Those who stick with STEM complete college-level math in their first year, the report finds. Quitters don’t. They also complete few science courses.

Complete College America proposes scheduling college-level math and a majority of STEM courses in the first year to keep students on track. That will help only if students are prepared to pass college math, which many are not.

Community colleges are filled with young women who “think they’re going to be nurses” but won’t be, a researcher once told me. They don’t have the math or science foundation.

First-generation college students often focus on nursing because they’re not aware of their alternatives, writes Matt Reed, a community college dean. A colleague told him her job is to “talk students out of nursing.”

California eyes 4-year degrees at 2-year colleges

California may let community colleges offer low-cost bachelor’s degrees, reports the San Jose Mercury News.

It would “save us money in the long run,” said State Sen. Marty Block, D-San Diego, who’s introduced a bill to authorize one bachelor’s program per campus for a few college districts.

Xin Xie listens to clinical instructor Evelyn Joyce Bettencourt, right, in the dental hygiene program at Foothill College

Student Xin Xie listens to clinical instructor Evelyn Joyce Bettencourt, right, in the dental hygiene program at Foothill College as she works on student partner, Ashley Mork. (Gary Reyes, Bay Area News Group)

It’s getting harder for graduates to find jobs in fields such as nursing and respiratory therapy with just an associate degree, but it’s also harder to transfer into state university programs.

Ruby Guzman waited three years to get into the Contra Costa College nursing program, and now, about to earn an associate degree, she’s on the wait list at Cal State East Bay. “It just feels like roadblock after roadblock,” Guzman said.

Community colleges in 21 states offer four-year degree programs. “I’d just like to see California catch up with the rest of the nation,” said Linda Thor, chancellor of the Foothill-De Anza Community College District.

Both critics and advocates worry the state won’t adequately fund the programs, notes the Mercury News. “That’s always the million-dollar question, like are you going to pay for it?” said Aaron Bielenberg, president of the college system’s student senate.

Now that the state budget outlook has improved, momentum is building, said Barry Russell, president of Las Positas College in Livermore. “I think it’s an inevitable move that needs to be made,” said Russell.

Each year, De Anza College‘s automotive technology program graduates about 140 students. With a certificate or associate degree, they will get good jobs as technicians, but their career options are limited, said Randy Bryant, the department head.

Moving up at a dealership or opening their own shop now requires a bachelor’s degree or higher, but Bryant says his students often fear transferring to a four-year business program — and he wants them to be able to “finish what they start here.”

Bryant is designing a four-year automotive management degree, which combines technical skills with “courses in ethics, entrepreneurship, management, sales and marketing, and inventory control.”

If the bill passes, there will be pressure to offer more than one four-year degree at each campus. At Foothill College, the dental hygiene and the respiratory therapy programs already want to offer bachelor’s degrees.

Florida’s low-cost degrees pay off

Florida’s low-cost bachelor’s degrees are paying off for students, writes Sophie Quinton in The Atlantic

Graduates from the Florida College System’s workforce-oriented bachelor’s degree programs earn about $8,000 more the year after graduation than university graduates, according to research mandated by the state legislature. Tuition for four-year degrees from FCS institutions typically cost $13,000—less than half the cost of four years at a state university.

Alberto Partida, 43, will spend less than $10,000 to earn a four-year degree in supply-chain management from Broward College, a former community college in South Florida. A high school graduate and former restaurant owner, Partida  hopes to enter a growing field. The college estimates there will be 3,555 new supply-chain management jobs in the county by 2019, driven by the expansion of local ports.

The FCS (formerly the Florida Community College System) offers four-year degrees in high-demand fields, such as nursing and computer engineering technology, that lead directly to jobs. FCS colleges don’t offer liberal arts degrees, and can’t offer programs that compete with nearby universities.

But in programs roughly equivalent to university majors, FCS graduates do just fine. Business administration and elementary education majors at state universities earn about the same their first year out of school as FCS graduates, the report found. Registered nurses who graduate from FCS institutions actually earn about $10,000 more their first year out than their university-educated peers.

Florida Prepaid, a state program that lets parents pay for college in advance, charges $53,729 for a four-year university plan, almost three times as much as a four-year FCS degree plan. “Each year that goes by we’re starting to see more families purchasing the four-year Florida College plan and the 2+2 plan,” says Kevin Thompson, executive director of Florida Prepaid. The 2+2 plan combines an associate’s degree with two years at a state university.

Tu Futuro helps Latinos set goals

Tu Futuro, which means “your future,” is encouraging Latino students in Indianapolis to aim high, reports the Indianapolis Star.

Paola Padilla didn’t think (college) … was possible for someone like her.

For one, she is an undocumented immigrant. Also, no one in her family has a college degree.

But after graduating from Southport High School earlier this year, the 19-year-old is taking community college classes and hopes to later transfer to a university. She wants to pursue a career in accounting or in the medical field.

Tu Futuro, developed by La Plaza Inc., visits more than 20 high schools to discuss career goals, scholarship opportunities and how to pursue a college education. Tabitha Truax, a program coordinator, helped Padilla apply for scholarships and tour the University of Indianapolis. Truax helped her “get motivated,” she says.

Padilla qualified for a work permit through Deferred Action, a new federal program.

Born in Mexico, Padilla moved with her family to Indiana when she was 7. Her mother and two older siblings didn’t finish high school. Her father studied briefly to become an electrician.

Now, she juggles full-time school work with a 20- to 30-hour-a-week job at McDonald’s while also going through a nursing assistant program at RESQ, a medical training organization in Indianapolis.

. . . With the help of Tu Futuro, Padilla received a couple of scholarships that helped pay for her first semester at Ivy Tech Community College. But because she is not an Indiana resident, she pays out-of-state fees. Padilla said that amounts to $4,000 a semester.

Already struggling to pay for Ivy Tech, Padilla hopes to transfer to Indiana University – Purdue University Indianapolis, which costs $12,000 semester. “I want to be someone in life.”

Students want steady ‘jobs of the past’

The “jobs of the future” will require hustle, creativity and entrepreneurialism. Today’s community college students are “too tired to hustle,” writes Nicole Matos, who teaches English at the College of DuPage in the Chicago suburbs. They want steady jobs with set hours, job security and pensions. They want the jobs of the past.

Flipping through a semester’s worth of self-introductions is like an obituary pamphlet for Old Economy employment. Again and again, they express a desire for mostly public or public-ish, long-term, safe and stable, even unionized, positions: firefighting, criminal justice, firefighting, nursing, nursing, teaching, teaching, teaching, radiology, firefighting, criminal justice.

A few students write about business or computer science, but they don’t want to start a company or freelance.

There’s just the longing for a job where you do one thing, easily described, for a long term, and get predictably and sufficiently paid for what you do.

Her students don’t believe that hustle pays off, writes Matos. “The problem with making your own luck is that it requires so much previous luck.” Young people who start out in “shelter mode,” don’t “have the excess emotional capacity to take future self-driven employment by the balls.” Her students want to work in jobs someone else created.