CC, for-profit grads look the same to employers

Job seekers are as attractive to employers with a for-profit certificate or degree as with a community college credential, concludes a Calder working paper by five economists.  The study tracked callbacks by employers in response to fictitious resumes.

Applicants with “some college” did little better than those with just a high school diploma. Again, employer responses were similar whether  resumes cited a for-profit or community college.

Resumes were submitted for jobs in administrative assisting, customer service, information technology, sales, medical assisting (excluding nursing) and medical billing, and office work.

Community colleges provide a much better labor market payoff, the study concluded. “It is more expensive to attend for-profit colleges,” Cory Koedel, a University of Missouri economist and one of the co-authors, told Inside Higher Ed. Earning a community college credential provides a better return on investment.

Given the image of for-profit colleges as “greedy diploma mills,” it’s surprising their graduates did so well, responded Stephen R. Porter, a professor of higher education at North Carolina State University. “I was astounded that there was no difference between the groups.”

Job seekers must be prepared for a lot of rejection.

Employers’ overall response rate — meaning a positive, non-perfunctory reply via phone or e-mail – was 11.6 percent for applications that listed community colleges compared to 11.3 percent for those that listed for-profits. Likewise, the split for interview requests was tilted slightly in community colleges’ favor, at 5.3 percent versus 4.7 percent. Those splits fell well within the study’s margin of error.

Employers were even less interested in applicants with “some college.” Given low completion rates, that’s a very large group of people.

Transfer ed is workforce prep too

Community colleges’ workforce training mission is getting lots of attention since the Great Recession, writes Matt Reed, the Community College Dean. But educating students for transfer and an eventual bachelor’s degree is workforce development too, he argues.

. . . I’m happy to support the development of well-designed, stackable programs that meet job-seekers’ needs quickly.  We’ve even developed programs with multiple on- and off-ramps, so people who need to can stop out to make money for a while, and return when they’re able, without losing credits.  It doesn’t fit cleanly into most “performance metrics,” but it’s what many students need.

But community colleges also are “the most accessible on-ramp” for the journey to a bachelor’s degree, which is required by many higher-level jobs, writes Reed.

It takes time to see the payoff and feeder colleges rarely get any credit, he writes. “The student who graduates with a bachelor’s in engineering and makes a good salary is attributed to the university; for the community college at which she started, she doesn’t count.”

Student aid funds most job training

Most federal support for job training flows through student aid, not workforce development programs, writes Mary Alice McCarthy on EdCentral. Federal student aid provides $150 billion a year to college students in vocational certificate and associate degree programs, while only $20 billion goes to all federal workforce programs.

Nursing students at Cuyahoga Community College train on a mannequin named "Steve."

Nursing students at Cuyahoga Community College in Cleveland train on a mannequin named “Steve.”

Ready to Work: Job-Driven Training and American Opportunity and What Works in Job Training: A Synthesis of the Evidence, both released by the vice president’s office on July 22, lay out the federal workforce development system.

While there are 47 employment and training programs implemented across ten federal agencies, most federal funds  come from four agencies and a few programs, McCarthy writes. Including the Workforce Innovation and Opportunity Act, $18 billion is spent by Temporary Assistance for Needy Families (TANF), the Carl D. Perkins Career and Technical Education Act (CTE), and military tuition assistance programs financed through the Departments of Defense and Veteran’s Affairs.

These days, community college is “where people go to get skills for work,” she writes. Yet there’s “minimal accountability” for the large and growing share of federal student aid for college students in job-training programs. Many programs don’t fit the administration’s call for “job-driven” training designed with employers to fill high-demand jobs.

Federal student aid “is oddly exempt from national discussions about how to improve America’s job training programs. Until those dollars are truly on the table, we’re not talking about the federal policies that can really make a difference in connecting postsecondary education and work.”

Job training is very hard to do well outside the workplace. . . . Engaging employers, identifying in-demand skills, accelerating learning, designing programs to meet diverse and non-traditional learners, providing effective student supports – it all works and it’s all hard.

Job training can’t do it all, writes McCarthy. “Globalization and technological change are transforming production processes and disrupting labor markets around the world, generating profound changes in how firms hire, compensate, and train employees.”

On the education front, we need policies that will make schools – particularly institutions of higher education – more responsive to the needs of students for concrete skills and transparent credentials. On the employer front, we need policies that promote firms to either invest directly in the skill development of employees (apprenticeship programs, on-the-job training) or that enable their workers to more easily combine work and learning (better leave policies, tuition assistance, etc). Policies also need to recognize that people will be moving in and out of jobs more often, and will need support for up-skilling and periodic bouts of unemployment.

And, “it doesn’t matter how good your job training programs are if there aren’t enough jobs to go around.”

Dodge CC will merge with state university

Dodge City Community College will merge with Fort Hayes State University to create a joint campus in Dodge City.

DCCC employees will become FHSU employees.

Kansas Gov. Sam Brownback has endorsed the merger, reports the Dodge City Daily Globe. “I think this is a fabulous marriage, putting together Fort Hays State and Dodge City,” said Brownback at a meeting introducing FHSU President Mirta Martin to Dodge City.

A proposed technical institute will spur growth in southwest Kansas, he said. “We’ll have the trained workforce it takes to do high-tech manufacturing.”

Martin said she started her career in the community college system. “I get it,” she said. “Community colleges are the onramp to education.”

Indiana debates free tuition

Indiana is debating free tuition for community college students, reports the Indianapolis Star.

Nearby Tennessee has promised a free community college education in hopes of improving job skills.

“Think how we’d change the state,” said Jeff Terp, Ivy Tech Community College chief operating officer. “We’d have one of the most educated workforces in the country.”

However, Teresa Lubbers, state commissioner for higher education, fears eliminating tuition would do little for low-income students, who already are eligible for state and federal aid. Many attend IvyTech for free and have grant money left over to pay for books and expenses, she said.

Most of the benefits of free tuition would flow to students whose families can afford to pay community college tuition, Lubbers said.

California: Building transfer bridges


San Franciscans celebrate the 50th anniversary of the Golden Gate Bridge.

One way to restrain college costs and expand diversity is to build a sturdier bridge between community colleges and elite universities, writes Ronald Brownstein in The Atlantic.

The University of California is trying to do that, he writes. Last month, a task force urged the nine-campus system to “streamline and strengthen” the transfer process.

Overall, the report noted, 29 percent of the system’s entering students in 2012-13 arrived as community-college transfers.

. . . Just over half of the admitted transfer students, the study found, were first-generation students, slightly above the proportion in the freshman class. Perhaps most impressively, the study found that 86 percent of transfers graduated within four years after arriving, almost exactly equal to the 84 percent of freshman students who finish after six years.

However, transfers come disproportionately from seven community colleges in affluent areas such as Santa Monica, Cupertino, Pasadena, Santa Barbara, and San Diego.

 Although African-Americans and Hispanic students make up nearly 46 percent of the state’s huge community-college student body, they represented only about 25 percent of those who transferred into UC. That was actually less than their share of the entering freshmen class for the UC system.

To encourage more demographic and geographic diversity, the report recommended that UC build partnerships with the community colleges that send few students into the transfer pipeline; increase its visibility on every two-year campus; broaden its own direct outreach to community-college students; expand the transition services it provides to transfer students; and, perhaps most important, establish more consistency in the course requirements that each UC campus sets for admission.

UC still lets each campus set its own transfer requirements, making it hard for students to navigate the system, said Michele Siqueiros, executive director of the Campaign for College Opportunity.  The less selective California State system unified requirements under a 2010 state law. “The UC system should be able to align their requirements for the different majors within the system, and that would allow students to prepare.”

Fifteen California community colleges would be allowed to one bachelor’s degree each in an area of “critical workforce demand” under a bill that has passed the state Senate.

Talking about credentials for competence

Credentialing is complex and costly, concludes a new report,  Call for a National Conversation on Creating a Competency-based Credentialing Ecosystem.

Leaders of the Center for Law and Social Policy (CLASP), National Skills Coalition, New America Foundation, Workforce Data Quality Campaign and other groups endorsed the report, which calls for improving “transparency, trust and portability.”

Competency-Based Education (CBE) is increasing due to growing concerns about college costs and quality, according to a paper from the National Institute for Learning Outcomes Assessment. While some colleges are embedding CBE in the traditional curriculum, others are redesigning the curriculum around competencies; or redesigning the credentialing process around CBE, using direct assessment.

Tennessee Promise guarantees 2 years of college

The Tennessee Promise — two years of community college tuition for all high school graduates — is part of the state’s “drive to 55,” Richard Rhoda of the Tennessee Higher Education Commission tells NPR. By 2025, the state wants 55 percent of adult Tennesseans to have some kind of post-secondary credential.

Students must  agree to have a mentor, says Rhoda.

Someone who will guide you through the process of applying for financial aid, applying for admission and making sure you, the student, meet all the deadlines. And there is also a very modest community service obligation, but that’s it. There’s nothing beyond – academically – beyond good standing and being admitted.

Financial aid will help students pay for books and living expenses, say sRhoda. Once students receive all the aid for which they’re eligible, the Tennessee Promise will cover any unpaid tuition and fees.

Tennessee will shift aid from university to community college students, observes NPR host Celeste Headlee. “Why the focus on a two-year college, a community college, instead of giving students a scholarship to a four-year university?”

That’s based on “a realistic assessment” of Tennessee’s workforce needs, says Rhoda. Young people will need the kind of skills taught at a community college or a Tennessee College of Applied Technology (TCAT). Also, two-year colleges “really serve the needs” of first-generation and low-income students.

The Tennessee Promise will apply at the state’s 13 community colleges, 27 colleges of applied technology and several public and private universities that offer associate degrees. 

Job 1 is job training

Job training is job one for the fast-growing Louisiana Community and Technical College System, reports Community College Week.  The state is rebuilding its economy, says Monty Sullivan, the new president of LCTCS.

“We have an economy that is growing faster than nearly anywhere else in the country, which means our workforce needs are greater than ever,” says Sullivan.

 “We need to link the needs of employers with our educational institutions,” Gov. Bobby Jindal told the Associated Press. “I think our big challenge this session is getting ready for this manufacturing expansion.”

Only 27.9 percent of Louisiana’s working-age adults hold a two- or four-year college degree, well below the national average of 38.7 percent.

A number of states are stressing workforce development,  according to the Education Commission of the States.

In Alabama, Gov. Robert Bentley wants to create a Statewide Workforce Council of business and industry leaders to advise colleges on workforce needs. In Georgia, Gov. Nathan Deal has called for a Governor’s High Demand Career Initiative to bring together education officials, industry leaders and economic development officials to identify workforce needs. In Idaho, Gov. C.L. Otter wants to improve a workforce grant program to better target individual businesses and industry sectors.

Louisiana is investing hundreds of millions of dollars in training facilities and workforce “centers of excellence” linked to their regional economies.

 Baton Rouge Community College, for example, is planning a center that will focus on transportation and logistics; its home city is the ninth-largest port in the United States. Delgado Community College, in New Orleans, is home to a culinary arts and hospitality center of excellence.

Industry partners supply at least 20 percent of the funding. 

At Fletcher Technical Community College, the Deepwater Center for Workforce Excellence will train oilfield engineers and technicians. BP America Inc. contributed $4 million to pay for state-of-the-art equipment.

University wants to give 2-year degrees

Kent State University wants to start awarding two-year degrees to students on their way to four-year degrees, reports the Columbus Dispatch.  Students who earn 60 credit hours could qualify for the associate degree, which would “provide a fallback” for those who never complete a bachelor’s degree — and increase state funding.

 Of the money that Ohio sets aside for four-year public schools, a greater share this year is tied to the number of degrees that schools grant. That includes associate degrees, even though they traditionally have been a specialty of community colleges and the regional campuses of four-year universities.

That could be a boon for Kent State but take a toll on other schools –– the state sets aside only a certain amount of money for colleges, so more for Kent State means less for others. 

Community college presidents are wary of competition. “It’s gaming the system,” said Karen E. Rafinski, interim president of the Ohio Association of Community Colleges. 

All four-year colleges should award associate degrees to students who finish two years of higher education, argues Stephen Joel Trachtenberg, president emeritus of George Washington University, in an Inside Higher Ed commentary.

He imagines two brothers. One goes to community college, earns an associate degree and finds a job. The other goes to a university but drops out in his third year. Without a credential, he can’t find an entry-level job. 

Three years of college study but no earned degree is worth less in the market place than two years of college that culminates in an associate degree. If that is so, then why not award the A.A. to students who successfully complete two years of study but don’t make it to the finish line at traditional four-year institutions?

An associate degree in no particular field of study isn’t worth much in the workforce. The dropout brother would do better to reverse transfer to a community college and pick a field of study that lets him use some of his old credits.