community colleges in us higher education
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Community Colleges in US Higher Education. Thomas Bailey, Director Community College Research Center Teachers College, Columbia University How might the changing labour market transform higher education? OECD Expert Meeting February 13, 2007 Paris, France. For more information:. - PowerPoint PPT PresentationTRANSCRIPT
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Community Colleges in US Higher Education
Thomas Bailey, Director
Community College Research Center
Teachers College, Columbia University
How might the changing labour market transform higher education?
OECD Expert Meeting
February 13, 2007
Paris, France
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For more information:
Please visit us on the web at http://ccrc.tc.columbia.edu,where you can download presentations, reports,
CCRC Briefs, and sign-up for news announcements.
CCRC is funded in part by: Alfred P. Sloan foundation, Lumina Foundation for Education, The Ford Foundation National Science Foundation (NSF),
Institute of Education Sciences of the U.S. Department of Education
Community College Research CenterInstitute on Education and the Economy, Teachers College, Columbia University
525 West 120th Street, Box 174, New York, NY 10027 E-mail: [email protected]: 212.678.3091
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International Context
• Dramatic growth of post-secondary education in most countries, resulting from growing and changing requirements for learning
• Much of that growth in “sub-university” or “middle” sector
• In most countries, these per student costs in this sector are lower than the university sector
• These sectors have many advantages—cost, serving different needs and different students
• Potential disadvantages, particularly relating to opportunity and equity
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Examples
• Community colleges—US and Canada
• Fachhochschulen—Germany and Austria
• Institutes Universitaires de Technologie—France
• (Technical and) Further Education Colleges—(Australia) and the UK
• Hogscholen—Netherlands
• Others in Finland and Norway
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Many Issues
• Institutional relationship between middle and university sector (ie. transfer?)
• Substantive content of each
• Relative costs and relative tuition
• Balance between broad educational and focused “trade school” missions
• Characteristics and goals of students
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Structure of US HE
• Majority of students in public institutions• Hierarchy of institutions
– Sub-two-year institutions—private– Community colleges—mostly public– Lower tier four-year colleges—public and private– Prestigious research universities—public and private
• Degrees—Graduate, Bachelor’s, AA, Certificate, non-credit
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Fall Headcount: 1970 to 2000
0
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
1970-71
1972-73
1974-75
1976-77
1978-79
1980-81
1982-83
1984-85
1986-87
1988-89
1990-91
1992-93
1994-95
1996-97
1998-99
2000-01
Source: U.S. Department of Education. (2002). Digest of Education Statistics.
Public four-year
Private four-year
Public two-year
Private two-year
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To Which Field of Study?
48%
28%33%27%
10%
51%
65%
40%
49%
32%
17%24%
27%24%25%
0%
10%
20%
30%
40%
50%
60%
70%
No Degree Certificate AA/AS BA/BS Total
Academic Occupational Missing
Source: BPS89.
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Current Fund Expenditures (per student, 1995-96)
$20,579
$7,180
$28,623
$8,609
$0
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
Public four-year Public two-year Private four-year Private two-year
1995-96
Source: U.S. Department of Education. (2002). Digest of Education Statistics.
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Tuition (2001-2002)
Institution Tuition
Private Four-year $16,287
Public Four-year $3,746
Public Two-year $1,379
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States with the Largest and Smallest Two-Year Enrollment
Five states with most CC students
Four-year Two-year1) California 551,871 1,375,9002) Texas 436,530 460,0043) Illinois 193,783 340,3724) Florida 238,189 318,7235) New York 336,003 247,414
Five states with fewest CC students
Four-year Two-year46) West Virginia 69,967 6,16947) Montana 32,059 5,32848) South Dakota 29,882 4,97549) Vermont 15,609 4,41250) Alaska 25,396 1,163
0.170.170.280.05
1.340.74
0.09to four-year
Public Ratio of two-year
Public Ratio of two-year
to four-year2.491.051.76
Source: U.S. Department of Education. (2002). Digest of Education Statistics.
(Fall 2000)
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Summary
• CCs account for 40-50 percent of PS enrollments• CCs have much lower costs and much lower tuition• The majority of students in community colleges are in
occupational programs• Structure of PS sector varies by state
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Economic Outcomes by DegreeHS
diplomaCert AA/AS BA/BS
Wages (1999) $23,297 $22,426 $27,225 $33,733
Hours worked
per week (1999)
42.9 41.7 42.5 44.6
% Employed (2000) 85.7% 88.6% 94.8% 95.9%
% Employed
full-time (2000)
77.1% 77.2% 85.8% 90.8%
Source: NELS.44039.41
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Economic Value of CC Education
• Benefits of an Associate Degree (compared to a HS degree) Men earn 15 to 30 percent more Women earn up to 50 percent more
• Certificates Positive for women Uncertain for men
• Earnings benefit of an associate degree is at least half of the benefit of a BA
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Summary
• AAs and BAs have economic value• CC education, on a per year or per
course basis, has as high a payoff as BA education (at least so far)
• Certificates have uncertain value and rarely serve as lower rungs of educational ladders
• Education without degrees has value, but degrees have more value
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Providers of Non-Credit Job-Related Education (1999)
Elementary school, junior HS, or HS 4.3%
Public community colleges 6.5%
4-year college or university 12.4%
Private vocational school 9.6%
Adult learning center 1.3%
Business or industry 38.1%
Professional assoc./labor union 10.8%
Government agency & public library 11.9%
Community, religious, or other org. 5.1%
Total number of students: 53,600,000
Source: NHES99
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High School Completion and Initial Postsecondary Enrollment
Eighth Graders in 1988
PSE 2-Yr or <2-Yr38%
PSE 4-Yr40%
No PSE w/HS or GED15%
No PSE, No HS7%
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High School Completion and Initial Postsecondary Education by SES Quartile
Eighth Graders in 1988
0
10
20
30
40
50
60
70
80
Lowest Second Third Highest
Perc
ent o
f SES
Qua
rtile
No PSE, No HS
No PSE w/HS or GED
PSE 2-Yr or <2-Yr
PSE 4-Yr
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Community Colleges and AccessCompared to Students in BA Programs
Dimension Main Characteristics
Demographics Older & Minority
Program of study Occupational
Intensity Part-time & Part-year
Reasons for enrolling Job skills
Self perception Worker in college
Family background Low SES & First-generation
High school background Low rank & scores
Source: NPSAS96; BPS89; NELS88
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Percent Distribution by Total Credits Earned in All PSE within Eight Years
by Initial Institution Type
0
5
10
15
20
25
30
0-<10 10-<20 20-<30 30-<40 40-<50 50-<60 60-<70 70-<80 80-<90 90-<100 100-<110
110-<120
120-<130
130-<140
140-<150
150+
Any Four-Year
CommunityCollege
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CC First PSE StudentsPercent Distribution by Highest Outcome in All PSE
within Eight Years (NELS)Certificate
6%
Associate15%
Bachelors18%
<10 Credits (no deg/cert)17%
10+ Credits (no deg/cert/xfer)
33%
Transfer (no deg/cert)11%
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CC First PSE Students in Various GroupsPercent Distribution by Highest Outcome in All PSE within
Eight Years (NELS)
010203040506070
All
Low In
com
e
Hispan
icBlac
k
Pre
ce
nta
ge
No Degree orTransfer
Transfer
Degree orCertificate
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Grubb and Sweet
• Emulate universities
• Collaborate with universities
• Develop a distinctive role independent of universities
• Providers of training at the sub-tertiary level