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Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses 改革后社区大学转学水平作文课程的安置和写作能力
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-02 DOI: 10.1177/00915521231163916
Jane S. Nazzal, C. Olson, Huy Q. Chung
Objective: Extensive reform has been implemented in community colleges across the nation to help expedite the attainment of students’ academic goals of degree completion and transfer to 4-year institutions. Reform at the institution in this study resulted in replacement of the college writing placement exam and the precollegiate course sequence with an online assessment questionnaire by which students were provided with an automated recommendation based on their high school records to enroll into one of two versions of the transfer-level composition course, either with or without a support course. Examined are: (1) whether students who need the most writing support are effectively positioning themselves to receive it; and (2) whether the new placement policy improves students’ chances for college success while examining its impact on specific student subgroups. Method: An analytic writing assessment and survey were administered to students. Compared are students’ scores on the assessment, their self-reported high-school GPA, and their final course grades. Results: Findings show: (1) no significant differences in academic writing proficiency between students enrolled in the two course types; (2) students mostly followed the college’s recommendation for enrollment based on their high school GPA, which is found to be weakly related to their measured levels of writing proficiency; and (3) generally high course pass rates of students at all levels of proficiency. Contribution: This study generates data that can help inform policy and practice in community colleges and clarify ways to best support students in composition toward achieving their academic goals of degree attainment and transfer.
目的:全国范围内的社区学院已经实施了广泛的改革,以帮助加快学生完成学位和转学到四年制大学的学术目标的实现。在本研究中,该机构的改革结果是用在线评估问卷取代了大学写作考试和大学预科课程顺序,通过在线评估问卷,学生可以根据他们的高中记录自动推荐参加两种版本的转学水平作文课程,无论是否有支持课程。考察的是:(1)最需要写作支持的学生是否有效地定位自己以获得支持;(2)新的分业政策是否提高了学生在大学成功的机会,同时考察了它对特定学生群体的影响。方法:对学生进行分析性写作评价和问卷调查。比较的是学生在评估中的分数、他们自我报告的高中GPA和他们的期末课程成绩。结果:研究结果表明:(1)两种课程类型学生的学术写作水平无显著差异;(2)学生大多遵循学院基于高中GPA的推荐入学,这与他们的写作熟练程度的测量水平呈弱相关;(3)所有熟练程度的学生通过率普遍较高。贡献:本研究生成的数据有助于为社区学院的政策和实践提供信息,并阐明如何最好地支持学生在作文中实现学位获得和转学的学术目标。
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引用次数: 0
The Complex Nature of Student Retention at America’s Community Colleges 美国社区大学学生留存率的复杂性质
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-17 DOI: 10.1177/00915521231163855
P. Sullivan, Abigail Bell, David Nielsen
Objectives: Responding to Tinto’s call for studies of retention that center on “the students’ view of their experience” (p. 11), this research project reports findings from telephone interviews of 131 students who stopped out at our home institution, a large open admissions community college in the northeast. Our objective was to find out why these students stopped out and what our institution might have done to keep them enrolled. Method: Adopting a phenomenological approach, we analyzed our data set following the principles of thematic analysis. Results: We found that a large percentage of the students we contacted—previously identified as stopping out—had, in fact, either continued their education at another institution or met their educational goals. Furthermore, a large proportion of students we interviewed did not return for reasons that were beyond the control of the institution. The majority of these were related to personal and family matters or work responsibilities. Contributions: Our findings suggest that retention at community colleges is a highly complex, individualized process, with a host of variables that can affect individual students in different ways. Our findings also suggest that retention at community colleges may be more complex than traditional protocols currently in place can accurately measure.
目标:为了响应Tinto关于以“学生对自己经历的看法”为中心的保留研究的呼吁(第11页),该研究项目报告了131名学生的电话采访结果,这些学生曾在我们的母校——东北部一所大型开放招生社区学院——停留。我们的目标是找出这些学生为什么辍学,以及我们的学校可能会做些什么来留住他们。方法:采用现象学方法,按照主题分析的原则对数据集进行分析。结果:我们发现,在我们接触的学生中,有很大一部分——之前被认定为辍学——实际上要么在另一所学校继续接受教育,要么达到了他们的教育目标。此外,我们采访的大部分学生由于学校无法控制的原因没有回来。其中大多数与个人和家庭事务或工作责任有关。贡献:我们的研究结果表明,社区大学的留校是一个高度复杂、个性化的过程,有很多变量可以以不同的方式影响个别学生。我们的研究结果还表明,社区大学的保留率可能比目前制定的传统协议更复杂。
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引用次数: 1
How Accurately Can Short-Term Outcomes Approximate Long-Term Outcomes? Examining the Predictive Power of Early Momentum Metrics for Community College Credential Completion Using Machine Learning 短期结果如何准确地接近长期结果?使用机器学习检验社区大学证书完成的早期动量指标的预测能力
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-02 DOI: 10.1177/00915521231163895
Takeshi Yanagiura
Objective: This study examines how accurately a small set of short-term academic indicators can approximate long-term outcomes of community college students so that decision-makers can take informed actions based on those indicators to evaluate the current progress of large-scale reform efforts on long-term outcomes, which in practice will not be observed until several years later. Method: Using transcript-level data of approximately 50,000 students at over 30 institutions in two states, I compare the out-of-sample predictive power of the early momentum metrics (EMMs), 13 short-term academic indicators suggested in the literature, to that of more complex, Machine Learning (ML)-based models that employ 497 predictors. Results: This study found that EMMs accurately predict credential completion for 75% to 77% of students in an out-of-sample dataset, with a predictive power largely comparable to that of ML-based models. This study also found similar results among the gender and race/ethnicity groups. However, the predictive power for certificate completion is lower than that for associate and bachelor’s degrees by 5 percentage points, implying that this set of EMMs are likely to be less relevant to certificate completion. Contribution: This study validates EMMs as informative predictors of credential completion, confirming that decision makers can use them to understand the probable long-term impact of current reforms on credential outcomes. However, room for continued research and refinement of EMMs remains, especially for certificate.
目的:本研究考察了一小部分短期学术指标如何准确地接近社区大学生的长期成果,以便决策者能够根据这些指标采取明智的行动,评估当前大规模改革在长期成果方面的进展,而在实践中,这些进展要到几年后才能观察到。方法:使用来自两个州30多所机构的约50000名学生的成绩单水平数据,我将早期动量指标(EMM)(文献中提出的13个短期学术指标)的样本外预测能力与使用497个预测因子的更复杂的基于机器学习(ML)的模型进行了比较。结果:这项研究发现,在样本外数据集中,EMM准确预测了75%至77%的学生的证书完成情况,其预测能力在很大程度上与基于ML的模型相当。这项研究在性别和种族/民族群体中也发现了类似的结果。然而,证书完成的预测能力比副学士学位和学士学位低5个百分点,这意味着这组EMM可能与证书完成的相关性较小。贡献:这项研究验证了EMM作为证书完成情况的信息预测因子,证实了决策者可以利用它们来了解当前改革对证书结果可能产生的长期影响。然而,EMM仍有继续研究和改进的空间,尤其是证书。
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引用次数: 0
What Matters for Improving the Success Rates of Different Cohorts of Community College Students? 提高社区大学生不同群体的成功率有什么重要意义?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-13 DOI: 10.1177/00915521231163625
Robert W. Wassmer, Meredith Galloway
Objective: Six-year cohort completion rates calculated for California community college students—who declared their goal to obtain a certificate, associate degree, or become university transfer ready—averaged just below 50% for cohorts entering the fall semesters between 2007 and 2011. The range of this completion rate varied from 23% to 67%. This study’s objective is to investigate how institutional choices at a community college influence the completion rates of different types of student cohorts after controlling for factors outside of the college’s control. Method: We use panel-data regression analysis to understand what contributes to these variations in a community college’s cohort completion rate. Results: Our results indicate that colleges prioritizing larger class sizes and fewer credit sections exhibit higher student cohort completion rates. We also find that an academic assistance program directed to low-income students boosts cohort completion rates for eligible students and generates positive spillover effects for their ineligible peers. Likely to create much discussion is our finding that an increase in faculty percentage with full-time status benefits academically unprepared and economically disadvantaged cohorts but not prepared and advantaged ones. Contribution: The primary contribution of this analysis is that college-specific policies on delivering education, over which college administrators have some control, can result in disparate impacts on different types of student cohort completion rates.
目的:计算加州社区大学学生的6年队列完成率,这些学生宣布他们的目标是获得证书、副学士学位或成为大学转学准备,在2007年至2011年的秋季学期,进入队列的平均完成率略低于50%。该完成率的范围从23%到67%不等。本研究的目的是探讨在控制了学院控制之外的因素后,社区学院的制度选择如何影响不同类型学生群体的完成率。方法:我们使用面板数据回归分析来了解导致社区学院队列完成率这些变化的原因。结果:我们的研究结果表明,优先考虑更大的班级规模和更少的学分部分的大学表现出更高的学生群体完成率。我们还发现,针对低收入学生的学术援助计划提高了符合条件的学生的队列完成率,并对不符合条件的同龄人产生了积极的溢出效应。我们的发现可能会引发很多讨论,即全职教师比例的增加有利于学术上没有准备好、经济上处于劣势的群体,而不利于准备好、经济上处于优势的群体。贡献:这一分析的主要贡献是,大学管理人员对提供教育的具体政策有一定的控制权,可能对不同类型的学生群体完成率产生不同的影响。
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引用次数: 0
First-Generation College Students: Goals and Challenges of Community College 第一代大学生:社区大学的目标与挑战
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-05 DOI: 10.1177/00915521231163903
Marissa R. Bamberger, Thomas J. Smith
Objective: This study examines whether there are differences among first-generation and continuing-generation community college students in the importance they place on achieving college-related goals and difficulties they face from college- and other life-related challenges. Methods: Data were drawn from the Community College Libraries and Academic Support for Student Success student survey. Results: Results from MANCOVA show that, after adjusting for age, gender identity, U.S. birth status, and race/ethnicity, first-generation college students (FGCSs) place more importance on achieving college-related goals and face greater difficulties from college- and other life-related challenges than continuing-generation college students (CGCSs). Contributions: These findings indicate that community colleges should offer more support to FGCSs pertaining to students’ goals and challenges so that all community college students may be successful in their academic pursuits. Future research should explore interaction effects among student demographics and their goals and challenges as well as interventions to support community college students. This is because community colleges enroll the largest number of FGCSs compared to other institutions of higher education, and FGCSs and community college students share challenges when it comes to obtaining a college degree.
目的:本研究考察第一代和连续一代社区大学生在实现大学相关目标的重要性以及他们在大学和其他生活相关挑战中面临的困难方面是否存在差异。方法:数据来源于社区大学图书馆和学生成功的学术支持学生调查。结果:MANCOVA的结果显示,在调整了年龄、性别认同、美国出生身份和种族/民族后,第一代大学生(fgcs)比后辈大学生(cgcs)更重视实现与大学相关的目标,并且面临更多的大学和其他生活相关挑战的困难。贡献:这些研究结果表明,社区学院应该针对学生的目标和挑战,为社区大学生提供更多的支持,以便所有社区大学生都能在学业上取得成功。未来的研究应探讨学生人口统计学之间的互动效应、目标和挑战,以及支持社区大学生的干预措施。这是因为与其他高等教育机构相比,社区学院招收的fgcs人数最多,而fgcs和社区学院的学生在获得大学学位方面面临着共同的挑战。
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引用次数: 0
Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes? 跨两年制院校:谁是横向转学生?他们的学位成果是什么?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-05 DOI: 10.1177/00915521231163923
Jungmin Lee
Objectives/Research Question: This study aims to explore who transfers between 2-year colleges (lateral transfer students) and how these students fare in terms of degree attainment. More specifically, this research explores two research questions: (1) What are the predictors of lateral transfer? (2) Is lateral transfer associated with degree attainment outcomes, time to earn a degree, or cumulative loan debt by the sixth year? Methods: Using the Beginning Postsecondary Students 12:17 data, I compared lateral transfer students to students who never transferred (non-transfer students) to identify the predictors of lateral transfer and examine degree attainment outcomes. I used multinominal logit, logistic regressions, and inverse-probability-weighted regression adjustment matching models. Results: Lateral transfer students were more likely to be female and take college courses in high school than non-transfer students. Six years later, lateral transfer students were more likely to earn all types of college credentials, except for an associate degree, complete a degree more quickly, and still attend college if they had not yet earned a credential than non-transfer students. However, lateral transfer students took out a greater amount of federal loans than non-transfer students. Conclusions: Given the positive degree attainment outcomes, policymakers, and practitioners should reconsider the role of lateral transfer in the college completion agenda and pay more attention to why students make lateral transfers and the nature of their college pathways. This study suggests that lateral transfer has great potential to improve persistence and graduation for students who start their education at a community college.
目的/研究问题:本研究旨在探讨谁在两年制大学之间转学(横向转校生),以及这些学生在学位获得方面的表现。更具体地说,本研究探讨了两个研究问题:(1)横向迁移的预测因素是什么?(2)横向转学与学位成绩、获得学位的时间或第六年的累计贷款债务有关吗?方法:利用开始高等教育学生12:17的数据,我比较了横向转移学生和从未转移的学生(非转移学生),以确定横向转移的预测因素并检查学位获得结果。我使用多项逻辑、逻辑回归和逆概率加权回归调整匹配模型。结果:横向转校生多为女性,且在高中阶段选修大学课程的比例高于非转校生。六年后,横向转校生比非转校生更有可能获得除副学士学位外的所有类型的大学证书,更快地完成学位,即使尚未获得证书,也会继续上大学。然而,横向转学生比非转学生获得了更多的联邦贷款。结论:鉴于积极的学位获得结果,政策制定者和实践者应该重新考虑横向转移在大学完成议程中的作用,并更多地关注学生进行横向转移的原因以及他们大学途径的性质。本研究表明,对于在社区大学开始教育的学生来说,横向迁移具有很大的潜力,可以提高他们的持久性和毕业率。
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引用次数: 0
Book Review: Ensuring learning: Supporting faculty to improve student success 书评:确保学习:支持教师提高学生的成功
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-05 DOI: 10.1177/00915521231164653
Karuna Taneja
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引用次数: 0
Community College Student Persistence During the COVID-19 Crisis of Spring 2020. 2020年春季新冠肺炎危机期间社区大学生的坚持
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-01 Epub Date: 2023-02-21 DOI: 10.1177/00915521221145304
Elisabeth Lackner

Objective: This quantitative study examines the impact of the COVID-19 pandemic on students' persistence at a minority-serving, open-access, public, urban community college in New York City. Specifically, the project looked at factors associated with mid-semester college withdrawals during spring 2020 when the college shifted to remote instruction due to the COVID-19 pandemic. Method: Utilizing data from three spring semesters (spring 2018, 2019, and 2020), four logistic regression models tested the marginal effects of student background and college program factors on mid-semester withdrawal and the moderating effect of spring 2020, the COVID-19 outbreak semester. Results: Findings indicated that the withdrawal rates were higher for new students, men, minoritized students, and part-time students across all three spring semesters. Spring 2020 disproportionally affected part-time students, men, Black students, as well as readmitted students. The greatest increase in the probability of mid-semester college withdrawal was observed for Black men who had been enrolled part-time in spring 2020. Belonging to a highly structured full-time study program protected students from leaving mid-semester, although this protection was weaker in spring 2020 and spring 2019 compared to spring 2018. Contributions: The research highlights the equity gap for Black men at the college and points to additional factors contributing to mid-semester college attrition. The work provides insights into factors that worsened during the COVID-19 pandemic. The study thereby contributes to understanding short-term risk factors for vulnerable student populations and adds to the body of literature on crisis situations in higher education.

目的:这项定量研究考察了新冠肺炎大流行对学生在纽约市一所少数族裔服务、开放获取、公立城市社区大学的持续性的影响。具体而言,该项目研究了2020年春季大学中途退学的相关因素,当时由于新冠肺炎疫情,大学转向远程教学。方法:利用三个春季学期(2018年春季、2019年春季和2020年春季)的数据,四个逻辑回归模型测试了学生背景和大学课程因素对学期中期退学的边际影响以及2020年春季新冠肺炎爆发学期的调节效应。结果:研究结果表明,在所有三个春季学期中,新生、男性、少数族裔学生和非全日制学生的退学率都较高。2020年春季,非全日制学生、男性、黑人学生以及重新入学的学生受到的影响不成比例。2020年春季非全日制入学的黑人男性在学期中期退学的可能性增加幅度最大。尽管与2018年春季相比,2020年春季和2019年春季的这种保护较弱,但属于高度结构化的全日制学习计划可以保护学生在学期中期离开。贡献:这项研究强调了黑人男性在大学中的公平差距,并指出了导致中期大学减员的其他因素。这项工作为新冠肺炎大流行期间恶化的因素提供了见解。因此,这项研究有助于了解弱势学生群体的短期风险因素,并为有关高等教育危机情况的大量文献增添内容。
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引用次数: 0
Battered But Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges – Dissertation of the Year 被打击但没有破碎:公立两年制大学黑人图书馆员的经历综合——年度论文
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-22 DOI: 10.1177/00915521221145313
Evangela Q. Oates
Objective: Black librarians account for just 5.4% of academic librarians in the U.S. in a period in which enrollments for Black students steadily increases. While national programs aimed at recruitment exist, too little attention is focused on the environments and cultures that influence the attrition of racially minoritized groups. This study investigated the experiences of Black librarians at public, 2-year colleges in the U.S. to better understand how they navigate, cope, and succeed amongst the challenges of academic librarianship. The following question guided the study: what are the experiences of Black librarians at public, 2-year colleges? Methods: Using Critical Race Methodology’s composite counterstory (CCS) and through two, ninety-minute interviews with four narrators, the experiences of Black librarians were leveraged to construct and reconstruct the storied lives of Black librarians in community college libraries. Results: The findings show the hostile environments Black librarians encounter in their work as educators at community colleges. Across and within their stories, four themes were found: retaliation, derailment, gendered racism, and violence. The narrators reported their work is made difficult in these environments, often creating barriers to retention (profession), promotion (organization), professional acknowledgment, and success. Conclusions: Implications for practice and research suggest bold action to counter the cultures of white supremacy to include intersectional audits for the organization, changes in HR policies, training and practices, and an emphasis on cohort hiring from national organizations among other recommendations.
目标:在黑人学生入学人数稳步增加的时期,黑人图书馆员仅占美国学术图书馆员的5.4%。虽然存在旨在招聘的国家计划,但很少关注影响少数种族群体流失的环境和文化。这项研究调查了美国公立两年制大学黑人图书馆员的经历,以更好地了解他们如何应对、应对学术图书馆工作的挑战并取得成功。以下问题指导了这项研究:黑人图书馆员在公立两年制大学的经历是什么?方法:采用批判性种族方法论的复合反诉(CCS),通过对四位讲述者的两次90分钟的访谈,利用黑人图书馆员的经验,构建和重建社区大学图书馆黑人图书馆员传奇的生活。结果:研究结果表明,黑人图书馆员在社区大学担任教育工作者时,会遇到敌对的环境。在他们的故事中,有四个主题:报复、出轨、性别种族主义和暴力。讲述者报告说,他们的工作在这些环境中很困难,经常会给保留(专业)、晋升(组织)、专业认可和成功带来障碍。结论:对实践和研究的启示表明,应采取大胆行动,反对白人至上文化,包括对组织进行跨部门审计,改变人力资源政策、培训和实践,并强调从国家组织中招聘人才,以及其他建议。
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引用次数: 0
Testimonios of Mexican American Students Along the Community College Pathway: Intercultural Conciencia as an Act of Responsiveness 墨西哥裔美国学生在社区大学道路上的证言:跨文化交流是一种回应行为
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-21 DOI: 10.1177/00915521221145315
Jesus Jaime-Diaz, D. C. Ramos
Objective: The purpose of this study is to better understand the lived experiences and familial culture that influence the college decisions and experiences of Mexican American students in a community college in Oregon. The research questions guiding this study are “What early schooling experiences affect the college experiences of Mexican American students?” and “How does familial culture influence students’ decision to attend community college?” Method: The study was based on testimonios that explored the lived experiences of Mexican American students. Each participant was interviewed. All data were recorded and then transcribed for themes. Results: The findings that emerged across student testimonios in relation to language socialization, cultural affirmation, and animo de familia emphasized the need for an intercultural competency. Students’ decisions to attend college and their overall understanding of their place in education are connected to cultural factors. Contributions: The authors call for higher education faculty and staff to consider what these themes can teach about the lived experiences of Mexican American students and the effects they have on their college education. It is advised that through conocimientos, educators can develop intercultural conciencia in order to better contribute to the educational retention and success of minoritized students.
目的:本研究旨在更好地了解俄勒冈州一所社区大学墨西哥裔美国学生的生活经历和家庭文化,这些经历和文化影响着他们的大学决策和经历。指导本研究的研究问题是“什么样的早期教育经历会影响墨西哥裔美国学生的大学经历?”和“家庭文化如何影响学生上社区大学的决定?”。每位参与者都接受了采访。所有数据都被记录下来,然后转录成主题。结果:学生测试中出现的与语言社会化、文化肯定和家庭友好有关的发现强调了跨文化能力的必要性。学生上大学的决定以及他们对自己在教育中的地位的总体理解与文化因素有关。贡献:作者呼吁高等教育教职员工考虑这些主题可以教会墨西哥裔美国学生的生活经历,以及它们对他们的大学教育的影响。建议教育工作者通过conocimientos培养跨文化意识,以便更好地为少数民族学生的教育保留和成功做出贡献。
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引用次数: 0
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Community College Review
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