ERIC ED493530: En Route to the Baccalaureate: Community College Student Outcomes

2006·0.11 MB·English

by  ERIC

AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
En Route to the Baccalaureate:
Community College Student
Outcomes
BYSARAMCPHEE
EXECUTIVE SUMMARY
Half of the 1999–2000 baccalaureate recipients in the of Community Colleges (AACC) examined how bac-
United States attended a community college prior calaureate recipients incorporated community college
to obtaining the baccalaureate. Using data from the attendance or courses into their undergraduate studies
National Center for Education Statistics (NCES) and how the outcomes of community college attenders
Baccalaureate and Beyond (B&B) Longitudinal Study: differed from those who did not attend community
2000–2001 (NCES, 2003), the American Association college on their route to the baccalaureate.
FIGURE 1 Type of Community College
(cid:129) Community college attenders were more likely to
Attendance Among Baccalaureate
be minority, female, and older than non–commu-
Recipients
nity college attenders. The most pronounced dif-
ference was age: Community college attenders
were generally older than non–community college
44%
attenders when they began college and when they
graduated.
(cid:129) Community college attenders were more likely
than non–community college attenders to be
44%
working during their undergraduate years and to
see themselves primarily as employees.
(cid:129) Community college attenders were more likely to
receive a Pell grant and to borrow less than
12%
non–community college attenders.
2-year to 4-year transfers Reverse transfers Casual attenders (cid:129) After graduation, both community college atten-
ders and non–community college attenders report-
Note.This figure applies to the 49% of baccalaureate
ed similar plans to work and to pursue graduate
recipients who attended community colleges.
studies.
AACC-RB-06-1
INTRODUCTION BACCALAUREATE RECIPIENTS’ ATTENDANCE
AT COMMUNITY COLLEGE
Community colleges play a major role in postsec-
ondary education in the United States. Almost half Using the NCES data, AACC divided the baccalaure-
of undergraduate students attend a community college ate recipients who were community college attenders
(Phillippe & Sullivan, 2005). In 1999–2000, 49% of the into three categories: (1) students who started their post-
students who received a baccalaureate had attended a secondary education at a community college (2- to 4-year
community college at some point during their under- transfer students); (2) students who did not start their
graduate career. postsecondary education at a community college but did
receive an associate degree or certificate before obtaining
The B&B study captured information on students who the baccalaureate (reverse transfer students); and (3) stu-
were about to complete or had recently received a bac- dents who did not start their postsecondary education at a
calaureate. Survey results included information regarding community college but took courses at one en route to
students who incorporated community college into their obtaining the baccalaureate (casual attenders). In addition,
studies at any point (community college attenders) and AACC considered students who did not attend a commu-
those who attended only 4-year institutions (non–com- nity college at all, in two categories: (1) students who
munity college attenders). attended only one institution en route to the baccalaureate
and (2) students who attended multiple institutions but
BACKGROUND AND METHODOLOGY did not attend a community college.
The National Center for Education Statistics Figure 1 shows the percentage of different groups of
(NCES) conducts surveys of postsecondary stu- community college attenders. Forty-four percent of the
dents to inform policymakers and the general public on baccalaureate recipients who attended community col-
a variety of issues facing higher education in the United lege were traditional 2- to 4-year transfer students who
States. An AACC researcher prepared this brief using began their undergraduate studies at a community col-
data from NCES’s Baccalaureate and Beyond lege and then transferred to a 4-year institution to com-
Longitudinal Study: 2000–2001 (B&B study), a nation- plete the baccalaureate. Of this group, approximately
ally representative sample of students who completed half obtained an associate degree or certificate before
their baccalaureate during the 1999–2000 academic transferring to the 4-year institution.
year. NCES interviewed the graduates twice, once dur-
ing the 1999–2000 school year and again in 2001, after Twelve percent of the baccalaureate recipients were
they had received their degree. NCES did not collect reverse transfer students who started their postsecondary
transcript or course details, but it captured information studies at a 4-year institution but attended a community
in the following areas: demographics; career, work, and college and received an associate degree or certificate
family aspirations; and borrowing and debt. An AACC before obtaining a baccalaureate. The remaining group of
researcher examined the NCES data by dividing the stu- community college students, casual attenders (44%), did
dents into categories based on their community college not start their postsecondary studies at the community
attendance. AACC sought to reveal potential differences college and did not obtain a degree or a certificate from
among students who attended community college at any the community college. These students may have attend-
time during their undergraduate career and those who ed only a few courses to graduate faster or to fill a defi-
did not. ciency in the schedule at their baccalaureate institution.
Among the non–community college attenders, 68%
2 • AACC • En Route to the Baccalaureate: Community College Student Outcomes
attended only the institution from which they received non–community college attenders. The 2- to 4-year
the baccalaureate, and 32% attended more than one 4- transfer students who did not obtain an associate degree
year institution en route to the baccalaureate. or certificate were similar to other community college
attenders in the B&B study with regard to race, but they
Characteristics at Graduation were more likely to be male than were other community
Research demonstrates that community college students college attenders or non–community college attenders.
in general are more likely to be in a lower-income group
and to be female, minority, and older than their coun- The most striking difference was the age at which the
terparts at 4-year institutions (Phillippe & Sullivan, various groups began postsecondary education and
2005). Overall, these trends continued among baccalau- earned the baccalaureate. On average, 2- to 4-year trans-
reate recipients in the B&B study who attended a com- fer students started their postsecondary education at an
munity college; however, some differences appeared older age than did non–community college attenders
among the community college attenders. and also finished at an older age (average 30 years versus
24 years). Two- to 4-year transfer students who earned a
The 2- to 4-year transfer students who began their under- degree at the community college before transferring to
graduate studies at a community college and received an the 4-year institution tended to finish the baccalaureate
associate degree or certificate tended to look like the gen- at a later age (average 31 years) than did 2- to 4-year
eral community college population in that they were transfer students who did not earn an associate degree
more likely to be female and minority than were or certificate before transferring.
FIGURE 2 Race/Ethnicity of Baccalaureate Recipients by Type of Attendance
80%
70%
60%
50%
40%
30%
20%
10%
0
Attended one Attended more 2- to 4-year Reverse Casual
institution than one transfers transfers attenders
institution
Non–community college attenders Community college attenders
White Black or African American Hispanic or Latino Asian
American Indian or Native American Native Hawaiian/Other Pacific Islander
AACC • En Route to the Baccalaureate: Community College Student Outcomes • 3
Reverse transfer students were similar to other community ple, dependency status also varied among students who
college attenders in race and gender, but they were the did and did not attend community college. Seventy-two
oldest group to receive the baccalaureate. They started percent of non–community college attenders were still
their postsecondary studies at an average age of 22 and dependents in their final year of study, compared with
graduated at an average age of 32. Casual attenders were only 40% of community college attenders. Dependency
similar in age to non–community college attenders, both status also varied among the groups of community col-
of whose average age for starting postsecondary education lege attenders (see Figure 3). Casual attenders were simi-
was 19. Age at graduation was 26 for casual attenders and lar to the non–community college attenders: 59% of
24 for non–community college attenders. Casual attenders casual attenders were still dependents in their final year
were more likely to be female and minority than were the of study. In the reverse transfer group, the oldest group
non–community college attenders. of graduates, only 17% of students were dependents in
their final year.
Differences in the race, ethnicity, and gender of these
groups were small compared with the difference in age Community college attenders also were more likely to be
of community college attenders versus non–community married at the time of graduation. Thirty-seven percent
college attenders. Seventy-three percent of community of the community college attenders were married, com-
college attenders and 76% of non–community college pared with 23% of the non–community college atten-
attenders were White. Figure 2 shows percentages of ders. Among the community college groups, the reverse
baccalaureate recipients by race and ethnicity. transfer students were the most likely to be married.
Given the differences in age among the various groups, Community college attenders were more likely to have
other factors usually related to age show differences been working before they began attending their bac-
among the groups that were not surprising. For exam- calaureate institution and were more likely than
FIGURE 3 Dependency Status of Community College Attenders
60%
50%
40%
30%
20%
10%
0
2- to 4-year Reverse Casual
transfers transfers attenders
Dependent Independent without dependents Independent with dependents
4 • AACC • En Route to the Baccalaureate: Community College Student Outcomes
FIGURE 4 Primary Role of Community College Attenders: Student or Employee
70%
60%
50%
40%
30%
20%
10%
0
2- to 4-year Reverse Casual
transfers transfers attenders
Student who works Employee who studies Does not work
non–community college attenders to view themselves as more likely to have been employed at the same job dur-
employees first rather than as students. Of the non–com- ing their final year of study as they had before attending
munity college attenders, 15% reported that they held the the baccalaureate institution. This pattern continued in
same job during their final year of study as they had whether or not students viewed themselves primarily as
before enrolling in the baccalaureate institution. Twenty- an employee or as a student. The non–community col-
two percent of casual attenders indicated that they held lege attenders were much more likely than the commu-
the same job in their last year as they had before attending nity college attenders to view themselves primarily as a
the baccalaureate institution. Fifty-four percent of reverse student (see Figure 4).
transfer students indicated that they held the same job as
they had before enrolling at the baccalaureate institution. STUDENT AID
The 2- to 4-year transfer students provided differing Increasing numbers of students are making use of
responses depending on whether or not they had com- financial assistance to help pay for or delay the costs
pleted an associate degree or certificate before their trans- of education. The most common sources of financial aid
fer. Of those who did not obtain an associate degree or are federal programs in the form of the Pell grants and
certificate before transfer, 34% reported they held the Stafford loans (King, 2003). The Pell grant is available
same job that they had before attending the baccalaure- only to low-income students; 37% of the 1999–2000
ate institution. Among those who did obtain an associate graduating class had received a Pell grant during their
degree or certificate, 51% reported having the same job. undergraduate education. In addition, 61% of the stu-
dents reported borrowing (from federal or non-federal
These data suggest that students who received a creden- aid sources) to help finance their studies.
tial before attending their baccalaureate institution were
AACC • En Route to the Baccalaureate: Community College Student Outcomes • 5
FIGURE 5 Community College Attenders teristics, these students had the lowest median expected
Who Received Pell Grants
family contribution of any of the groups, based on the
information submitted on financial aid applications.
50%
With expected family contribution as a proxy for income,
40% it appears that students who started their undergraduate
studies at a community college were the neediest and
therefore the most likely to receive a Pell grant. The 2- to
30%
4-year transfer students who filed a financial aid applica-
tion had a median expected family contribution of $1,848,
20%
compared with the median for all community college
attenders of $2,676 and the median for non–community
10% college attenders of $4,105.
For all baccalaureate recipients who received a Pell grant,
0
2- to 4-year Reverse Casual the median cumulative Pell amount was approximately
transfers transfers attenders
$3,500; however, across the groups, differences emerged.
The 2- to 4-year transfer students had the highest median
Although a multitude of factors exist that could influence Pell amounts. Those who did not obtain an associate
students’ decisions concerning financial aid, the B&B degree or certificate received a median of $3,582, and those
data set does not provide data for all of them. However, it who did obtain an associate degree or certificate received a
is possible to determine the amount of Pell grant funds median of $3,935. Among the non–community college
received and the cumulative amounts borrowed by com- attenders, those who attended only one institution also had
munity college attenders and non–community college a relatively high median cumulative Pell amount of $3,775.
attenders as they completed their baccalaureate studies.
Student Loans
Pell Grants Community college attenders were more likely than
Community college students in general tend to be in a non–community college attenders to have borrowed
lower-income group than do non–community college stu- money to finance their education. The 2- to 4-year transfer
dents (Phillippe & Sullivan, 2005). In this study, a higher students had the largest percentage of borrowers (66%).
percentage of community college attenders than The reverse transfer students were the least likely to borrow
non–community college attenders reported receiving a Pell (58%). Although community college attenders were more
grant during their undergraduate studies (see Figure 5). likely to have borrowed, the median cumulative loan
Forty percent of community college attenders received a amounts for those who borrowed was lower for community
Pell grant, whereas 33% of non–community college atten- college attenders than for non–community college atten-
ders received a Pell grant. Among the community college ders. Overall, community college attenders who borrowed
attenders, the 2- to 4-year transfer students, regardless of reported a median cumulative debt of $15,000; non–com-
whether they obtained an associate degree or certificate, munity college attenders who borrowed reported a median
were the most likely to have received a Pell . cumulative debt of $17,000. Reverse transfer students had
the lowest median cumulative debt, at $12,000. Those who
Although these students do not stand out from the other attended multiple institutions but not a community college
community college attenders in their demographic charac- had the highest median cumulative debt, at $18,000.
6 • AACC • En Route to the Baccalaureate: Community College Student Outcomes
Some of the explanation for the differing cumulative debt tution. The data set did not indicate how many credits
amounts may be related to the tuition rates at the bac- students transferred and for what courses; however, it is
calaureate institutions. The median tuition for the possible to analyze whether or not a student attempted to
non–community college attenders (full-time and part- transfer credits and whether the student was successful in
time students) was $3,910, compared with $2,399 for transferring none, some, or all of the credits. Almost all of
community college attenders. During the 1999–2000 the community college attenders attempted to transfer
academic year, more community college attenders than credits to their baccalaureate institution. In addition, of
non–community college attenders enrolled part time; those who attempted to transfer credits, more than 98%
however, the pattern of lower tuition costs remained the reported being able to transfer at least some of the credits.
same between the full-time students ($4,707 median These data show that students were able to attend multi-
tuition for non–community college attenders versus ple institutions to advance their academic careers; howev-
$3,224 for community college attenders) and part-time er, only a little over half of the community college atten-
students ($1,975 median tuition for non–community ders were able to transfer all of their credits.
college attenders versus $1,814 for community college
attenders). Loan amounts tend to increase with the Community college groups varied in their ability to trans-
tuition costs at a baccalaureate institution, so one expla- fer credits (see Figure 6). The casual attenders were the
nation for lower cumulative loan amounts may be that most efficient in their use of the community college in
community college attenders reduced their loan that they were the most likely to report that they were able
amounts by choosing lower-cost 4-year institutions. to transfer all of their credits. This information supports
the theory that the casual attenders were likely to be stu-
Tuition rates are not the only factor in borrowing dents taking a few discrete courses at the community col-
amounts. Research indicates that the age of a student also lege, possibly during the summer terms, that they knew
affects the amount of debt incurred (Harrast, 2004). would count toward their baccalaureate program.
Community college attenders, particularly reverse transfer
students, were older than the non–com-
munity college attenders and had lower FIGURE 6 Credits Transferred by Community College Attenders
debt levels. Although it may appear from
70%
their debt levels (compared with tuition
rates) that community college attenders 60%
did not save much money by using the
community college en route to the bac- 50%
calaureate, it is difficult to know how
40%
much debt these students would have
accrued if they had not spent time at a
30%
community college.
20%
Transfer of Credit
10%
An important measure of the role played
by community colleges in students’ bac-
0
calaureate aspirations is the ability to 2- to 4-year Reverse Casual
transfers transfers attenders
transfer credits from the community col-
lege to the baccalaureate- awarding insti- None Some All
AACC • En Route to the Baccalaureate: Community College Student Outcomes • 7
Both the 2- to 4-year transfer students and the reverse future aspirations. For example, the community college
transfer students were much less likely to be able to trans- attenders are older and more likely to be married or to
fer all of their credits. The majority of the students in both have dependents. The age and family responsibilities of
the 2- to 4-year transfer and the reverse transfer groups the community college attenders may affect the further
had completed an associate degree or certificate at the educational aspirations and work activities immediately
community college. The data indicate that articulation after receipt of the baccalaureate. To test hypotheses such
policies with 4-year institutions did not enable community as this, NCES asked students a variety of questions
college graduates to receive credit for all of their work at about their aspirations both during the last year of their
the community college level. In addition, only slightly baccalaureate studies and again 1 year later.
more than half of the students who attended multiple
institutions but not a community college were able to Education Plans
transfer all of their credits. These findings suggest that bac- During the final year of baccalaureate studies, all stu-
calaureate-granting institutions may offer a less-than-seam- dents had similar goals for their future education.
less process for transferring credits, not only from commu- Eighty-four percent of non–community college atten-
nity colleges but also from other 4-year institutions. ders and 80% of community college attenders indicated
that they planned to attend graduate school. The major-
LIFE AFTER COLLEGE ity of students across all groups, approximately 60%,
had plans to obtain a master’s degree. For the remaining
It is evident that demographic differences exist between 40%, some variations occurred. The non–community
students who attended community college and those college attenders were more likely to report planning to
who did not. Given these differences, it would be logical obtain a doctorate or a professional degree, and the
to expect that community college attenders would differ community college attenders were more likely to report
from the non–community college attenders in their stopping with the baccalaureate (see Figure 7).
FIGURE 7 Highest Degree Expectations of Community College Attenders
70%
60%
50%
40%
30%
20%
10%
0
2- to 4-year Reverse Casual
transfers transfers attenders
Don’t know Baccalaureate (or post-baccalaureate certificate) Master’s Advanced professional degree or doctorate
8 • AACC • En Route to the Baccalaureate: Community College Student Outcomes
Of the community college attenders, FIGURE 8 Graduate School Attendance by Community College
Attenders One Year After Receipt of Baccalaureate
the 2- to 4-year transfer students were
the most likely to report stopping
with the baccalaureate. Across all of 90%
the groups, approximately 70% of
80%
students who reported wanting to
70%
pursue a graduate degree also indicat-
ed that they did not intend to enroll 60%
in the next year. In addition, 1 year
50%
later, the baccalaureate recipients
40%
across all groups still planned to
attend graduate school. In fact, there 30%
was an increase in the percentage of
20%
students anticipating that they would
10%
attend graduate school in the future.
The community college attenders 0
Not Enrolled Enrolled
were slightly less likely to be planning Enrolled part-time full-time/
multiple programs
to attend graduate school, but across
all the groups, approximately 20% of 2- to 4-year transfers Reverse transfers Casual attenders
baccalaureate recipients had started
attending graduate school part time
or full time (see Figure 8). selves primarily as employees who study rather than as stu-
dents who work. It appears that earning the baccalaureate
Work Plans is a way for students to make a transition into a new career
The majority of students reported that they planned to be field. For the 29% of students who indicated that their
employed following graduation. Although the variation current job was not the start of their career, the primary
among groups was not large, the non–community college reason was that they were continuing in their current job
attenders were the most likely to report that they would not or continuing in their current career field.
be working in the next year. In addition, at the follow-up 1
year later, the community college attenders were more likely Financial Situation
than the non–community college attenders to be employed. At the time of graduation, almost all the students who
had reported borrowing also reported that they still owed
Seventy-one percent of students who were working 1 year money; however, only a small percentage had started
after completing the baccalaureate considered their current repayment (repayment for student loans is not required
job to be the start of their career. This response is not sur- until 6 months after graduation). Approximately 20% of
prising for the younger graduates and those who had not students indicated that they had begun repaying, and
previously been working; however, 67% of reverse transfer almost 30% of the reverse transfer students already were
students, who were the oldest and least likely to be repaying their student loans. When asked the same ques-
dependents upon graduation, also reported that their cur- tion 1 year later, more than 60% of borrowers were in
rent job was the start of their career. Although the percent- repayment. The reverse transfer students were the most
age was the lowest among the groups, it contrasts with the likely to indicate that they were in repayment (67%), but
finding that 54% of reverse transfer students viewed them- across all groups the variation was quite small (5%).
AACC • En Route to the Baccalaureate: Community College Student Outcomes • 9
The amount of repayment relative to income or the debt On the surface, these debt levels appear to be manageable,
burden was an important point of analysis: Are students but whether a debt is manageable is based largely on the
borrowing an appropriate amount of money to finance income of the student after he or she graduates. According
their education, and are they comfortably able to repay to research by the College Board, a debt burden of 8% or
their loans after they graduate? The median repayment less of monthly income is the most common benchmark
amount for the community college attenders was $170 for what is considered a manageable student loan debt for
per month and was less than that for the non–communi- most graduates (Baum & Schwartz, 2006).
ty college attenders, who had a median repayment of
$193 per month. Across the various groups for the students who were
employed, the median monthly income varied from a
These differences correspond with the amounts bor- high of $2,833 for the reverse transfer students and a low
rowed, which also were lower for the community college of $2,500 for the non–community college attenders (see
attenders than for the non–community college attenders. Figure 9). Based on median monthly income and the
Among the community college groups, the 2- to 4-year median monthly repayment amounts, all the groups were
transfer students had the smallest median repayment paying at or below 8% of their monthly income. The
amounts at $167 per month for those who did not non–community college attenders were paying about 8%
obtain an associate degree or certificate before transfer- of their monthly income, and the community college
ring to the baccalaureate institution and $150 for those attenders were paying about 6% of their monthly income.
who did obtain a degree or certificate before transferring.
Although the reverse transfer students borrowed the The data suggest that the majority of the borrowers had a
least, their median monthly repayment amount of $175 manageable amount of student loan debt. There were bac-
was not the lowest. calaureate recipients with debts in excess of 8% of their
monthly income, but no group of students stood out as
FIGURE 9 Median Monthly Income for Employed Baccalaureate Recipients
$2,900
$2,800
$2,700
$2,600
$2,500
$2,400
$2,300
Casual Reverse 2- to 4-year Attended Attended
Attenders Transfers Transfers one multiple
institution institutions
Community college attenders Non–community college attenders
10 • AACC • En Route to the Baccalaureate: Community College Student Outcomes