Browsing by Author "Bailey, Thomas R."

Now showing 1 - 9 of 9
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    Access and Achievement of Hispanics and Hispanic Immigrants in the Colleges of the City University of New York
    Leinbach, Timothy; Bailey, Thomas R. (Community College Research Center Teachers College, Columbia University, 2006-04-01)
    The City University of New York (CUNY) has played a central role in educating minority and immigrant New Yorkers, and Hispanics comprise the largest minority and immigrant populations in the City. To examine the extent to which CUNY provides Hispanic native-born and immigrant students with access and the opportunity for achievement, a study was conducted using 1990 and 2000 student demographic, enrollment, credit accumulation, and outcome data. Relative to their proportions in the city, Hispanics at CUNY are over-represented by native-born students and under-represented by immigrants. Hispanic attainment at CUNY is less than that of other populations, with the contrast between Hispanic and other immigrants greatest.
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    Community College Low-Income and Minority Student Completion Study: Descriptive Statistics from the 1992 High School Cohort
    Bailey, Thomas R.; Jenkins, Davis; Leinbach, Timothy (Community College Research Center Teachers College, Columbia University, 2005-01-01)
    This report summarizes statistics on access and attainment in higher education, focusing particularly on community college students, using data from the National Education Longitudinal Study of 1988 (NELS:88), which follows a nationally representative sample of individuals who were eighth graders in the spring of 1988. A sample of these respondents was surveyed through four follow-ups in 1990, 1992, 1994 and 2000. The 2000 survey collected information on both education and job outcomes of respondents. The NELS:88 database includes transcripts of individuals in the sample who enrolled in any postsecondary education.
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    Community Colleges and the Equity Agenda: What the Record Shows
    Bailey, Thomas R.; Jenkins, Davis; Leinbach, Timothy; Jacobs, James (Community College Research Center, 2003-04-01)
    This paper presents national data on the economic returns to postsecondary education for African American and Hispanic students and the performance of community colleges and other postsecondary institutions in expanding access to opportunity by racial/ethnic minority students.
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    Educating Immigrants and Native Minorities in CUNY Community Colleges
    Weininger, Elliot; Bailey, Thomas R. (Community College Research Center Teachers College, Columbia University, 2002-12-01)
    This report focuses on immigrant enrollment in community colleges and two-year associate degree programs in City University of New York (CUNY) senior colleges. Community colleges are designed to facilitate access to higher education for all groups, including individuals with weak academic skills, low incomes, and other characteristics that create barriers to further education. One of the goals of the study on which this brief is based was to determine whether the two-year programs play this type of role in CUNY.
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    The Effects of Institutional Factors on the Success of Community College Students
    Bailey, Thomas R.; Calcagno, Juan Carlos; Jenkins, Davis; Kienzl, Gregory S.; Leinbach, Timothy (Community College Research Center Teachers College, Columbia University, 2005-01-01)
    This study’s aim is to determine the institutional characteristics that affect the success of community college students as measured by the individual student probability of completing a certificate or degree or transferring to a baccalaureate institution.
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    Matching Talents to Careers: From Self-directed to Guided Pathways
    Bailey, Thomas R.; Belfield, Clive; Jenkins, Davis; Kopko, Elizabeth (American Enterprise Institute, 2015-08-04)
    College plays an important role in connecting students with jobs and careers. Individuals with college degrees are on average able to secure higher paying, higher status jobs than are those with no college credential or even some college. Students do bring to college innate aptitudes, tastes, and temperaments that may make them better suited to certain careers than to others. Yet, the experience of college is intended to help them not only build on their talents in ways that will enable them to advance in the labor market, but also explore career options and develop interests that will help them determine what occupations they want to work in. This article examines the matching process between students and college programs or majors.
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    Noncredit Enrollment in Workforce Education: State Policies and Community College Practices
    Van Noy, Michelle; Jacobs, James; Korey Suzanne; Bailey, Thomas R.; Hughes, Katherine L. (American Association of Community Colleges (AACC), 2008)
    Non-credit workforce education can play an important role in responding to local labor market demands, while also connecting students to long-term educational opportunities and documenting outcomes in a meaningful way. This report provides detailed findings on state policies and community college practices from the Community College Research Center's (CCRC's) study. Drawing on interviews with state policymakers in all 50 states and case studies of twenty community colleges in ten states, the report offers recommendations for policy and practice.
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    What We Know About Community College Low-Income and Minority Student Outcomes: Descriptive Statistics from National Surveys
    Bailey, Thomas R.; Jenkins, Davis; Leinbach, Timothy (Community College Research Center Teachers College, Columbia University, 2005-01-01)
    This report summarizes the national statistics on access and attainment by low-income and minority community college students. The data come from the National Center for Education Statistics’ (NCES) Integrated Postsecondary Education Data System (IPEDS) annual surveys of all postsecondary educational institutions and the NCES Beginning Postsecondary Students Longitudinal Study 1996-2001 (BPS:96/01). The latter follows for six years a nationally representative sample of all first-time beginning college students from the 1995-96 school year, with follow-up surveys in 1998 and 2001.
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    When College Students Start Behind
    Bailey, Thomas R.; Smith Jaggars, Shanna (The Century Foundation, 2016-06-02)
    Almost two-thirds of students who enter community colleges every year are judged to be academically not ready to engage in college-level coursework. The bulk of the evidence, however, suggests that the $4 billion annual investment in services to help underprepared students is having a little positive impact on the success of those students in community colleges. In this report, the authors review that research, describe findings from studies on four types of reforms underway at various colleges, and conclude with the argument that a wholesale redesign of the student experience at community colleges is needed to make a real difference in the outcomes of underprepared students.