Browsing by Author "Sanders, Jasmine M."

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    Credential Production by Field and Labor Market Alignment at Minority-Serving Institutions: A Descriptive Analysis
    Edgecombe, Nikki; Sanders, Jasmine M. (Community College Research Center Teachers College, Columbia University, 2018-09-01)
    Scholarship on minority-serving institutions (MSIs) has established the critical role they play in spite of significant financial constraints. At the same time, descriptive statistical analyses have also found that MSIs, as a group, have lower completion rates than the national average. More research is thus needed on the factors underlying the institutional performance of MSIs. This paper presents broad analyses intended to provide a snapshot of one facet of MSI institutional performance—credential production. The authors conduct a descriptive analysis of credential production by field of study across the two- and four-year postsecondary education sectors and compare results for MSIs and non-MSIs. They found that for each credential type—certificates, associate degrees, and bachelor’s degrees—MSIs and non-MSIs have very similar credential production patterns by field. They also found that much of the credential production is concentrated in a relatively narrow set of fields. They found state-level differences in the alignment between high-employment industries and the production of credentials in certain fields. Finally, they concluded this paper with a discussion of the research and policy implications of these findings.
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    Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses
    Xiaotao Ran, Florence; Sanders, Jasmine M. (SAGE, 2020-01-20)
    More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students’ subsequent course enrollment.