Browsing by Author "Turk, Jonathan M."

Now showing 1 - 7 of 7
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    Identifying Predictors of Credential Completion Among Beginning Community College Students
    Turk, Jonathan M. (American Council on Education, 2018)
    This report, second in a series of four, draws from data from ELS 2002 to explore outcomes for recent high school graduates who began their postsecondary education in a community college.
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    The Impact of Earning an Associate Degree Prior to Transfer on Bachelor’s Degree Completion: A Look at Recent High School Graduates
    Turk, Jonathan M. (American Council on Education, 2018)
    This report is the third in a series of four that explore outcomes for recent high school graduates who begin their postsecondary education in a community college. Analyzing national data from the U.S. Department of Education’s Education Longitudinal Study (ELS) of 2002 and accompanying Postsecondary Education Transcript Study, this study examined the impact of earning an associate degree prior to transfer on the probability of earning a bachelor’s degree. In this study, all students began their postsecondary enrollment in a community college and transferred to a four-year institution. The results indicate that earning an associate degree prior to transfer neither increased nor decreased the likelihood of completing a bachelor’s degree.
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    Improving the Odds: An Empirical Look at the Factors That Influence Upward Transfer
    Turk, Jonathan M.; Chen, Wei-Lin (American Council on Education, 2017)
    In this report, the authors explore student- and institutional-level factors that influence the likelihood of upward transfer for students who enroll in community college directly after high school.
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    A Look at Five Key Outcomes in Early Adulthood for Associate Degree Earners
    Turk, Jonathan M. (American Council on Education, 2019)
    Research continues to show that college graduates earn more over their lifetimes, contribute more in taxes, are more engaged with their local communities, and live healthier lives than individuals without a college education (Ma, Pender, and Welch 2016). However, far too often the public discourse around the benefits of college is focused predominantly on bachelor’s degree earners, overlooking the value that associate degrees can provide. In light of the findings, the author makes two overarching recommendations for practitioners at both the K-12 and postsecondary levels: Emphasize the economic benefits of associate degrees to students and their families, beginning in high school, and implement new academic and student support models to increase completion rates at community colleges.
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    Pulling Back the Curtain: Enrollment and Outcomes at Minority Serving Institutions
    Espinosa, Lorelle L.; Turk, Jonathan M.; Taylor, Morgan (American Council on Education, 2017)
    Minority serving institutions (MSIs) play an integral role in American society, allowing a pathway to and through higher education for the nation’s rural and urban communities, and providing access to college for millions of students of color from disadvantaged backgrounds. The analysis presented in this report utilizes data from the National Student Clearinghouse (NSC)—the largest and most comprehensive source of postsecondary enrollment nationwide—to examine how students who started college in 2007 at an MSI move through higher education. The first study to utilize NSC data to examine enrollment and outcome trends at MSIs, this report aims to paint a more complete picture of the contributions of MSIs to the communities they serve. NSC data capture student enrollment profiles and outcomes beyond that which is available through U.S. Department of Education data and the federal graduation rate, a measure often used for accountability purposes.
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    Race and Ethnicity in Higher Education: A Status Report
    Espinosa, Lorelle L.; Turk, Jonathan M.; Taylor, Morgan; Chessman, Hollie M. (American Council on Education, 2019)
    The racial and ethnic makeup of the United States has changed substantially since the country’s founding, with dramatic changes occurring in just the last 20 years. It is well known that the over 50 percent of students from communities of color in public K–12 schools will, in the very near future, be the majority of the U.S. adult population. Racial and ethnic diversity comes with a host of benefits at all levels of education and in the workforce—greater productivity, innovation, and cultural competency, to name a few. Moreover, the current and future health of our nation—economic and otherwise—requires that the whole of our population have equitable access to sources of opportunity. This report examines over 200 indicators, looking at who gains access to a variety of educational environments and experiences, and how these trajectories and their outcomes differ by race and ethnicity. These data provide a foundation from which the higher education community and its many stakeholders can draw insights, raise new questions, and make the case for why race still matters in American higher education.
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    Race and Ethnicity in Higher Education: A Status Report
    Espinosa, Lorelle L.; Turk, Jonathan M.; Taylor, Morgan; Chessman, Hollie M. (American Council on Education, 2019-02-01)
    The racial and ethnic makeup of the United States has changed substantially since the country’s founding, with dramatic changes occurring in just the last 20 years. It is well known that the over 50 percent of students from communities of color in public K–12 schools will, in the very near future, be the majority of the U.S. adult population. Racial and ethnic diversity comes with a host of benefits at all levels of education and in the workforce—greater productivity, innovation, and cultural competency, to name a few. Moreover, the current and future health of our nation—economic and otherwise—requires that the whole of our population have equitable access to sources of opportunity. This report examines over 200 indicators, looking at who gains access to a variety of educational environments and experiences, and how these trajectories and their outcomes differ by race and ethnicity. These data provide a foundation from which the higher education community and its many stakeholders can draw insights, raise new questions, and make the case for why race still matters in American higher education.