Working Before, During, and after Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students. Stats in Brief. NCES 2018-428

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Autor/inn/en	Velez, Erin Dunlop; Bentz, Alexander; Arbeit, Caren A.
Institution	RTI International; National Center for Education Statistics (ED)
Titel	Working Before, During, and after Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students. Stats in Brief. NCES 2018-428
Quelle	(2018), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Community Colleges; Two Year College Students; Employment; Longitudinal Studies; Postsecondary Education; Student Characteristics; Intellectual Disciplines; Academic Degrees; Part Time Students; Full Time Students; Educational Attainment; Academic Persistence; Education Work Relationship; Statistical Analysis; Interviews; Surveys; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Community college; Community College; Dienstverhältnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Geisteswissenschaften; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Part-time students; Teilzeitstudent; Vollzeitstudium; Bildungsabschluss; Bildungsgut; Statistische Analyse; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	To examine the relationships between beginning public 2-year students' academic progress and labor market participation, this report uses data from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). The report explores the demographics, enrollment intensity, and 3-year attainment and persistence of students who started in public 2-year institutions in 2011-12 in relation to their employment before, during, and after their postsecondary enrollment. Study questions include the following: (1) Were there differences in demographic characteristics between beginning public 2-year students and other beginning college students in 2011-12; (2) Among 2011-12 beginning public 2-year students who entered postsecondary education 12 or more months after high school graduation, was employment prior to enrollment in postsecondary education related to employment during their first year of college; (3) Among 2011-12 beginning public 2-year students, was employment status and intensity in 2011-12 related to enrollment intensity during their first year of college, employment status and intensity later in college, expectations for future enrollment, and degree attainment as of 2014; and (4) Among 2011-12 beginning public 2-year students who had left postsecondary education with or without a credential and were not enrolled in 2014, was 2011-12 employment status and intensity related to employment status and intensity in 2014? Key findings include: (1) Some 44 percent of beginning public 2-year students worked while enrolled their first year; (2) Among beginning public 2-year students, about half (48 percent) of White students worked while enrolled their first year, compared with 35 percent of Black students, 40 percent of Hispanic students, and 33 percent of Asian students; (3) Among 2011-12 beginning public 2-year students who first enrolled at least a year after high school completion; (4) A larger percentage of beginning public 2-year students who worked 20 hours or less while enrolled in 2011-12 (20 percent) had attained an associate's degree by 2014, compared with students who did not work while enrolled their first year (10 percent) and students who worked full time (9 percent) during their first year; and (5) Among 2011-12 beginning public 2-year students who were not enrolled 3 years later, a higher percentage of students who did not work their first year (20 percent) were unemployed in 2014, compared with students who had worked their first year, either part time (4 and 9 percent) or full time (6 percent). (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01