Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes
- Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes
- Calcagno, Juan Carlos
Crosta, Peter Michael
Bailey, Thomas R.
Jenkins, Paul Davis
- Economics and Education
Institute on Education and the Economy
Community College Research Center
- Persistent URL:
- CCRC Brief
- Part Number:
- Community College Research Center, Teachers College, Columbia University
- Publisher Location:
- New York
- Current research offers only a limited picture of whether enrollment in remediation and the reaching of particular enrollment milestones have different effects on the graduation rates of older and traditional-age students. CCRC Brief No. 32 reports on a new study that begins to fill this research gap. Using longitudinal unit record transcript data on a cohort of first-time community college students in Florida, the study sought to determine whether remedial pathways, such as enrolling in a developmental math course, and enrollment milestones, such as completing a certain number of credits or a certain portion of a given program, had the same impact on the conditional probability of graduating for older students as they did for younger students. The study presents a model for analyzing student enrollment patterns and milestones, findings based on the Florida student cohort, and implications for practice.
- Community college education
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- Suggested Citation:
- Juan Carlos Calcagno, Peter Michael Crosta, Thomas R. Bailey, Paul Davis Jenkins, 2006, Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes, Columbia University Academic Commons, http://hdl.handle.net/10022/AC:P:13238.