Learning Resources

Abstract: The number of individuals receiving a U.S. doctorate degree continues to grow; however, we know little about the precise factors that affect wages for recent doctorate recipients over time. Using data from approximately 10,000 respondents who completed the Survey of Doctorate Recipients, the study presented in this article examines factors contributing to wage growth over the time period 1999–2008. Findings show wage benefits for degree recipients over the decade, but also show significant differences by gender, race, discipline, and other characteristics. Findings have strong implications for individuals who may consider doctorate or other advanced training, for academic planners, and for policies in graduate education.

Abstract: College and university credit ratings directly affect institutional budgeting and planning. Hence, they should be of special concern to those charged with institutional planning. This article underscores the critical role that the ratings issued by two major rating agencies play in institutional finances and planning. Because rating agencies take into account a broad range of criteria, credit ratings remain a robust indicator of creditworthiness and can serve as signaling devices regarding institutional market positioning. Therefore, decision makers should be aware of the importance of ratings as they seek to compete for students and resources in the short run and plan for the long term.

Abstract: The article discusses the challenges that community colleges face in increasing college degree completion in an era of budget reductions and fiscal constraints. The analysis draws on data collected in the 2011 Survey of Access and Finance in which responses were obtained from all 51 members of the National Council of State Directors of Community Colleges (NCSDCC).

Abstract: To meet enrollment management and accountability needs, Maryland’s 16 community colleges monitor the degree progress of their students through the Maryland Model of Community College Student Degree Progress. Implemented in 2005, the model addressed many of the flaws in the completion metrics in use at that time and incorporated developmental education status as a key variable. Using a behavioral definition of degree-seeking, the model also included interim measures of success to account for the slower pace dictated by the life circumstances of many community college students. Findings for seven cohorts are analyzed, and results are compared to graduation rates at four-year institutions. Reform efforts in developmental education prompted by the findings of the model are described.

Abstract: Building an institutional strategic plan for transfer students requires a systematic, holistic, integrated, and comprehensive approach rooted in institutional commitment and mission. This article discusses how to prepare and build support for transfer student success in both the administrative and academic “silos” of the institution. Readers will learn how to build campuswide support for their efforts as well as how to foster and sustain critical top leadership support across campus as they proactively address the significant informational, cultural, and economic barriers that stand in the way of community college transfer students.