Tuesday, August 05, 2014
Transfer IS Workforcce
Stackable also applies to engineering, and replacing medical billing with drafting could help make that clear. I regularly advise engineering students to pick up a drafting/CAD certificate. It can help get part time work in or near their own field and/or do well in an intership, but it is also the case that some majors don't have a formal course in this subject and expect students to pick it up on the side.
Ditto on stackable with stop outs. I recently advised a student whose plan is to go from EMT/EMS to nursing over many years. Criminal justice is another area where entry-level training can provide the job needed while working on the degree required by many police forces. And even a politician could read the requirements for those certificate and AS programs and identify english as a liberal arts class.
PS - You would think that spammers pushing "custom plagiarism" might try to compose a sufficiently coherent comment to prove their alt-ac employees can write.
I'm sure the data exist somewhere, but I've never known where to look. I would bet organs that there is a wide variation among CCs but I don't have a clue how we're doing in general. Can anyone point me in that direction?
I know that our success rate (measured internally because it includes those who transfer before earning an AA or might be part time) is very high for those students who do not need remediation.
Anecdotes are not data.
How did comparable at-risk students do at a 4-year college. If the answer is that there weren't any because they couldn't get in or only got in with an athletic scholarship, the comparison is not valid. Did those teachers know the first semester or first year GPA and % ABC rate for all of their 4-year and 2-year students?
So tired of victims being blamed.
I recognize that anecdotes are not data which is why I was asking. I know that some of the teachers were adamant about CC transfers not working, but I had all the same questions you do. And this was only one high school, which also isn't really representative (nor is a single CC), even if they ended up being right (which I don't know, because as I said, all anecdotes).
It's great that your school tracks internally with what most of us would consider the real story (i.e., students leaving before the AA to transfer), but I was asking about larger data/studies across CCs. Does anyone know about where I could find that? It would be great to be able to talk to the teachers with data in hand.
The "undermatching" study cited in the first segment of Dean Dad's Friday (8/7) collection would be one sample to show that preparation matters more than school ranking. I know there are others with a CC focus, but I'm not a policy wonk so I don't keep a bibliography of things I've read.
In my state, high schools can get data on how their graduates do in colleges in the state, but it might be all hand work to sort them by highest math class, AP credit, and/or SAT scores.
In principle, the teachers you talked to should be able to get the data or at least answer the question of whether the students involved are comparable. They usually are not. Half of the students entering a CC need remediation, and none of the ones at a state university are in that category. Honors program and scholarships attract students in the 1250+ SAT territory to our CC, but you don't see very many in that group starting at a CC rather than a university to provide a valid point of comparison.