An Equity-Minded Review and Discussion of Program Enrollments in the Washington CTC System Maggie Fay & Hana Lahr Community College Research Center Teachers College, Columbia University Washington State Guided Pathways Student Success Institute November 6 th , 2019
Overview of today’s workshop Guided pathways and programs of study • Statewide data on program enrollments • Methodology for assigning students to program • categories Use the Explorer tool to look at your college’s • enrollment data in order to: Examine which programs students are enrolled in 1. Identify inequitable patterns of over- and under- 2. representation of students among those programs Plan next steps for action on campus •
Why look at programs? Most analyses focus on institution- or course-level data • Including enrollment, graduation, course success • Labor-market returns vary significantly by major • Guided pathways is about programs • Programs lead to a job with a family sustaining wage • and/or transfer with junior standing in a major
Importance of program choice Earned WA CTC degree values are NOT equitable by • race, socioeconomic status, or prior education. (Prince, 2015) Significant research reveals how race, gender, and • socioeconomic status contribute to inequities in program choice and subsequent labor market prospects for students enrolled in four-year colleges. (Anderson & Kim, 2006; Carnevale, Fasules, Porter, Landis-Santos, 2016; Castex & Decher, 2014) Limited research exists regarding student program • choice in community colleges and inequities that arise as a part of this process.
Program Enrollments by Term among FTEIC degree-seeking SBCTC Entrants, 2009-2011 16% 43% 10% Term 1 12% 32% 5% 28% Term 2 STEM Computer & Information Sciences Industrial & Applied Technologies 10% 27% 4% 39% Term 3 Health Business Education & Child Care 7% 14% 2% 61% Term 4 Human Services & Public Safety Other CTE Social & Behavioral Sciences 8% 22% 3% 47% Term 5 Arts, Humanities, Communication, & Design Uncategorized Undeclared 7% 20% 2% 51% Term 6 Unknown program Completed Transferred 6% 18% 2% 54% Term 7 Not enrolled, No completion 4% 9% 1% 64% Term 8 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Enrolled Students Only: Program Enrollments by Term among FTEIC degree-seeking SBCTC Entrants, 2009-2011 4% 3% 5% 16% 9% 43% 10% Term 1 4% 3% 5% 17% 9% 45% 8% Term 2 STEM Computer & Information Sciences 5% 3% 5% 17% 9% 46% 7% Term 3 Industrial & Applied Technologies Health Business 6% 4% 6% 21% 10% 39% 5% Term 4 Education & Child Care Human Services & Public Safety 5% 3% 5% 17% 9% 47% 6% Term 5 Other CTE Social & Behavioral Sciences Arts, Humanities, Communication, & Design 5% 3% 5% 16% 8% 48% 5% Term 6 Uncategorized Undeclared Unknown program 5% 3% 5% 16% 8% 49% 5% Term 7 6% 4% 6% 20% 9% 43% 4% Term 8 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Term 1: Program Enrollments by Race among FTEIC degree-seeking SBCTC Entrants, 2009-2011 4% 3% 5% 16% 10% 43% 9% White 3% 4% 5% 19% 11% 39% 8% African American STEM Computer & Information Sciences Industrial & Applied Technologies 2% 2% 5% 14% 7% 41% 18% Hispanic Health Business Education & Child Care 4% 3% 6% 14% 11% 40% 10% Native Human Services & Public Safety Other CTE Social & Behavioral Sciences 3% 2% 6% 18% 13% 41% 7% Pacific Islander Arts, Humanities, Communication, & Design Uncategorized Undeclared 4% 3% 3% 14% 8% 43% 18% Asian Unknown program 3% 3% 3% 15% 9% 47% 9% Multi-racial 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Term 5 (1-year follow-up, enrolled students only): Program Enrollments by Race among SBCTC 2009-11 entrants Term 5 5% White 47% of entrants: Not enrolled, no completion 4% African American STEM Computer & Information Sciences Industrial & Applied Technologies 14% Hispanic Health Business Education & Child Care 5% Native Human Services & Public Safety Other CTE Social & Behavioral Sciences 3% Pacific Islander Arts, Humanities, Communication, & Design Uncategorized Undeclared 10% Asian Unknown program 5% Multi-racial 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Guided Pathways Equity Focus Representation in Program Enrollments and Completions
Questions about Equity in Program Enrollments and Completions CONNECTION ENTRY PROGRESS / ADVANCEMENT From interest and From entry to program COMPLETION From completion of application to first choice and entry credential to career From program entry to enrollment advancement and further completion of program education requirements • Is the college • Do patterns of • Are post- • Are engaging student program graduation underrepresented underrepresented switching result in employment students entering students in high more or less outcomes programs leading schools, adult equitable equitable? to higher education, and non- representation in • Are transfer and remuneration credit programs to programs leading to bachelor’s degrees/fields? explore the high-remuneration completion college’s pathways degrees and outcomes and pursue a careers? equitable? program of study? • Are high- and low- remuneration CC awards being conferred equitably?
Tracking Equity in Pathway Access and Outcomes: Key Questions Subgroups for equity analysis: Student race/ethnicity, gender, SES, & age CONNECTION ENTRY PROGRESS / ADVANCEMENT From interest and From entry to program From completion of COMPLETION application to first choice and entry credential to career From program entry to enrollment advancement and further completion of program education requirements • Are post-graduation • Is the college • Do patterns of student • Are program switching employment reaching out to help underrepresented result in more or less underrepresented outcomes equitable? students entering equitable students in high • Are transfer and programs leading representation in schools, adult bachelor’s to higher programs leading to education, and non- completion outcomes remuneration high-remuneration credit programs equitable? degrees/fields? degrees and careers? explore the college’s • Are high– and low- pathways and pursue remuneration CC a program of study? awards being conferred equitably?
Why focus on program entry? Many students do not persist into the second year • Many students do not complete • Many students do not switch programs, and most do • not switch across broad categories (e.g., workforce to transfer) Under/over-representation in which types of programs • students enter is a key mechanism explaining under/over-representation in which types of programs students complete (in addition to disparities in persistence and completion)
Categorizing programs and degrees Workforce programs leading to high-, medium-, and • low-remuneration careers (based on SBCTC analysis of graduate UI wage records), includes general studies degrees Transfer : Unstructured and Structured Programs • e.g., General DTA vs. DTA for Business / MRPs Unknown or Undeclared : e.g., “null” program titles • Uncategorized programs/degrees : Not enough • information to confidently categorize these as programs are nuanced at the college level
Top 10 Entry Programs in Each Category Workforce: Workforce: Structured Unstructured low medium Workforce: high transfer transfer UNDECLARED UNDECIDED/UNDEC MAJOR NURSING NURSING BUSINESS DTA/MRP LAR UNDECIDED/UND PRE-NURS ECLAR ACCOUNTING RADIOLOGIC TECH DTA/MRP AA-DTA TRANSFER (AS GENERAL AAS OPT A WELDING CARPENTRY OPT1) TRANSFER CRIMINAL BUSINESS ASSOCIATES IN JUSTICE MANAGEMNT PRACTICAL NURSINGASSOC IN PRENURS ARTS AUTOMOTIVE TECH MEDICAL ASSISTANT DENTAL HYGIENE BUSINESS ADMIN TRANSFER (AA DTA) EARLY CHILDHOOD ED HUMAN SERVICES SONOGRAPHY ASSOC IN BUS-DTA ARTS/SCIENCES CULINARY ARTS FIRE SCIENCE NURSING PT CHEM AA-LIBRARIANSHIP NURSING PRACTICAL ASSISTANT NURSING SURGICAL TECH ENGINEERING AA/UNDECIDED ADMIN PHYSICAL THPY ASSOCIATE ASSISTANT DENTAL ASSISTANT ASST BUSINESS SOCIAL WORK
In which programs do students first enroll? Initial Program Enrollments in Year 1 among SBCTC FTIC Degree-seeking Entrants, 2009-2011 AYs 20% 18% 17% 17% 14% 7% 6% Workforce: Low Workforce: Workforce: High Transfer: Transfer: Unknown or Uncategorized Medium Structured Unstructured Undeclared
In which programs do students first enroll? Initial Program Enrollments in Year 1 among SBCTC FTIC Degree-seeking Entrants, 2009-2011 AYs (w/ labels) 33% 25% 25% 24% 24% 22% 22% 20% 20% 20% 19% 19% 18% 18% 18% 18% 17% 17% 17% 16% 16% 16% 14% 14% 14% 14% 14% 13% 13% 12% 12% 12% 12% 11% 11% 9% 9% 7% 7% 7% 7% 7% 6% 6% 6% 6% 5% 5% 3% Workforce: Low Workforce: Medium Workforce: High Transfer: Structured Transfer: Unstructured Unknown or Uncategorized Undeclared White African American Hispanic Native Pacific Islander Asian Multiracial
SBCTC Program Explorer Two goals: Examine which 1. programs students are enrolled in Identify inequitable 2. patterns of over- and under-representation of students in and across those programs
Recommend
More recommend
