Stepping Stones to a Degree:
The Impact of Enrollment Pathways and Milestones on
Older Community College
Student OutcomesBy: Juan Carlos Calcagno, Peter Crosta, Thomas Bailey & Davis Jenkins — October 2006.CCRC Brief No. 32 New York: Community College Research Center, Teachers College, Columbia University.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.
--This brief is based on the full-length paper, "Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes" View PDF version
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