September, 2024 Eye on Research
Commentary
New Dual-Enrollment Data Sheds Light on a Critical Topic
Dual enrollment has emerged as a critical focus in higher education, intersecting with issues of access, equity, and learner success. John Fink and colleagues at the Community College Resource Center (CCRC) recently analyzed groundbreaking Integrated Postsecondary Education DataSystem (IPEDS) data, providing the first nationwide disaggregated dual-enrollment count. Key findings include the following.
- Nearly 2.5 million high school learners participated in dual enrollment in 2022-23.
- Community colleges served 1.78 million dual-enrollment learners (21% of total credit enrollment).
- Five states account for nearly 35% of all dual enrollments nationally.
- Black and Hispanic/Latino learners remain underrepresented in dual-enrollment programs.
I encourage you to explore CCRC's detailed data dashboards.
AACRAO will continue to engage in these discussions, providing the research, analysis, and forums needed to navigate the complex landscape of dual enrollment. Your engagement—through surveys, discussions, and application of these insights—is crucial in our collective effort to enhance educational opportunities for all learners.
AACRAO Research Update
Shortened-Term Virtual Roundtable
AACRAO is hosting a virtual roundtable discussion on October 1, 2024, in collaboration with Ad Astra. The focus will be on the implementation and impact of shortened terms in higher education. This invitation-only event will bring together selected participants to address key questions about shortened terms, including the extent of their implementation, motivations for adoption, enrollment-management strategies, scheduling challenges, impact on learner success, data utilization, and best practices. The discussion goal is to provide valuable insights into this growing trend in academic calendars and its implications for institutional efficiency and learner outcomes. AACRAO plans to share key findings and takeaways with the broader membership through a white paper to be released following the roundtable.
Second Green Paper for the LEARN Commission Released
We're pleased to announce the release of the second Green Paper for the LEARN Commission, which focuses on Credit for Prior Learning. The paper synthesizes current practices, challenges, and opportunities in the field of credit for prior learning. Unlike typical AACRAO publications, this Green Paper does not offer recommendations. Instead, it serves to inform and guide the LEARN Commission in developing its own recommendations. By providing a thorough analysis of the Credit for Prior Learning landscape, the paper will play a vital role in shaping the Commission's work on enhancing learner mobility and credential recognition.
Learn More
Call to Action: AACRAO's Dual-Enrollment Survey Needs Your Input
Our dual-enrollment survey is live. Data from the survey are vital in shaping our upcoming LEARN Commission Green Paper and influencing national policies on dual enrollment. In collaboration with the National Alliance of Concurrent Enrollment Partnerships (NACEP) and CCRC, we crafted a comprehensive survey to reflect the latest developments in the field. However, response rates are lower than anticipated, so we're extending a special appeal to our primary contacts. Check your inbox (including spam folders) for the "AACRAO and NACEP 2024 High School Dual Enrollment Landscape Survey" email from Qualtrics. If you can't find it, contact me for a new link. The survey may be
previewed here. Your expertise is invaluable; this is your opportunity to impact dual-enrollment practices. The survey closes on October 4, 2024, so please act now. Help us improve dual-enrollment programs for students nationwide.
Current Higher-Education Research and Related Topics
Effects of Transfer on Degree Attainment Examined in New Research
Research by the CCRC published in Inside Higher Ed indicates a significant discrepancy between community-college learners' aspirations for bachelor's degrees and actual completion rates after transferring to 4-year institutions. Various obstacles impede successful transfers and degree attainment, including administrative challenges at receiving institutions. To address these issues, higher-education institutions have implemented initiatives, including:
- Programs to minimize credit loss during transfers
- Interventions to bridge information gaps for transfer learners
- Efforts to foster a sense of belonging among transfer learners at their new institution
Poll Examines American Confidence in Higher Education
Recent polling data from College Consensus indicates a significant decline in Americans' confidence in higher education as a pathway to success, prompting concerns among educators and policymakers. To investigate this trend, College Consensus commissioned a survey to gauge public opinion on the value of higher education. Key points include the following.
- Gallup polls show a decrease from 57% in 2015 to 36% in 2023 in confidence in the value of higher education.
- The decline has sparked discussions about trust in American institutions, potential impacts on learner enrollment, and political debates surrounding education.
- Many Americans believe trade/technical schools offer value nearly equivalent to traditional college.
- The trust in community colleges and online colleges is lower than for traditional 4-year colleges.
Research on the Needs of Undergraduate Learners
Recent research by Modern Campus and Higher Ed Dive (download required) examines learner perspectives on their educational journey, revealing significant shifts in learner priorities and expectations. The study surveyed undergraduates from over 700 North American institutions. It highlights the need for higher education institutions to adapt policy strategies in response to changing learner demographics and preferences. Figure 1. Key findings include the following.
- Traditional-age college learners are increasingly adopting priorities similar to older adult learners, particularly regarding degree planning and career pathways
- Institutions have significant opportunities to enhance their communication methods and personalize the online experience for prospective learners
- Post-enrollment support for learners requires substantial improvement by higher-education institutions
Figure 1: Learner Perceptions of Their Admissions and Enrollment Experience
Source: “Survey Insights: Adapting Higher Ed to Meet Undergrad Needs.” n.d.
Research Focuses on the Goals and Challenges Facing the Class of 2025 as They Enter the Workforce
A new report published by Handshake shows the graduating class of 2025 demonstrates a strong commitment to career development and long-term professional growth, as evidenced by their aspirations for leadership roles and entrepreneurial ventures. However, there is some pessimism about starting a career. Figure 2. These learners exhibit a balanced approach to their career trajectories, valuing stability and the potential for significant changes over time. Key characteristics of the Class of 2025 include:
- High interest in management positions, executive roles, and business ownership
- Willingness to pause paid work for skill enhancement or additional education or training
- Anticipation of at least one major career shift before retirement by over 40%
- High level of pessimism about beginning their careers
Figure 2: Four Major Factors Leading to Pessimism about Starting a Career
Source: “Big dreams, bigger challenges for the Class of 2025.” n.d.
Study on the Influence of Political Views on College Choice
A study from Echo Delta (download required) examines the growing influence of the political climate on college selection among high school juniors and seniors in the United States. Research reveals political considerations have become a significant factor in learners' decision-making, accounting for approximately 20% of their college choice. Findings highlight the complex interplay between learners' political views, their concerns about campus and state politics, and their perceptions of how these factors might affect their college experience. Key findings include the following:
- White learners exhibit greater political polarization compared to nonwhite peers
- One in four learners expresses concerns about attending college in specific states due to the current political climate; Texas is the state of most concern
- Learners' primary concerns include fear of harassment, not belonging, and personal safety
- Conservative learners report higher parental influence on college choice based on political views
- Most learners support free speech on campus and believe colleges should maintain political neutrality
The Importance of Belonging Examined in New Research Brief
A recent brief from the Institute for Higher Education Policy (IHEP) examines the importance of a learner’s experience and their sense of belonging in postsecondary education, highlighting a significant impact on learning outcomes, persistence and degree completion. The brief presents evidence-based strategies for institutions to enhance learner experiences and proposes policy recommendations to support these initiatives at the federal level. Key points include the following:
- Learner experience encompasses daily interactions within the postsecondary setting, while the sense of belonging refers to a learner’s connectedness to a college community
- Interventions focusing on a growth mindset, reducing bureaucratic barriers, and reframing academic setbacks can positively affect academic performance and retention
- Strategies enhancing belonging are beneficial for learners from historically marginalized backgrounds
- Studies demonstrate improvements in GPA, retention rates, and mental health outcomes associated with focusing on “belonging”
- Federal policymakers can support initiatives through programs, such as the Postsecondary Student Success Grant, and recognition of belonging measures in institutional evaluations, such as reaccreditation
Most Prospective Learners Do Not Use College Ranking Sources
A new learner poll from the Art & Science group examines the use of college rankings by high-school seniors planning to attend 4-year institutions. It reveals nuanced patterns in how these resources are used during the college selection process. Research challenges common assumptions about learners' engagement with rankings, highlighting a more sophisticated approach to information gathering and decision-making. Key findings include the following:
- Approximately 60% of learners consult ranking sources; use is relatively consistent across different subgroups of college-bound learners
- The primary use of ranking sources is for general information gathering rather than identifying specific numerical rankings
- Learners tend to consider rankings across various decision points during their college selection process, with slight differences in use between application and enrollment stages
The Effects of Parental Support for First-Year College Learners Examined in New Study
A study published in the journal Emerging Adulthood examines the patterns and effects of daily communication between first-year college learners and their parents. The study focuses on various aspects of that communication, such as frequency, mode, and content of interactions. Research highlights the importance of parent-learner communication in supporting learners' well-being during the transition to college life while also revealing demographic differences in communication patterns. Key findings include:
- Learners communicated daily with parents on an average of 74% of days, predominantly via text
- More frequent communication, perceived support, learner honesty, parental advice, and discussions about friendships were associated with improved parent-learner relationships
- Results call for future research and development of support programs for first-year college learners
Learners Concerned about the Cost of Tuition and Its Effects on Their Academic Success
A new analysis of the Student Voice survey data published in Inside Higher Ed reveals widespread concern among college learners regarding the impact of tuition costs on their academic success. Concern transcends demographic and socioeconomic boundaries. The study highlights the pervasive nature of financial stress in higher education, with learners across various income levels and institution types consistently identifying more affordable tuition as a critical factor in promoting academic achievement. Key findings include:
- 55% of surveyed learners identified more affordable tuition as the primary nonclassroom factor that could enhance academic success
- Concern about tuition costs was consistent across different income brackets, with only slight demographic variation among learners from households earning over $200,000
- Community college learners were less likely to prioritize lower tuition than 4-year college learners
The Expansion of Online Courses Reveals Growing Demand and Faculty Resistance
A recent article from Inside Higher Ed discusses the findings of the ninth annual "Changing Landscape of Online Education" (CHLOE) report, which surveyed chief learning officers at higher-education institutions regarding online education trends. The report reveals a growing demand for online courses among learners, accompanied by challenges in faculty autonomy and institutional culture. While many institutions are integrating online learning into their strategic plans, tensions continue between online initiatives and traditional academic teaching and learning structures. The study also highlights the potential for online education to reach new learner demographics and the relatively stable pricing of online programs compared to on-campus offerings. Key findings include:
- 75% of surveyed institutions report increased demand for online options from campus-based learners
- 70% of respondents note tensions between online initiatives and institutional mission and culture
- 42% of institutions are addressing concerns related to faculty autonomy in online course creation and teaching
- 33% of institutions with mixed online/on-campus learners have fully incorporated online learning into their strategy
- 69% of institutions prioritize introducing online versions of on-campus courses
- 92% of institutions agree online offerings facilitate outreach to learners within their region
Report Examines How Retention is Affected by Interactions Between Learners and Technology
A report (download required) presents findings of a survey conducted by Collegis and Inside Higher Ed examining learners' experiences with campus technology across various higher-education institutions. The study reveals positive aspects and areas of concern in learners' interactions with technology throughout their academic journey. The survey covered public and private 4-year schools, technical schools, and community colleges. Learners surveyed represented various demographics, from traditional college-age to older adult learners. Data collected highlights the need for increased focus on the end-user needs of learners in strategic technology investment decisions. Results underscore the importance of addressing technological challenges to improve satisfaction, enrollment and retention rates. Key findings include:
- Over 25% of learners reported difficulties in researching and applying to programs through institutional websites
- 58% of learners believe they received sufficient technological support, yet a nearly equal percentage cited a lack of IT support staff
- 70% of in-person learners and 79% of online learners reported technical issues impacted their learning experience
- 41% of learners experiencing tech issues, the occurrence of tech problems could influence their decision to re-enroll
Texas Graduate-School Graduation Rates Examined in New Working Paper
A new working paper (download required) from the National Bureau of Economic Research (NBER) analyzes graduate-program graduation rates in Texas using administrative data from public and nonprofit institutions. Research reveals graduate program completion rates are lower than expected, with significant variations across fields of study and institution types. The paper also highlights a notable improvement in completion rates over time and underscores the potential negative consequences for learners who do not complete their programs. Key findings include:
- Only 58% of graduate learners who began their programs in 2004 completed them within 6 years
- Completion rates increased by 10% between 2004 and 2013
- Graduation rates vary significantly by field of study, ranging from 81% for law programs to 53% for education programs
- Flagship public universities have a 72% completion rate compared to 57% for nonresearch-intensive institutions
- Noncompletion may result in lower average earnings and substantial learner debt for affected learners
Dashboard Details Data About Postsecondary Outcomes for High-School Graduates
A new interactive dashboard from the National Student Clearinghouse Research Center presents comprehensive data on postsecondary outcomes for recent high-school graduates in the United States. It focuses on immediate college enrollment, persistence, and completion rates for different high-school graduating classes, providing disaggregated data based on income level, minority enrollment, and locale. The report serves as a tool for secondary education practitioners and policymakers to benchmark and evaluate the success of their efforts in facilitating learners' transition from high school to college. Key findings include the following:
- Immediate fall enrollment rates for 2023 high-school graduates remained essentially unchanged compared to 2022
- First-to-second-year college persistence rates increased by at least 1% across all high-school characteristics for 2021 graduates
- Six-year postsecondary-degree-completion rates for 2017 high-school graduates remained stagnant or decreased, compared to 2016 graduates
Effects of AI-Focused Coursework on Job Market Outcomes for Learners
A recent study from Oxford Economic Papers introduces the concept of AI capital and examines its impact on employment prospects for university graduates through a correspondence test in England. Key findings include:
- Graduates with AI capital received more job interview invitations overall
- More AI-knowledgeable candidates were invited to interviews for higher-paying positions
- Large firms showed a particular preference for applicants with AI capital, offering more interviews and better-compensated roles
The Digital Education Council's Global AI Student Survey (3,839 responses from 16 countries) offers insights into learner perspectives on artificial intelligence in higher education. Figure 3. The study aims to guide higher-education leadership in decision-making regarding AI integration, addressing usage, readiness, and learner expectations. Key findings include:
- Learners identified notable AI use cases for university implementation
- Significant areas of learner concern for institutional consideration were highlighted
- Results provide valuable guidance on general learner sentiment toward AI in education