公共两年制学院入学者的学分回报的异质性
1Educational Leadership & Policy and Sociology, The University of Texas At Austin, George I. Sanchez Building 310A, 1912 Speedway D5400, Austin, TX 78712, USA.
概括
这项研究表明,并非所有大学学分都为公立两年制大学的学生提供了同等的回报. 根据学分类型 (学术,技术,发展) 和学位,回报率有很大差异,对学士学位以下学历获得者产生不同的影响.
科学领域:
- 高等教育研究 高等教育研究
- 教育的经济学教育的经济学
- 劳动经济学 劳动经济学
背景情况:
- 公立两年制大学是进入中学后教育的关键入口.
- 许多学生参加,但没有获得证书.
- 现有的关于返回高等教育的研究往往侧重于凭证,而不是个人学分.
研究的目的:
- 检查不同类型的大学学分 (学术,技术,发展) 的回报.
- 了解学分回报如何随着两年制大学生学位的获得而有所不同.
- 确定哪些特定的大学学分能产生最大的经济回报.
主要方法:
- 利用了国家行政数据,追踪了一批进入公立两年制大学的学生.
- 采用了一系列单独的固定效应模型.
- 分析了学术,技术和发展学分的回报.
主要成果:
- 信用回报率的平均估计掩盖了学生之间的各种模式.
- 与同龄人相比,学士学位以下学历证书的获得者对学术和技术学分的回报有所不同.
- 特定信用类型的回报因获得学位而有很大差异.
结论:
- 获得的大学学分类型对经济回报很重要.
- 在两年制学校,所有学生或学分类型的回报率并不均.
- 政策和实践应考虑各种学分对学生成绩的差异价值.
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