Statewide Longitudinal Education Databases as a Tool for Understanding Latina/o Community College Student Flow

• In Event: 26.043 - Challenging the Discourse on Latinas/os in Community Colleges

Abstract

The objective for this portion of the panel is to discuss how statewide longitudinal education databases (SLEDs) and methodological trends enable increasingly fine-grained analysis of the patterns and pathways Latinos/as take through higher education, distinctive in some ways from other groups of students. In addition, concerns and limitations of using SLEDs will be considered, specifically, the lack of key data points (such as generational status) and rich contextual information (such as familial and institutional support). This paper will draw on examples from an empirical analysis of Latino/a enrollments in community colleges in two states.

A number of theoretical perspectives inform this paper. The first is student flow. Student flow focuses on student transitions and milestones within an educational context. Transitions and milestones may include high school graduation; college enrollment; completion of developmental education courses; crossing a particular credit threshold; completing major prerequisites; and more. A growing body of empirical research (Bahr, 2009a; 2011; 2012; 2013; Wang, 2009) demonstrates the complexity of enrollment employing a student flow framework.

A critical theoretical approach informs the use of the student flow framework. Critical theory is normative, explanatory, and practical with an overarching emancipatory goal (Horkheimer, 1982). The study is normative in the sense that the research questions posed assume that Latinos/as should have equal opportunity for access and success. It is explanatory in that it seeks to discern reasons for inequity in educational outcomes. Finally, it is practical in the sense that through a focus on actionable policies and fine-grained analysis of student flow through community colleges, specific recommendations can be developed.

Data come from Indiana and Kentucky’s SLEDs. These data systems contain information about students’ demographics,, academic preparation, college enrollment characteristics, and finances. Data are available for the universe of students enrolled in public institutions in each state.

A focal point of this portion of the panel will be the discussion of the use of event history analysis (EHA) as a tool for critical quantitative analysis. EHA is the study of timing to a specific event of interest (e.g., completing 20 credits, earning an associate’s degree). It is increasingly used in studies of educational attainment in higher education (Bahr, 2009b; DesJardins, Ahlburg, & McCall, 2002) because it enables researchers to include time-varying variables (for example changes in major or financial aid year to year). The author will demonstrate how EHA applied to questions of Latino/a educational attainment in community colleges enriches our understanding. For example, by looking at financial aid during each semester of enrollment we gain a sense of to what extent financial aid promotes associate degree completion at various points in time. This is important for researchers, but also because practically speaking we may be able to recommend targeted moments when financial aid is more efficacious.

Author

• Jacob P.K. Gross, University of Louisville