Taking the long way: Examining patterns of progress and success by long-term persisting Michigan students

• In Event: Institutional Resources for Navigating Complexity: Designing Policies to Increase College Access and Completion

Abstract

Substantial state investments and policy initiatives aim to re-engage Michigan students who have obtained some college credits but not yet earned a degree (MiLEAP, 2024). However, the significant share of students who persist long beyond the traditional timeframe for degree completion also need support. This paper, part of a broader mixed-methods study, presents a quantitative summary of the trajectories of and roadblocks facing these long-term persisting (LTP) community college students who remain enrolled in college beyond 150% of the typical time-to-a-degree (TTD) for a fulltime student. Engaging these persisters could be a key strategy that helps Michigan meet its college completion target by 2030.

The study leveraged a longitudinal dataset from 2011-12 through 2022-23 collected by the Michigan Education Data Center (MEDC). The sample included all first-time undergraduate, degree-seeking students who started college between Fall 2011 and Summer 2014, regardless of when or if students completed high school. We identified community college LTP students as those who, by their fourth academic year (i.e., 150% TTD), were still enrolled with less than a one-year gap, but who had not yet earned an associate or higher degree. Comparison groups of students included those who by Year 4 had earned associate degrees, transferred to four-year institutions, or left college without a degree (i.e., Stopped out). Summary statistics for each group described their college academic progress, outcomes, and sociodemographic background. 

We find that, at the 150% time-to-degree mark, LTP students made up the second-largest group among Michigan community college students (17%), following those no longer enrolled (63%), and ahead of associate degree earners (9%) and transfers (6%). 

In many respects, LTP student characteristics resembled those of transfer students and AA degree earners more closely than of students who stopped out of college. For instance, in terms of age, LTP students fell between other groups: on average, LTP students started college at age 23 (SD=9.25), with about 63% of LTP students enrolling at a “traditional” age of 17-19 years. By comparison, students who stopped out of college began, on average, at 27 years of age (just 43% were traditional ages at entry), while 85% of transfer students (average 20 years old) and 52% of AA earners (average 26 years old) were traditional aged at entry. The full paper compares these groups in terms of gender, race/ethnicity, economic background and other characteristics of students’ K-12 academic experiences. 

In terms of college outcomes, we find that nine years after entry, LTPs had higher certificate (10%), AA (51%) and BA (20%) attainment than community college students statewide (6%, 23% and 15%, respectively). Nonetheless, we find that by a ninth academic year, 38% of LTP students still had not obtained any college credentials.

This study is the first attempt at defining LTP community college students. In describing this population and their prevalence across Michigan campuses, we underscore the need for targeted policies and supports to accelerate their path to degree completion and contribute meaningfully to state attainment goals. 

References

MiLEAP. (2024). Michigan Reconnect: About Michigan Reconnect. https://www.michigan.gov/reconnect/about

Authors

• Stacey Lee Brockman, Wayne State University
  Non-Presenting Co-Author

• Jasmina Camo-Biogradlija, University of Michigan Ann Arbor
  Non-Presenting Co-Author

• Huong Nguyen, Wayne State University
  Presenting Author