The Center for Analysis of Postsecondary Education and Employment (CAPSEE) carries out research in partnership with five states—California, Michigan, North Carolina, Ohio, and Virginia—to better understand the employment and earnings benefits associated with a broad range of postsecondary education pathways, including those at the subbaccalaureate level. CAPSEE also seeks to identify policies that improve completion rates along pathways leading to strong economic returns. The Center was established in summer 2011 through a grant from the Institute of Education Sciences of the U.S. Department of Education.
Model Specifications for Estimating Labor Market Returns to Associate Degrees: How Robust Are Fixed Effects Estimates?
By: Clive Belfield & Thomas Bailey | April 2017
This paper reviews results from fixed effects models of the earnings gains from completing an associate degree and compares them with ordinary least squares model estimates.
Labor Market Trajectories for Community College Graduates: New Evidence Spanning the Great Recession
By: Veronica Minaya & Judith Scott-Clayton | April 2017
This paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio using an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.
By: Judith Scott-Clayton & Lauren Schudde | March 2017
Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.
Center for Analysis of Postsecondary Education and Employment, Teachers College, Columbia University
525 West 120th Street, Box 174, New York, NY 10027
TEL: 212.678.3091 | FAX: 212.678.3699
The Center for Analysis of Postsecondary Education and Employment was established in the summer of 2011 through a grant (R305C110011) from the Institute of Education Sciences (IES) of the U.S. Department of Education.
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