In a campus meeting there is no more cringe-worthy start to a sentence (for this researcher anyway) than “you know, kids these days…”.
This phrase is inevitably followed by some combination of techno-phobia, odd generalizations, convenient short-term memory loss about previous generations, and at best, the citation of some questionable research studies.
In a new release, the Pew Research Center summarized the results of survey data on adults 18-33.
So as a public service, we offer you some choice bits so that you can counter a “kids these days…” rant.
Kids these days…
- "are the most racially diverse generation in American history”
- "are also somewhat more upbeat than older adults about America’s future"
- “fully a third of older Millennials (ages 26 to 33) have a four-year college degree or more—making them the best-educated cohort of young adults in American history. “
- "When compared with older generations, Millennials have a much more positive view of the rise in interracial marriage."
- “are much more accepting of gay and lesbian couples raising children.”
- "say people generally share too much information about themselves online, a view held by similarly lopsided proportions of all older generations”
Hey now! We are not all that different after all…
research link via jjhetts
"If you don’t have $700, it might as well be a million."
— Why Poor Students Struggle
Congratulations SMC faculty and staff!
You survived week three of the sure-doesnt-feel-like-fall semester. For those of you in some of our older buildings, the ones with #Suboptimal AC, we salute you!
Here are some education and research related links for the week:
"IPAS tools allow students to develop clearer pathways through college, and enable faculty and advisers to monitor and reach out to individual students who get off track. They hold the promise of improving student retention rates, persistence and completion. But ongoing research into IPAS implementation and use indicates that most colleges have not spent sufficient time envisioning what they hope to achieve with the technology, and how exactly they hope to achieve it.”
-Making the Most of Advising and Planning Technologies
"Just because they don’t require a particular SAT score for admission does not mean that classes aren’t hard or that getting a degree isn’t going to take a tremendous amount of effort and sacrifice."
-The Biggest Misconception About Community College
"The forthcoming study by Di Xu and Madeline Trimble, both of whom are researchers at the Community College Research Center at Columbia University’s Teachers College, measured the wages of former students who earned short-term certificates from community colleges in Virginia and North Carolina.
“We see positive, significant returns,” said Trimble.”
-Wage Data Done Right
"The Census Bureau released new data Tuesday on the pay gap between men and women, showing a statistically insignificant increase. But the news is better than it might seem."
-Pay Gap Is Smaller Than Ever, and Still Stubbornly Large
"The link between education and earnings is notoriously fraught, with cause and effect often difficult to disentangle. But a look at detailed data on college graduates by major reveals some clear messages: Don’t be pre-med if you aren’t planning to go to medical school; don’t assume that all “STEM” — science, technology, engineering and math — majors are the same; and if you study drama, be prepared to wait tables."
-The Economic Guide To Picking A College Major
While federal financial aid standards require students to enroll in 12 units to be considered full time,students actually need to be enrolled in 15 units in order to complete 60 units in two academic years (excluding summer/winter sessions, of course).
The CCRC recently released a new paper on the movement towards redefining full time status as enrolling in 15 units a term. They note that research has shown that:
"High enrollment intensity…and high enrollment continuity…are strongly correlated with college success for students at both two- and four-year institutions…The more courses students take (and pass) and the sooner they do so, the more likely they are to graduate"
With that in mind, they provide an overview of strategies to promote enrollment in 15 credit per term. They fall under three broader categories:
- Tying state or institutional financial aid to 15 credits per semester. Or alternatively 30 credits per year.
- Public awareness campaigns that promote the importance of 15 credits. This includes the University of Hawaii’s “15 to Finish” initiative.
- Creating credit caps, such as limiting associate degrees to 60 units.
The authors do note that these policies do have a few unintended consequences, particularly for students working 30 or more hours a week. Additionally they may require colleges and universities to increase investments in existing support programs, or create new ones.
You can download the full paper here.
"With this challenge in mind, the California Community Colleges Board of Governors has set an ambitious goal to help California meet its workforce needs: Community colleges will seek to increase the number of students earning certificates, degrees, or transferring to four-year institutions by 227,250 by the time the next 10 incoming freshman classes, including those arriving at our campuses this month, are finished."
- Community College Have Ambitious Goal to Boost State’s Workforce
“A series of federal surveys of selective colleges found virtually no change from the 1990s to 2012 in enrollment of students who are less well off — less than 15 percent by some measures — even though there was a huge increase over that time in the number of such students going to college. Similar studies looking at a narrower range of top wealthy universities back those findings. With race-based affirmative action losing both judicial and public support, many have urged selective colleges to shift more focus to economic diversity.”
-Generation Later, Poor Are Still Rare at Elite Colleges
(You can see our previous post on this topic, with research from the Brooking’s Institute here)
“A study of first-year students at the Air Force Academy found that students who weren’t assigned to 8 a.m. classes had higher grades across the board than students who took earlier classes.Research in Chicago Public Schools found that the later in the day students studied English and math, the higher they scored on standardized tests at the end of the year. After controlling for various characteristics, test scores went up in North Carolina’s Wake County School District when middle school started an hour later.”
- The Case for Letting High School Students Sleep In
ICYMI: We have a series of posts on Institutional Research’s role in SMC’s accreditation self-study. You can find the links here.
"Intermediate algebra is linked with college and career success simply because colleges have long made it an entrance requirement. There is no empirical evidence directly linking intermediate algebra to career success – outside of science and technology fields that are rooted in calculus (to which intermediate algebra is a stepping stone).
- How Redesigning Math Education Might Produce More College Grads
“In Florida this fall, a new law will force all of the state’s public colleges and universities to presume that all students who graduated from a Florida public high school after 2004 are academically prepared for college. Public colleges in Florida will have the option of assessing a student’s academic standing using tests, high school GPAs, and other measures—and they may advise students with limited skills to take remedial classes. In the end, though, students themselves will decide whether they want to enroll in remedial classes or enter directly into introductory courses.”
- Why Florida is Ending Remedial Education for College Students
“The Tennessee law will enable students to attend the state’s 13 community colleges and 27 technical schools tuition-free in hopes of raising the number of college graduates in the state from 32 to 55 percent by 2025. (The national average is now 42 percent.) The program will be funded largely by lottery money and will also somewhat reduce scholarships at the state’s four-year institutions. If a trade-off has to be made, this one may be worth it to upgrade a workforce judged in one survey to be of low quality. Other states—and the private sector—are watching closely. Oregon has plans to make community college free, and Mississippi may try again after the death of a bill this year. These efforts should be viewed as models for other states to emulate. “
- Why Community College Should be Free
While this article from Grantland is not about education research or policy, we thought this passage, focusing on changes being made by baseball’s Houston Astros, interesting:
Last year, the Astros hired a new bench coach, Eduardo Perez, who was receptive to front-office recommendations. With Perez (who’s now an ESPN analyst) on hand to help corral rebellious players, the Astros shifted 96 times in April. Then, Luhnow said, “The complaints started to come from the pitchers, from some of the infielders, from the media, from basically anybody out there, and sure enough, as the season wore on, we found more and more reasons not to do the shift.” The Astros’ shift totals fell to 33 in May and 32 in June (though their rate rebounded later in the year, particularly in September).
As a result, Luhnow said, the Astros realized that in order to make an experiment stick, “You’ve got to market it to the people that are involved.”This spring, the Astros spent an hour explaining the thought process behind the shift to the team’s pitching staff, building a tool to display evidence that would answer any questions the players might ask. “I think they weren’t completely satisfied, but I think they felt like we had at least given them a lot more information, and this year we haven’t had anywhere near the pushback from our pitching staff that we did last year,” Luhnow said. Houston also started shifting in the minor leagues to ease the adjustment to the majors. This year, the Astros are leading the majors in shifts by a wide margin, and their monthly totals tell a more consistent story: 272, 263, 208, and 216, with a pace that would put them close to 300 in August.
Does this process sound familiar to the institutional researchers out there?