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College Graduates; Private Colleges; College Students; Public Colleges; Debt (Financial); Masters Programs; Marital Status; Outcomes of Education; Career Choice; Life Style; Student Financial Aid; Salaries; Ownership; Real Estate

Abstract:
This paper examines how college educational debt affects various post-baccalaureate decisions of bachelor's degree recipients. I employ the Baccalaureate and Beyond 93/97 survey data. Using college-aid policies as instrumental variables to correct for the endogeneity of student college debt level, I find that for public college graduates, college debt has a negative and significant effect on graduate school attendance. This negative effect is concentrated on more costly programs associated with doctoral, MBA, and first professional (FP) degrees, and debt has no effect on the choice of a master's program. For private college students, debt does not have an effect on the overall graduate school attendance, but this absence of effect conceals the differential effects of debt on different graduate programs--debt has a positive and significant effect on the choice of an MBA or an FP program, and a zero effect on other programs. For both public and private college students, debt has no effects on early career choices such as salary, sector of occupation, marital status, and homeownership. (Contains 7 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (3859K)

Descriptors:
Educational Certificates; Graduates; Time to Degree; Degree Requirements; Credits; Undergraduate Students; Student Characteristics; Enrollment; Employment; Education Work Relationship; Salaries; Unemployment; Job Satisfaction; Working Hours; Occupations; Fringe Benefits

Abstract:
The number of certificates conferred by U.S. postsecondary institutions increased 64 percent in the last decade, from 572,000 in 2000-2001 to 936,000 in 2009-2010, surpassing the 850,000 associate's degrees conferred in 2009-2010. Certificates are overwhelmingly conferred in vocational fields and are intended to prepare students for the growing number of jobs requiring education at the subbaccalaureate level. National statistics on certificate requirements are reported in three broad categories of completion time (less than 1 year, 1 year to less than 2 years, and 2 years or more) but do not indicate credit requirements in detail or actual time to completion. Therefore, few statistics exist on how long it actually takes students to earn a certificate, in contrast to more extensive estimates of completion time for associate's degrees and bachelor's degrees. Because time spent earning a certificate may equate to reduced time in the labor market, accurately measuring time to certificate is critical in understanding certificate students' true investment when earning this form of human capital. These Web Tables provide estimates of certificate credit requirements, completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003-2004 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003-2004 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003-2004 academic year and followed over a period of 6 academic years. Table 1 presents empirically derived credit hour requirements for certificate completers. Given the wide range in the number of required credits, table 1 displays the number required at the 10th percentile, the 25th percentile, the 50th percentile (median), the 75th percentile, and the 90th percentile among certificate completers. The credit requirements are presented for certificate completers overall and by selected field of study, the sector of institution where the student earned the certificate, and various enrollment, demographic, and employment characteristics. Table 2 describes certificate completers overall and separately for each of three categories of credit requirements. For each category, the table shows the percentage distribution by sector of the institution awarding the certificate and selected student characteristics. These distributions are also reported for the 23 percent of certificate completers whose certificate requirements were missing. Tables 3-5 report the time certificate completers took to complete their certificates in terms of the average number of months elapsed (table 3) and the median number of months elapsed (table 4) from first enrollment to certificate completion. The estimates in both of these tables are broken out by enrollment, demographic, and employment characteristics. The estimates in table 5 present the time to certification completion by credits required for certificate completion. Tables 6 and 7 focus on employment outcomes for certificate completers and noncompleters (that is, students who initially enrolled in a certificate program in 2003-2004 but had not completed any degree or certificate and were not enrolled as of spring 2009). Table 6 shows median and average salaries, labor force participation and unemployment rates, past unemployment, and satisfaction with various aspects of employment by categories of credit requirements. Table 7 reports additional employment characteristics, including full-time employment status, occupation, and availability of employer-provided benefits, by credits required for certificate completion. (Contains 14 tables and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (673K)

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Parent Child Relationship; Child Care; Foreign Countries; Ideology; Income; Family Work Relationship; Part Time Employment; Cross Cultural Studies; Correlation; Employed Parents; Working Hours; Public Policy; Salaries; Mothers; Statistical Analysis; Social Indicators

Abstract:
This study investigates cross-national differences in the association between parental work hours and parent-child interaction time and explains differences in this individual-level association on the basis of country characteristics. It extends prior research by testing the moderating effects of country characteristics through multilevel analyses and by considering the possibility of selection effects. The presumption was that parents employ strategies to protect family life from work encroachments and that these strategies are enhanced by reconciliation policies, stronger parenthood ideologies, access to part-time work and higher income levels. Multilevel analyses were based on a subset of 5.183 parents in 23 countries from the 2005 European Working Conditions Survey that was complemented with country-level data. The negative association between parental work hours and parent-child time indeed varied significantly across countries and was weaker in countries where formal child care coverage was higher, part-time work was less prevalent, and earnings were lower. The effects of part-time work and earnings mainly applied to mothers. These findings suggest that child care coverage limits the availability of children and that differences in parent-child time between parents who work short and long hours are more pronounced when part-time work is more accessible and affordable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Therapy; Allied Health Personnel; Professional Associations; Group Membership; Surveys; Demography; Employment; Specialization; Certification; Working Hours; Salaries; Client Characteristics (Human Services)

Abstract:
The American Art Therapy Association (AATA) surveys its members biennially to gather information on general demographics, employment-related characteristics, licensing, and professional affiliations. The surveys are used in the development of national media opportunities and public policy initiatives to help increase recognition for the field of art therapy. This report presents results of the 2011 membership survey and provides statistical comparisons to the previous 2009 survey. Results suggest that member demographics and many employment-related attributes such as primary job title have remained fairly stable. With notable limitations in generalizability, significant differences between the 2011 and 2009 surveys were obtained when comparing work setting, population served, employment specialization, licensure, and professional membership. (Contains 1 table and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; College Athletics; Intercollegiate Cooperation; Organizations (Groups); Group Membership; Costs; Universities; Campuses; Public Colleges; Team Sports; Income; Athletic Coaches; Salaries; Resource Allocation; Cost Effectiveness; Program Costs; Educational Finance

Abstract:
Athletics are big business on many college campuses, but does this come with a price tag? This issue brief looks at academic and athletic spending in NCAA Division I public universities between 2005 and 2010. Among a host of findings, this brief shows that the athletic departments of most public colleges and universities competing in NCAA Division I sports typically spend three to six times as much per athlete as their institutions spend to educate their students. Public Division I Institutions Included in the Analysis Sample are appended. (Contains 2 tables, 4 figures and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (265K)

Descriptors:
Labor Legislation; Employment Patterns; Labor; Labor Market; Minimum Wage; Equal Opportunities (Jobs); Economic Change; Employees; Surveys; Sampling; Role; Correlation; Industry; Salaries; Guidelines; Compliance (Legal); Competition; Costs

Abstract:
Despite three decades of scholarship on economic restructuring in the United States, employers' violations of minimum wage, overtime and other workplace laws remain understudied. This article begins to fill the gap by presenting evidence from a large-scale, original worker survey that draws on recent advances in sampling methodology to reach vulnerable workers. Our findings suggest that in America's three largest cities, violations of employment and labor laws are pervasive across low-wage industries and occupations, affecting a wide range of workers. But while worker characteristics are correlated with violations, job and employer characteristics play the stronger role, including industry, occupation and measures of informality and nonstandard work. We therefore propose a framework in which employers' noncompliance with labor regulations is one axis of a competitive strategy based on labor cost reduction, contributing to the reorganization of work and production in the 21st century labor market. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Housework; Spouses; Interviews; Salaries; Psychological Patterns; Models; Social Indicators; Time Management; Family (Sociological Unit)

Abstract:
The present study uses panel data models to control unobserved characteristics and to investigate how the presence of spouses in interviews influences reports regarding housework and earnings contributions. Both husbands and wives relatively overreport their housework contributions but do not overreport their earnings contributions. The amount of time spent doing housework lacks a precise measure and involves more subjective estimates than earnings reports. It is argued that the ambiguity of the housework contribution mitigates the guilt felt by overreporting the housework contribution. In addition, without controlling for unobserved characteristics, OLS models overstate the influence of the presence of spouses in the interviews. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Rewards; Career Development; Career Choice; Education Work Relationship; Economic Change; Economic Climate; Labor Market; Socioeconomic Background; Longitudinal Studies; Occupational Aspiration; Unemployment; Salaries; Goal Orientation; Adjustment (to Environment); Surveys; Job Search Methods

Abstract:
Studies of career development highlight the importance of finding a good "fit" between individual values, needs, and abilities and the experiences and rewards to be found in particular occupations. Rapid economic change and labor market turbulence make career choice and development life-long processes. Still, early careers are particularly unstable, as young workers move from "survival jobs" to "career jobs" in their quest for a good person-job fit. Little is known, however, about the psychological orientations and behaviors in the postadolescent period that foster longer term success in the world of work. The maintenance of high aspirations, crystallization of career goals, and intensive job search may be particularly important. Using multilevel latent class analysis applied to longitudinal data obtained from 1,010 youth surveyed by the ongoing Youth Development Study (YDS), we examine the interrelations of psychological orientations and behaviors indicative of agentic striving from age 18 to 31 years. In addition, we assess how these trajectories influence adaptation to declining labor market conditions during the severe economic recession that began in 2007. We find that those who maintain high aspiration and certainty over career goals were better insulated against unemployment between 2007 and 2009 (ages 33-35), even when educational and self-identified career attainments, adolescent achievement orientations, and social background variables indicative of advantage are controlled. They also had higher hourly wages in 2009. (Contains 6 tables, 2 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Finance; Public Colleges; Private Colleges; Community Colleges; Economic Climate; Accountability; Budgeting; Retrenchment; Graduation Rate; Tuition; Student Financial Aid; Educational Facilities Improvement; School Maintenance; School Buildings; State Aid; Private Financial Support; Endowment Funds; Salaries

Abstract:
With tax revenues beginning to rebound in most states and endowments on the rebound at many private and public institutions, colleges and universities are growing more hopeful about their financial outlook and instituting new strategies to take advantage of the opportunities. Yet as the economic recovery has slowed in the past few months, questions remain about the lingering effects of the recession and whether colleges need to be held to a more stringent level of accountability. On the whole, college finances have recovered slightly after several years of budget cuts, layoffs, and furloughs. As money flows toward colleges once again, so do demands that they prove they are providing value, and well-trained graduates. In this uncertain climate, legislators and accreditors are focusing more and more on completion rates as a quantitative measure of an institution's success. College retention and graduation have been central to President Obama's education policy, and states are increasingly focusing on these two issues by directly linking state appropriations to completion rates. Despite the challenges, the recent success of fund-raising programs and the slow but steady growth in the economy has allowed states and universities to develop new, innovative ways to manage their money and better serve their students. Colleges and universities are also trying to develop better measures to judge how they distribute aid. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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