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The research highlights different credentialing, degree, and transfer patterns for late starters versus younger entrants (18–24) and identifies when adult students drop out or fail to advance. Policy and practice implications support bridging gaps to improve advancement for low-skill adults.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nBuilding Pathways to Success for Low-Skill Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student  \nTracking Study  \n(The “Tipping Point”Research)  \nApril 2005  \nAccording to the U.S. Census (2000), 42 percent of adults in the United States between the ages of 25 and 64 have no more than a high school education (authors’ calculations) . Unfortunately, however, most new jobs and the vast majority of jobs that pay wages sufficient to support a family require at least some education beyond high school (Carnevale & Derochers, 2003), and low educational attainment is associated with high rates of unemployment and poverty.  \nCommunity colleges are an important entry point to postsecondary education for adults with no previous college education or even a high school diploma. In fall 2002, for example, adults between the ages of 25 and 64 represented 35 percent of fulltime equivalent (FTE) enrollments at two-year public colleges, compared with only 15 percent ofFTE undergraduate enrollments at four-year public institutions (authors’ calculations, based on U.S. Department of Education, 2001) . Moreover, more than two-thirds ofthe community college students who entered postsecondary education at age 25 or older were low income (authors’ calculations based on“Beginning Postsecondary Students Longitudinal Study” [BPS:96/01], 2003). The potential of community colleges to serve as a “pathway” for lowskill adults to college and career-path employment, therefore, is evident. Across the nation, several major projects are underway whose goal is to develop policies and practices supportive of this role. Funded by national foundations, these initiatives include the Ford Foundation’s Bridges to Opportunity initiative and the National Governor’s Association’s Pathways to Advancement project, funded by Lumina Foundation for Education.  \nFor Information on Enrollment and Outcome Information Contact: David Prince, Senior Manager, Research & Analysis  \nPhone: 360-704-4347; [Email: dprince@sbctc.ctc.edu](Email: dprince@sbctc.ctc.edu)[ ](Email: dprince@sbctc.ctc.edu)Washington State Board for Community and Technical Colleges P O Box 42495, Olympia WA 98504-2495  \nTDD 800-833-6388  \nDavis Jenkins, Senior Research Associate Community College Research Center and  \nResearch Professor at the University of Illinois at Chicago [Email: davis@uic.edu](Email: davis@uic.edu)  \nThis brief is adapted from a CCRC research brief available at  \n[http://ccrc.tc.columbia.edu/](http://ccrc.tc.columbia.edu/)  \nDespite this interest, relatively little is known about the unique experiences and the educational and employment outcomes of adults who enter community college with limited education. We do know that their experiences and outcomes differ from those of traditional college-aged students. Compared with community college students who enrolled soon after high school (at ages 18-24), those who start later (at ages 25-64) are more likely to earn a certificate and less likely to earn an associate degree. The late starters are also far less likely to transfer to a fouryear institution and earn a bachelor’s degree. Indeed, among students who entered a community college for the first time in 1995-96, 60 percent of older first-time students did not earn any credential or transfer to a baccalaureate program after six years, compared with 40 percent of younger, first-time students (authors’ calculations, based on BPS:96/01, 2003) .  \nThis Brief summarizes findings from a new study that seeks to fill information gaps about older community college students. Researchers used student record information from the Washington State Community and Technical College system to examine the educational experience and attainment as well as the employment and earnings of a sample of adult students, five years after first enrolling. The students in the sample were age 2","cbCaigvw88FeEAHN","https://ap.wps.com/l/cbCaigvw88FeEAHN","pdf",53008,"English","# Building Pathways to Success for Low-Skill Adult Students\n## Background and Rationale\n## Study Purpose and Summary of Findings\n## Study Sample and Data Source","[{\"question\":\"What problem does the report address about low-skill adult students?\",\"answer\":\"It examines limited knowledge about the unique educational and employment experiences and outcomes of adults entering community college with limited education, noting differences from traditional college-aged students.\"},{\"question\":\"How does the study measure outcomes?\",\"answer\":\"Researchers used Washington State community and technical college system records to track educational attainment and analyze employment and earnings five years after students first enrolled.\"},{\"question\":\"Who is included in the study sample?\",\"answer\":\"The report includes two SBCTC cohorts: first-time students age 25+ with a high school education or less starting in 1996–97 or 1997–98, plus 18–24 first-time students who lacked a high school diploma or GED.\"}]","Building Pathways to Success for Low-Skill Adult Students - Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study - Research Report No. 06-2 | PDF",18]