Welfare to Careers Medger Evers College Metropolitan College of New York Pace University December 2, 2008.

Welfare to CareersWelfare to Careers

Medger Evers CollegeMedger Evers CollegeMetropolitan College of New YorkMetropolitan College of New York

Pace UniversityPace University

December 2, 2008

Who are the WTC Students?Who are the WTC Students?

They ranged in age from 18 to 54 when they entered the program, with a mean age of 33.15 years.

The majority are women (98.4%) and single parents (93.3%).

84.3% are identified as African American/Black, while 13.1% are Hispanic/Latino.

42.4% enrolled in Medgar Evers College (n=97) and 57.6% entered Metropolitan College of New York (n=132).

Motivation to Enter the ProgramMotivation to Enter the Program

LocaCareer Oppor

College Reputation

Programs O

ffered

Childcare On Cam

pus

Other

Affordability

Degrees Offered

Location of Cam

pus

pportunities

Freq

uency

40

30

20

10

0

Educational PerformanceEducational Performance

112 participants earned a high school degree

• 45.5% earned these degrees before 1990

40 participants earned GEDs

• 80.0% since 1990

Their average GPA while in college is 2.77.

50.5% have earned a college degree and 11.7% remain registered in school.

Grade Point AverageGrade Point Average

4.003.75

3.503.25

3.002.75

2.502.25

2.001.75

1.501.25

1.00.75

.50.25

0.00

30

20

10

0

Std. Dev = .70 Mean = 2.78

N = 201.00

Student StatusStudent Status

Earned Degree

Dropped

Registered

Wi thd

rawn

Transferred

Not Registered

Repeating

Frequency

120

100

80

60

40

20

0

Metropolitan College

of New York

Medgar Evers College

Graduation DatesGraduation Dates

MAY 08AUG 07

MAY 07DEC 06

JUN 06DEC 05

JUL 05MAY 05

AUG 04MAY 04

DEC 03MAY 03

AUG 02JAN 02

Frequency

20

10

0

Degrees EarnedDegrees Earned

BPSBAAAAS

Fre

quency

70

60

50

40

30

20

10

0

Metropolitan College

of New York

Medgar Evers College

Majors for Degrees EarnedMajors for Degrees Earned

HS

BUSEDUC

CUNY

PUB ADM

NURS

BIOPSYCH

COM

M

CIS

BAUS

ACCT

Frequency

70

60

50

40

30

20

10

0

Metropolitan College

of New York

Medgar Evers College

Progress Toward DegreeProgress Toward Degree

No Longer in Program

Registered

Earned Degree

Freq

uency

120

100

80

60

40

20

0

Metropolitan College

of New York

Medgar Evers College

ComparisonsComparisons

The following comparisons will assess the differences among those who

• have graduated,

• are still progressing toward a degree, and

• are no longer in the program.

CollegeCollege

There is some evidence that students enrolled in MCNY are more likely to earn a degree (p < .003).

No Longer in ProgramRegistered

Earned Degree

Fre

quency

80

60

40

20

0

Medgar Evers College

Metropolitan College

of New York

GPAGPA

Those who have graduated from the program have the highest GPAs (p < .01).

Mean GPAs

• Graduates = 3.05

• Progressing toward degree = 2.63

• No longer in the program = 2.37

No Longer in ProgramRegistered

GraduatedM

ean G

PA

3.2

3.0

2.8

2.6

2.4

2.2

MotivationMotivation

Motivation for entering the program was not related to successful completion.

No Longer in Program

Registered

Earned Deg

ree

Frequen

cy

120

100

80

60

40

20

0

Programs Offered

Other

Location of Campus

Degrees Offered

College Reputation

Childcare on Campus

Career Opportunities

Affordability

EmploymentEmployment

There is no statistical difference in part time and full time employment among the groups.

In all three categories, more individuals were employed full time.

No Longer in ProgramRegistered

Earned Degree

Fre

quency

120

100

80

60

40

20

0

PartTime

Full Time

Gross Family IncomeGross Family Income

There is no statistical difference in the mean gross family income among the groups.

Mean incomes are higher for those registered, which may reflect more recent income than for those who have graduated.

No Longer in ProgramRegistered

Earned Degree

Mean G

ross

Fam

ily

Inco

me

19000

18000

17000

16000

15000

Employment Status and IncomeEmployment Status and Income

While it appears that those who work full time have a higher mean gross family income, it is not a statistically significant difference.

PartTimeFull Time

Me

an G

ross

Fam

ily Inco

me

22000

20000

18000

16000

14000

12000

10000

GraduatesGraduates

Upon completion of their degree, participants were asked whether the program was effective in meeting their:

• Educational Goals

• Personal Goals

• Employment Goals

No statistical differences were found between the two schools on these items.

Students were more likely to report that the program met their personal and educational goals.

Was the program effective in Was the program effective in meeting your educational goals?meeting your educational goals?

YesNo

Fre

quency

60

50

40

30

20

10

0

Was the program effective in Was the program effective in meeting your personal goals?meeting your personal goals?

YesNo

Fre

quency

50

40

30

20

10

Was the program effective in Was the program effective in meeting your employment goals?meeting your employment goals?

YesNo

Fre

quency

35

30

25

20

15

10

5

0

ConclusionConclusion

The WTC program is successfully helping a high risk population (many who earn high school degrees before 1990 or GEDs after 1990) enter college and earn degrees.

• 50.5% have earned college degrees

• 11.7% are progressing toward their degrees

• 5.4% indicated their reason for leaving the program was to transfer to another school

Questions for Further ResearchQuestions for Further Research

Further analysis is necessary to identify the factors that place individuals at risk for leaving the program and not completing their degrees.

Are there population or program differences that account for the differences in graduation and dropout/withdrawal rates for the two college?

What factors account for graduating students reporting that the program did not meet their employment goals.

• Are students expectations realistic?

• Are they using Career Services effectively?

• Are the factors external to the program?

Once factors affecting success are identified, can services be developed to improve retention and graduation rates.