Community Colleges on the School-To-Work Research Proposal

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The strength of a multi-level analysis is its ability to analyze how higher levels of variables mediate the relationship between lower levels of variables. Thus, Hypothesis II is as follows: the more 'supportive' a community college is toward vocational education (along the lines described above for Hypothesis I), the smaller the race, gender, and SES gap in wages and use of training on the job."

8. Is the specific research design identified and described.

The research design is identified and discussed in great length, including identification of the independent and dependent variables. The dependent variables were wages and use of training student; and the independent variables were identified as: enrollment size, faculty (part-time/full-time), vocational emphasis, and availability of student services. The researcher used student transcripts and GPAs to construct the variables. Gender and race were not included on the list of independent variables, however these demographic factors were incorporated in data analysis.

9. Who were the subjects, how were they obtained?

The subjects consisted of a national sample of community college students who had earned at least 30 credit hours at a community college. The author arrived at this number based on previous research by Kane and Rouse (1993). The sample did not include any students who had attended a four-year college.

10. What methods were used to collect data, and analysis data? What strategies were used to ensure validity and reliability?

The author used two sets of basic hierarchical models designed to analyze the relationships within and between student-level and community college-level outcomes.

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Validity and reliability were not discussed.

11.What measures did they use?

According to the author, "These models resulted in an equation for each community college that consisted of regression coefficients, called Betas in HLM, that estimated how the independent variables influenced student outcomes."

12. What answers did the findings provide to the research questions posed as stated?

The results of the study both confirmed and contradicted the hypotheses. For example, the greater focus on vocational aspects did improve wage levels and use of training. However, social class background was a more significantly influential variable on these outcomes than the researcher expected.

13. Do the findings seem plausible given the data analyzes. Do they make sense.

The data analysis was extremely intricate and complex, and was displayed on both written and tabular form. While the details of the analysis were difficult to understand, the overall explanation of the outcomes seemed plausible and logical.

14. Do the findings/conclusions match the questions posed at the beginning of the article?

Despite some unexpected outcomes, the findings do match the questions posed at the beginning of the article.

15. Did the researcher make any suggestions for future research on this topic.

The author states that "Future research could incorporate other institutional and cultural variables, such as the attitude toward school-to-work and policies related to career development and institutional values concerning minority students and students from lower class backgrounds (Grubb, 1999; Laden, 1999). Gonzalez and colleagues (1998) call for the inclusion of economic indicators.....

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"Community Colleges On The School-To-Work" (2010, January 25) Retrieved June 4, 2026, from
https://www.aceyourpaper.com/essays/community-colleges-school-work-15582

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"Community Colleges On The School-To-Work" 25 January 2010. Web.4 June. 2026. <
https://www.aceyourpaper.com/essays/community-colleges-school-work-15582>

Latest Chicago Format (16th edition)

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"Community Colleges On The School-To-Work", 25 January 2010, Accessed.4 June. 2026,
https://www.aceyourpaper.com/essays/community-colleges-school-work-15582
   

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