Credential Attainment at Minority-Serving Institutions Based on Labor Markets and Career Field - Diana Cruz, Community College Research Center, Teacher's College at Columbia University, 2018 MSI Convening

1. 2 0 1 8 M S I C O N V E N I N G
Credential Attainment at
Minority-Serving Institutions
Based on Labor Markets and
Career Field
2018 MSI Convening, Richald College
Diana E. Cruz
Community College Research Center
Teachers College at Columbia University

2. 2 0 1 8 M S I C O N V E N I N G
About CCRC
CCRC has been a leader in community college
research and reform for over 20 years.
Areas of research:
• College readiness
• Developmental education
• Student support services
• Educational technology
• Teaching and Learning
• Transfer to four-year colleges
• Guided Pathways
• Workforce education

3. 2 0 1 8 M S I C O N V E N I N G
Overview of Presentation
• MSI Designations
• Research Questions/Rationale
• Sample/Methodology
• Findings
• Limitations
• Implications
• Future Research

4. 2 0 1 8 M S I C O N V E N I N G
MSI Designations & Programming

5. 2 0 1 8 M S I C O N V E N I N G
MSI Designations
Title III and Title V institutions are classified into seven categories based on
demography:
• Historically Black Colleges & Universities (HBCUs)
• Tribally-controlled Colleges & Universities (TCUs)
• Hispanic-serving Institutions (HSIs)
• Native American-Serving Non-Tribal Institutions (NASNTIs)
• Asian American and Native American Pacific Islander-Serving Institutions
(AANAPISIs)
• Alaska Native Native-Hawaiian-Serving Institutions (ANNHs)
• Predominately Black Institutions (PBIs)

6. 2 0 1 8 M S I C O N V E N I N G
MSI Funding Programs
• Office of Postsecondary Education (OPE) Funding
• Institutional Services
• 22 Institutional Service Programs
• MSI Funding Types
• Formula Funds
• Discretionary Funds
• Competitive Grants

7. 2 0 1 8 M S I C O N V E N I N G
Alaska Native and Native Hawaiian-Serving
Institutions
Developing Hispanic-Serving Institutions
(Title V)
…establish or enhance a program of teacher
education designed to qualify teacher candidates
to teach in public elementary schools or
secondary schools.
…develop or enhance articulation agreements
and/or student support programs designed to
facilitate transfer from 2-year to 4-year
institutions
Predominantly Black Institutions (PBI) –
Formula Grants
…academic instruction in disciplines in which
Black American are underrepresented
…faculty exchanges, faculty development, and
faculty fellowships to assist in attaining advance
degrees in the field of instruction of the faculty
…establishing or improving an endowment fund
… creating or improving facilities for Internet or
other distance learning technologies
Historically Black College and University
Capital Financing
Minority Science and Engineering
Improvement
Promoting Post baccalaureate
Opportunities for Hispanic Americans
Strengthening Historically Black Graduate
Institutions
…purchase, rental, or lease of scientific or
laboratory equipment
…purchase of library materials as well as
tutoring, counseling, and student services
programs

8. 2 0 1 8 M S I C O N V E N I N G
Alaska Native and Native Hawaiian-Serving
Institutions
Developing Hispanic-Serving Institutions
(Title V)
…establish or enhance a program of teacher
education designed to qualify teacher candidates
to teach in public elementary schools or
secondary schools.
…develop or enhance articulation agreements
and/or student support programs designed to
facilitate transfer from 2-year to 4-year
institutions
Predominantly Black Institutions (PBI) –
Formula Grants
…academic instruction in disciplines in which
Black American are underrepresented
…faculty exchanges, faculty development, and
faculty fellowships to assist in attaining advance
degrees in the field of instruction of the faculty
…establishing or improving an endowment fund
… creating or improving facilities for Internet or
other distance learning technologies
Historically Black College and University
Capital Financing
Minority Science and Engineering
Improvement
Promoting Post baccalaureate
Opportunities for Hispanic Americans
Strengthening Historically Black Graduate
Institutions
…purchase, rental, or lease of scientific or
laboratory equipment
…purchase of library materials as well as
tutoring, counseling, and student services
programs

9. 2 0 1 8 M S I C O N V E N I N G
Alaska Native and Native Hawaiian-Serving
Institutions
Developing Hispanic-Serving Institutions
(Title V)
…establish or enhance a program of teacher
education designed to qualify teacher candidates
to teach in public elementary schools or
secondary schools.
…develop or enhance articulation agreements
and/or student support programs designed to
facilitate transfer from 2-year to 4-year
institutions
Predominantly Black Institutions (PBI) –
Formula Grants
…academic instruction in disciplines in which
Black American are underrepresented
…faculty exchanges, faculty development, and
faculty fellowships to assist in attaining advance
degrees in the field of instruction of the faculty
…establishing or improving an endowment fund
… creating or improving facilities for Internet or
other distance learning technologies
Historically Black College and University
Capital Financing
Minority Science and Engineering
Improvement
Promoting Post baccalaureate
Opportunities for Hispanic Americans
Strengthening Historically Black Graduate
Institutions
…purchase, rental, or lease of scientific or
laboratory equipment
…purchase of library materials as well as
tutoring, counseling, and student services
programs

10. 2 0 1 8 M S I C O N V E N I N G
Alaska Native and Native Hawaiian-Serving
Institutions
Developing Hispanic-Serving Institutions
(Title V)
…establish or enhance a program of teacher
education designed to qualify teacher candidates
to teach in public elementary schools or
secondary schools.
…develop or enhance articulation agreements
and/or student support programs designed to
facilitate transfer from 2-year to 4-year
institutions
Predominantly Black Institutions (PBI) –
Formula Grants
…academic instruction in disciplines in which
Black American are underrepresented
…faculty exchanges, faculty development, and
faculty fellowships to assist in attaining advance
degrees in the field of instruction of the faculty
…establishing or improving an endowment fund
… creating or improving facilities for Internet or
other distance learning technologies
Historically Black College and University
Capital Financing
Minority Science and Engineering
Improvement
Promoting Post baccalaureate
Opportunities for Hispanic Americans
Strengthening Historically Black Graduate
Institutions
…purchase, rental, or lease of scientific or
laboratory equipment
…purchase of library materials as well as
tutoring, counseling, and student services
programs

11. 2 0 1 8 M S I C O N V E N I N G
Research Questions & Rationale

12. 2 0 1 8 M S I C O N V E N I N G
Questions & Rationale
Credential Production
What differences exist
between MSIs and non-MSIs
and the two- and four-year
sectors in terms of the types
of credentials produced and
in what fields?
Labor Market Alignment
To what extent is MSI and
non-MSI credential
production aligning with
the concurrent labor
market?
Why does this matter?
Academic fields and labor market misalignment are costlier for
students of color

13. 2 0 1 8 M S I C O N V E N I N G
Sample

14. 2 0 1 8 M S I C O N V E N I N G
MSI & non-MSI Sample
MSIS (N=362) NON-MSIS (N=564)
Racial Demographic:
Asian American and Native
American Pacific Islander-
Serving Institutions (n=19)
24.2% 32.1%
Alaska Native Native-Hawaiian-
Serving Institutions (n=13)
23.1% 20.3%
Historically Black Colleges &
Universities (n=100)
83.3% --
Hispanic-Serving Institutions
(n=143)
45.0% 38.9%
Native American-Serving Non-
Tribal Institutions ANSTIs (n=14)
20.7% 23.8%
Predominately Black Institutions
(n=40)
56.7% 58.1%
Tribally-Controlled Colleges &
Universities (n=33)
89.0% --
Selectivity (Open Admissions Policies): 60% 73%
Pell Grant Recipients: 53% 63%
Note: MSI sample only included institutions that were both eligible and funded through Title III and Title V federal programs. The non-MSI
comparative sample are institutions whose student and institutional characteristics (e.g., race/ethnicity, socioeconomic status, selectivity)
aligned with the funded-MSI sample, and may have been eligible for MSI designation, but were not funded through federal programs for
FY 2011-2012.

15. 2 0 1 8 M S I C O N V E N I N G
MSI Sample by College Sector

16. 2 0 1 8 M S I C O N V E N I N G
Methodology

17. 2 0 1 8 M S I C O N V E N I N G
Methodology
• Merge MSI and non-MSI data with National Center for Education
Statistics (NCES) Classification of Instructional Programs (CIP)
• Disaggregate credentials by type and field
• Use Perkins IV Crosswalks to link CIP codes with Occupational
Information Network Standard Occupational Classification codes to
reflect the 16 National Career Clusters with an added field of “other”

18. 2 0 1 8 M S I C O N V E N I N G
Findings

19. 2 0 1 8 M S I C O N V E N I N G
Credential Production– Field by Sector
2-Year Institutions
(Certificates and Associates)
4-Year Institutions
(Certificates, Associates, Bachelors)
MSI non-MSI MSI non-MSI
Education & training
(35.2%)
Education & training
(31.3%)
Education & training
(23%)
Education & training
(23.1%)
Health science
(17.8%)
Health science
(20.5%)
STEM
(18.8%)
STEM
(17.5%)
STEM
(9.6%)
Business
(7.7%)
Business
(11.2%)
Health science
(12.3%)
4-year AANAPISIs (25.2%), ANNHs (20.2%) and HBCUs (18.9%) produce STEM
credentials at rates above the MSI average of 18.8%

20. 2 0 1 8 M S I C O N V E N I N G
Credential Production– Field by Credential Type

21. 2 0 1 8 M S I C O N V E N I N G
Case Study: Alabama & California

22. 2 0 1 8 M S I C O N V E N I N G
Labor Market Analysis
To what extend is MSI and non-MSI
credential production aligning with
the concurrent labor market?
Alabama and California rank among the top ten states
nationally with the most MSIs
Alabama
• 91 institutions: 20 MSIs
• 36.7% of Alabama’s working age
population has a postsecondary
credential, which falls behind
the national average of 45.3%
California
• 500+ institutions: 132 MSIs
• 47% of California’s working age
population has a postsecondary
credential, which surpasses the
national average of 45.3%

23. 2 0 1 8 M S I C O N V E N I N G
Alabama: Labor Market Analysis
In 2012, 30% of all jobs in Alabama required postsecondary education

24. 2 0 1 8 M S I C O N V E N I N G
California: Labor Market Analysis
In 2012, 35% of all jobs in California required postsecondary education

25. 2 0 1 8 M S I C O N V E N I N G
Limitations

26. 2 0 1 8 M S I C O N V E N I N G
Limitations of the Analysis
• Inaccuracies on IPEDS, CIP codes and Perkins IV Crosswalk
• Labor market inferences can be overestimated or underestimated
• Employment unrelated to major/field can create misalignment in
analysis
• Study focuses on availability versus quality of programs/credentials

27. 2 0 1 8 M S I C O N V E N I N G
Implications

28. 2 0 1 8 M S I C O N V E N I N G
Policy Implications
Strengthen institutional capacity
• Engage leaders at MSIs to highlight facilitators and inhibitors of student
success
• Build evidence base regarding OPE programs that yield strong student
outcomes
• Build stronger linkages with promising higher education reform
programs (e.g., guided pathways)
• Increase transparency

29. 2 0 1 8 M S I C O N V E N I N G
Future Research

30. 2 0 1 8 M S I C O N V E N I N G
Future Research
• How well are MSIs and non-MSIs gradating students in various programs
of study?
• What institutional policies and practices are associated with higher –
quality program outcomes?
• How can all institutions counsel more underrepresented students of
color intro degree programs with higher labor market returns?

31. 2 0 1 8 M S I C O N V E N I N G
Thank you!
Community College Research Center
Teachers College, Columbia University
525 W 120th St. | Box 174 | New York, NY 10027
Diana E. Cruz Zamora
dec2159@tc.edu
Website: Ccrc.tc.columbia.edu Twitter: CommunityCCRC
FB: CommunityCCRC Email: CCRC@columbia.edu
212-678-3091