Thomas Bailey - Academia.edu (original) (raw)

Papers by Thomas Bailey

Although more than 1 million people in the United States are employed in the apparel manufacturin... more Although more than 1 million people in the United States are employed in the apparel manufacturing industry, the industry has been increasingly threatened by international competition, changes in consumer tastes, and demands that many domestic firms are ill-prepared to mt,et. The traditional apparel production system emphasized cutting costs, especially the cost of direct labor, by breaking down the production process into many separate components. In response to the increase in international competition in the late 1960s and early 1970s, apparel makers intensified this traditional strategy. However, this approach was not successful, both because of technological barriers to automation and because of changes in consumer demand for apparel that weakened some previously successful markets. As a result, some apparel makers are ncw trying to move to production systems that involve greater flexibility, faster production times, greater interaction with customers and suppliers, and more attention to both product and process innovation. This strategy requires a more sophisticated use of advanced microelectronic technology as well as profound changes in human resource philosophy and practice, including much more attention to the educational preparation and continuing training of the work force and a change in the orientation of management. Postsecondary textile and apparel schools are well connected to the industry and have access to information about industry needs, but community colleges are not. The industry must press for better secondary education and provide more postsecondary education, especially in technical skills. (42 references) (KC)

Community colleges account for a surprisingly large share of American higher education. Nearly on... more Community colleges account for a surprisingly large share of American higher education. Nearly one half of all postsecondary undergraduates in fall 1997 were enrolled in community colleges (U.S. Department of Education, 2000a), and over the span of any given year, more for-credit undergraduate students enroll in community colleges than in baccalaureate-granting institutions. Community colleges have large and growing enrollments in non-credit courses as well. Moreover, the types of students who enroll in community collegesfirst-generation or those from low socioeconomic backgrounds (U.S. Department of Education, 2000a)are precisely the ones who are of most concern to scholars and policymakers But after several decades of growth, community colleges now face a particularly challenging environment. Changes in pedagogic and production technology, state funding policy, the expectations of students, parents, and policymakers, demographic trends; and the growth of new types of educational institutions and providers are potentially altering the role of community colleges within the wider landscape of higher education.

This chapter contributes to a volume of work designed to provide up-to-date, high quality evidenc... more This chapter contributes to a volume of work designed to provide up-to-date, high quality evidence of the effectiveness of the variety of programs, policies and institutions in the USA with the specific purpose of improving the transitions of young people from school to work. A career ...

Community College Research Center, …, 2004

Technological changes in the workplace have placed considerable pressure on the US educational sy... more Technological changes in the workplace have placed considerable pressure on the US educational system to prepare students for increasingly skillbased occupations. Employers reward new hires for having the skills or credentials needed for their job, underscoring the importance of ...

Community College …, 2004

Community College Research Center, Teachers College, Columbia University, 525 West 120th Street, ... more Community College Research Center, Teachers College, Columbia University, 525 West 120th Street, PO Box 174, New York, NY 10027. Tel: 212-678-3091; Web site: http://www.tc.columbia .edu/ccrc. ... Columbia Univ., New York, NY. Community Coll. Research Center.

Policymakers, educators, and researchers recognize the importance of community colleges as open d... more Policymakers, educators, and researchers recognize the importance of community colleges as open door institutions that provide a wide range of students with access to college. At the same time, competing demands for the state funds that would support community colleges have ...

Community colleges are a crucial point of access to higher education for low-income, minority, an... more Community colleges are a crucial point of access to higher education for low-income, minority, and other underserved students. Indeed, these groups are overrepresented (with respect to their share of undergraduate enrollment) in two-year and less-than-two-year postsecondary institutions. The community college access mission is built on low tuition, convenient location, flexible scheduling, an open-door admissions policy, and programs and services designed to support students who may have various socioeconomic and academic barriers inhibiting postsecondary success. If community colleges-or similar institutions-were not available, many of these students would not have an opportunity to attend higher education. While access to community colleges is an important first step for a wide variety of students, they must also be successful after they have enrolled. Unfortunately, many students never finish a degree. For example, only 36 percent of students who enrolled in a community college as their first postsecondary enrollment in the 1995-96 school year had completed a certificate, associate, or bachelor's degree within six years. Low-income, minority, and first-generation college students all have even lower six-year completion rates. Although many students can benefit from a community college education even if they do not complete a degree or certificate, community college faculty and administrators would all like to see completion rates rise.

National Center for Postsecondary …, 2001

ED437568 - Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

VOCED is a large, free, web-based international database of abstracts on vocational education and... more VOCED is a large, free, web-based international database of abstracts on vocational education and training research, policy and practice. It is produced by Australia's National Centre for Vocational Education Research (NCVER), via a national clearinghouse network, and is endorsed ...

This publication was prepared pursuant to a grant with the Office of Vocational and Adult Educati... more This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy. Discrimination: Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws.

Improving school-to- …, 2007

Page 177. Chapter 6 The National Academy Foundation's Career Academies: Shaping Postsecondar... more Page 177. Chapter 6 The National Academy Foundation's Career Academies: Shaping Postsecondary Transitions Margaret Terry Orr, Thomas Bailey, Katherine L. Hughes, Gregory S. Kienzl, and Melinda Mechur Karp The career ...

WHAT WORKS, 2008

How can we help all youth have smoother and more successful transitions to college? Credit-Based ... more How can we help all youth have smoother and more successful transitions to college? Credit-Based Transition Programs (CBTPs) such as Tech Prep, dual or concurrent enrollment, International Baccalaureate, and middle college high schools may provide one answer. These programs allow high school students to take college-level classes and earn college credit. Some CBTPs also provide services to support the many aspects of college transition. Credit-based transition programs are widespread and interest in them by policymakers, parents, educators, and students has increased in recent years. For the 2002-03 school year, 71 percent of public high schools reported that students took courses for dual credit, meaning that they took a course for both high school and college credit (Waits, Setzer, & Lewis, 2005). In the recent past, CBTPs such as International Baccalaureate (IB) have tended to enroll academically proficient and high-achieving students. Today, a growing number of policymakers, education reform groups, and researchers argue that middle-and even low-achieving high school students may benefit from participation in these programs (AASCU, 2002; National Commission on the High School Senior Year, 2001). Thus, while CBTPs are not new, the idea that they should be accessible to a broader range of students is a new approach. This Brief summarizes the final report from the Accelerating Student Success through Credit-Based Transition Programs study. That study, which was initiated by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), examined the ways that CBTPs may help middle-and low-achieving students enter and succeed in college. The final report presents findings from case studies of five diverse CBTPs. The sites included a middle college high school in California, an International Baccalaureate program in Minnesota, a dual enrollment program in New York City, a technically-oriented dual enrollment program in Iowa, and a Tech Prep program in Texas.

Community College …, 2007

ED498661 - The Postsecondary Achievement of Participants in Dual Enrollment: "An Analysis of... more ED498661 - The Postsecondary Achievement of Participants in Dual Enrollment: "An Analysis of Student Outcomes in Two States".

Educators who support work-based learning as a program for secondary school students make a numbe... more Educators who support work-based learning as a program for secondary school students make a number of different claims for its utility. One such claim is that workbased experience will improve students' academic performance. To investigate this argument, we review existing studies of how work affects youths' academic performance, and studies of the academic achievement of students in programs that include work-based learning. We then present empirical data from our research on five such programs, as well as draw on the observations of others who have studied student interns. We conclude that the evidence does not provide strong support for this popular assertion about work-based learning, but there are other, non-academic but equally important forms of learning that can come from work experience and that these forms give us good grounds for supporting work-based learning.

… manuscript. Retrieved June

This paper presents findings from a new study of the experiences and outcomes of older community ... more This paper presents findings from a new study of the experiences and outcomes of older community college students-those who enter college for the first time at age 25 or later. We estimate a discrete-time hazard model using transcript data on a cohort of first-time community college students in Florida to compare the effect of enrollment pathways on educational outcomes of older students with those of traditional age students. Results suggest that reaching milestones such as fall-to-fall retention, obtaining 20 credits or completing 50% of the program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also find that although remediation decreases the odds of graduating in any given term, older students who enroll in remediation are less negatively impacted than younger ones who do.