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To address local workforce needs and expand access to affordable bachelor's degrees, some states allow community colleges to offer bachelor's degree programs. Despite concerns that community college baccalaureate (CCB) programs will duplicate efforts and cut into the market share of nearby 4-year institutions, extant literature has yet to examine the impact of CCB adoption on bachelor's degree program enrollment and bachelor's degree production at 4-year institutions. Using program-level data, our findings show that local CCB degree programs have a negative effect on overall bachelor's degree enrollment and bachelor's degree production at 4-year institutions, but this effect is concentrated primarily within for-profit 4-year institutions. This study represents the first comprehensive evaluation of the impact of CCB degree programs on neighboring 4-year institutions.

Background/Context: As of 2018, a total of 19 states allow at least one community college to offer baccalaureate degrees. Previous researchers have suggested that community college baccalaureate (CCB) adoption will lead to a host of unintended consequences, including decreases in associate degree production. Purpose/Objective/Research Question/Focus of Study: This study empirically examines the impact of CCB adoption on associate degree production and adds to conversations surrounding the consequences of CCB adoption. Research Design: We use a quantitative quasi-experimental research design to examine the effect of CCB adoption on associate degree production. Findings/Results: When comparing adopting and non-adopting community colleges within the state of Florida, the authors find that the adoption of CCB degree programs has a positive impact on overall associate degree production, but this impact varies considerably according to the type of academic degree program. Conclusions/Recommendations: Opponents of CCB legislation have argued that giving community colleges the authority to confer baccalaureate degrees will detract from the sub-baccalaureate institutional mission of community colleges, but our results suggest that the adoption of a CCB degree program is associated with an overall increase in associate degree production. Findings from this work should be an important consideration for policymakers seeking to increase baccalaureate degree production in addition to--not at the expense of--associate degree programs.

How aquatic primary productivity influences the carbon (C) sequestering capacity of wetlands is uncertain. We evaluated the magnitude and variability in aquatic C dynamics and compared them to net ecosystem CO2 exchange (NEE) and ecosystem respiration (Reco) rates within calcareous freshwater wetlands in Everglades National Park. We continuously recorded 30-min measurements of dissolved oxygen (DO), water level, water temperature (Twater), and photosynthetically active radiation (PAR). These measurements were coupled with ecosystem CO2 fluxes over 5 years (2012–2016) in a long-hydroperiod peat-rich, freshwater marsh and a short-hydroperiod, freshwater marl prairie. Daily net aquatic primary productivity (NAPP) rates indicated both wetlands were generally net heterotrophic. Gross aquatic primary productivity (GAPP) ranged from 0 to − 6.3 g C m−2 day−1 and aquatic respiration (RAq) from 0 to 6.13 g C m−2 day−1. Nonlinear interactions between water level, Twater, and GAPP and RAq resulted in high variability in NAPP that contributed to NEE. Net aquatic primary productivity accounted for 4–5% of the deviance explained in NEE rates. With respect to the flux magnitude, daily NAPP was a greater proportion of daily NEE at the long-hydroperiod site (mean = 95%) compared to the short-hydroperiod site (mean = 64%). Although we have confirmed the significant contribution of NAPP to NEE in both long- and short-hydroperiod freshwater wetlands, the decoupling of the aquatic and ecosystem fluxes could largely depend on emergent vegetation, the carbonate cycle, and the lateral C flux. [ABSTRACT FROM AUTHOR]

In this study, we develop and implement a text messaging re-enrollment campaign to encourage former community college students to return to college. Former students are randomly assigned to one of two treatment groups that either receives information to simplify the re-enrollment process or receives both information and a one-course tuition waiver. We find that providing information and a one-course tuition waiver to former students increases their likelihood of re-enrollment by 1.5 percentage points (21.1%), enrolling in multiple courses by 0.9 percentage points (16.4%), full-time enrollment by 0.5 percentage points (21.7%), and persistence by 0.6 percentage points (23.1%). This study highlights the importance of targeted interventions that address informational and financial barriers facing former students. [ABSTRACT FROM AUTHOR]