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This paper presents findings from a study of the experiences and outcomes of older and younger community college students. We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining a certain number of credits) on educational outcomes of older students--those who enter college for the first time at age 25 or later--with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or completing 50 percent of a program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial classes.

Research has consistently shown that older students--those who enter college for the first time at age 25 or older--are less likely to complete a degree or certificate. The authors estimate a single-risk discrete-time hazard model using transcript data on a cohort of first-time community college students in Florida to compare the educational outcomes of older and traditional-age students. Contrary to conventional wisdom, the authors' results suggest that after controlling for cognitive mathematics ability, older students enrolled in Florida community colleges have a higher conditional probability of completing a degree or certificate in the observed event period. (Contains 6 tables, 2 figures and 20 notes.)

This paper presents findings from a study of the experiences and outcomes of older and younger community college students. We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining a certain number of credits) on educational outcomes of older students—those who enter college for the first time at age 25 or later—with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or completing 50 percent of a program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial classes. [ABSTRACT FROM AUTHOR]

Research has consistently shown that older students—those who enter college for the first time at age 25 or older—are less likely to complete a degree or certificate. The authors estimate a single-risk discrete-time hazard model using transcript data on a cohort of first-time community college students in Florida to compare the educational outcomes of older and traditional-age students. Contrary to conventional wisdom, the authors' results suggest that after controlling for cognitive mathematics ability, older students enrolled in Florida community colleges have a higher conditional probability of completing a degree or certificate in the observed event period. [ABSTRACT FROM AUTHOR]