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US Community College Market Size 2025-2029

The US community college market size is forecast to increase by USD -7825.8 million, at a CAGR of -2.7% between 2024 and 2029.

The Community College market in the US is experiencing significant shifts driven by the growing emphasis on non-traditional learning and the evolving education marketing process. This trend is fueled by the increasing number of adults returning to education and the need for flexible learning options. However, community colleges face challenges in securing adequate funding, which may hinder their ability to meet the demands of an expanding student population. The education landscape is transforming, with community colleges playing a pivotal role in catering to the needs of non-traditional learners. The marketing process has become increasingly important as institutions compete for students in a crowded market.
Yet, reduced funding poses a significant challenge. Community colleges must navigate this financial obstacle by exploring innovative funding models and cost-effective solutions to maintain their competitiveness and continue providing accessible, affordable education. Adapting to these market dynamics and addressing funding constraints will be crucial for community colleges seeking to capitalize on opportunities and thrive in the evolving educational landscape.

What will be the size of the US Community College Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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The community college market in the US is characterized by a shift towards hybrid learning and competency-based education, as resource management and curriculum mapping gain prominence. Student recruitment strategies are increasingly data-driven, with mobile learning and learning analytics playing crucial roles. Institutional advancement efforts include compliance regulations, capital campaigns, and board of trustees engagement. Budget allocation and information technology investments are key areas of focus for administrators, with technology infrastructure and program review shaping the future of education. Faculty governance, endowment management, and professional development are essential components of institutional success.
Skills gap analysis and blended learning are critical in addressing workforce needs, while accreditation standards ensure academic rigor. Personalized learning and alumni relations strengthen student engagement, and faculty recruitment and shared governance foster a collaborative learning environment.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Revenue Stream

  Government funds
  Tuition and fees
  Grants and contracts
  Others


Courses

  Associate degree
  TVET certification
  Continuing education
  Bachelors degree


Student Type

  Traditional
  Non-Traditional
  Online
  Recent High School Graduates
  Adult Learners
  Career Changers


Delivery Mode

  On-Campus
  Online
  Hybrid


Subject Area

  STEM
  Healthcare
  Business
  Liberal Arts


Geography

  North America

    US

By Revenue Stream Insights

The government funds segment is estimated to witness significant growth during the forecast period.

Community colleges in the US receive the majority of their revenue from government funds, primarily from state, local, and central sources. These funds support various aspects of college operations, including instructor salaries, staff compensation, and infrastructure improvements. Thirty-two out of the fifty states in the US employ funding formulas to distribute resources to their respective colleges. Some states, such as Washington and Ohio, have adopted performance-based funding models to incentivize enrollment growth and expedite graduation rates. Educational technology plays a significant role in community colleges, with online learning platforms and classroom technology enhancing the learning experience. Dual enrollment programs enable high school students to earn college credits, while GED preparation courses help adults attain their diplomas.

Faculty development and program assessment ensure academic rigor and continuous improvement. International students contribute to campus diversity, with career services and student affairs providing support. Campus safety and accessibility compliance are essential considerations, as are technical skills training, workforce development, certificate programs, and continuing education. Transfer agreements facilitate seamless transitions to four-year institutions, while ESL programs cater to non-native English speakers. Associate degrees and bachelor's degrees

As of January 2023, there were *** public community colleges registered with the AACC in the United States. This is compared to ** independent community colleges registered in the United States in that same year.

The California School Campus Database (CSCD) is now available for all public schools and colleges/universities in California.CSCD is a GIS data set that contains detailed outlines of the lands used by public schools for educational purposes. It includes campus boundaries of schools with kindergarten through 12th grade instruction, as well as colleges, universities, and public community colleges. Each is accurately mapped at the assessor parcel level. CSCD is the first statewide database of this information and is available for use without restriction.PURPOSEWhile data is available from the California Department of Education (CDE) at a point level, the data is simplified and often inaccurate.CSCD defines the entire school campus of all public schools to allow spatial analysis, including the full extent of lands used for public education in California. CSCD is suitable for a wide range of planning, assessment, analysis, and display purposes.The lands in CSCD are defined by the parcels owned, rented, leased, or used by a public California school district for the primary purpose of educating youth. CSCD provides vetted polygons representing each public school in the state.Data is also provided for community colleges and university lands as of the 2018 release.CSCD is suitable for a wide range of planning, assessment, analysis, and display purposes. It should not be used as the basis for official regulatory, legal, or other such governmental actions unless reviewed by the user and deemed appropriate for their use. See the user manual for more information.Link to California School Campus Database.

In the 2020/21 school year, about 400,447 associate degrees awarded at community colleges in the United States were in liberal arts and sciences, which comprised about one third of all degrees. 171 associate degrees awarded in that same year were in the field of library science.

The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016.

The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment?

Notes on the data: School Credit: % Earning 24 Credits is a subset of the % Enrolled in 16 Months. School Remediation: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

Two-year community colleges enroll nearly half of all first-time undergraduates in the United States, but to ambiguous effect: low persistence rates and the potential for diverting students from 4-year institutions cast ambiguity over 2-year colleges' contributions to upward mobility. This paper develops a new instrumental variables approach to identifying causal effects along multiple treatment margins, and applies it to linked education and earnings registries to disentangle the net impacts of 2-year college access into two competing causal margins: significant value-added for 2-year entrants who otherwise would not have attended college, but negative impacts on students diverted from immediate 4-year entry.

In order to assist higher education institutions and their students during the pandemic, the federal government established the Higher Education Emergency Relief (HEER) fund, which directed over $75 billion to institutions of higher education - including nearly $25 billion to community colleges - over a three-year period. Researchers at the Community College Research Center (CCRC), the Public Policy Institute of California (PPIC), and Wheelhouse: The Center for Community College Leadership and Research at the University of California, Davis (Wheelhouse) partnered through the Accelerating Recovery in Community Colleges (ARCC) Network to understand how community colleges used HEER funds to support their students and institutions during the pandemic. This data collection contains responses from a survey of 170 community colleges across six states: California, Michigan, New York, Ohio, Tennessee, and Texas. This institutional survey of pandemic relief spending and recovery strategies attempted to answer the following research questions: How did colleges use HEER student and institutional aid? How did colleges target specific populations for HEER-funded student supports? What do colleges' expenditure patterns reveal about how student and institutional needs changed over time? How successful did colleges perceive HEER funds to be in meeting student and institutional needs during the pandemic? What do colleges' concerns about the end of HEER funds reveal about how to prioritize future funding efforts? In what ways did colleges' experiences with HEER funds vary based on institutional characteristics? The resulting dataset provides insight into the specific pandemic recovery activities colleges implemented, colleges' perceptions of how successful funds were in addressing student and institutional needs during the pandemic, and what institutional needs were not met by aid.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

The California School Campus Database (CSCD) is now available for all public schools and colleges/universities in California.CSCD is a GIS data set that contains detailed outlines of the lands used by public schools for educational purposes. It includes campus boundaries of schools with kindergarten through 12th grade instruction, as well as colleges, universities, and public community colleges. Each is accurately mapped at the assessor parcel level. CSCD is the first statewide database of this information and is available for use without restriction.PURPOSEWhile data is available from the California Department of Education (CDE) at a point level, the data is simplified and often inaccurate.CSCD defines the entire school campus of all public schools to allow spatial analysis, including the full extent of lands used for public education in California. CSCD is suitable for a wide range of planning, assessment, analysis, and display purposes.The lands in CSCD are defined by the parcels owned, rented, leased, or used by a public California school district for the primary purpose of educating youth. CSCD provides vetted polygons representing each public school in the state.Data is also provided for community colleges and university lands as of the 2018 release.CSCD is suitable for a wide range of planning, assessment, analysis, and display purposes. It should not be used as the basis for official regulatory, legal, or other such governmental actions unless reviewed by the user and deemed appropriate for their use. See the user manual for more information.Link to California School Campus Database.

NC Center for Geographic Information and Analysis developed the digital Community College Locations data from addresses provided by the NC Community College System. This file enables users to identify community college locations. This data covers the entire extent of North Carolina. This data was created to assist governmental agencies and others in making resource management decisions through use of a Geographic Information System (GIS). For more information go to cgia.state.nc.us/

Data on labor force activity for the week prior to the survey are supplied in this collection. Information is available on the employment status, occupation, and industry of persons 14 years old and over. Demographic variables such as age, sex, race, marital status, veteran status, household relationship, educational background, and Spanish origin are included. In addition to providing these core data, the October survey also contains a special supplement on school enrollment. This supplement includes the following items: current grade attending at public or private school, whether attending college full- or part-time at a two- or four-year institution, year last attended a regular school, and year graduated from high school.

Community colleges serve a substantial percentage of college-age students in the United States, many of whom arrive with negative attitudes toward mathematics, despite there being many STEM-related fields available to community college graduates. The current paper summarizes the creation of a day-long activity that assists students in developing applied mathematical skills in a format that aligns with the experiential learning theory. Students at a community college in Texas are learning math by engaging with a popular topic, crime scene investigation, through an annual event, established in 2017, called NVCsi. Students interact with hands-on activities that combine forensics, mathematics, and other disciplines. The implementation of the event is described so that other colleges can develop their own experiential learning event. Planned data collection for future event cycles are described, as are limitations and constraints of the NVCsi event with a discussion of planned modifications.

Colorado Community Anchor Institutions (CAI) Feature Class Summary This layer represents the National Telecommunications Information Administration (NTIA) State Broadband Data Development Program (SBDD) Community Anchor Institutions (CAI) which subscribe to broadband. Description Introduction This layer represents the National Telecommunications Information Administration (NTIA) State Broadband Data Development Program (SBDD) Community Anchor Institutions (CAI) which subscribe to broadband. ''Community Anchor Institutions'' consist of schools, libraries, medical and healthcare providers, public safety entities, community colleges and other institutions of higher education, and other community support organizations and entities. These locations may not offer broadband availability to the public (although most libraries and many schools, and community centers do) but rather offer an opportunity for policy makers to understand where community anchor institutions who have broadband access are which can help in identifying challenges and opportunities to reaching national connectivity goals. For additional information visit NOFA (Notice of Funding Availability) website: http://www.ntia.doc.gov/broadbandgrants/nofa.html Intent The primary source of information has been online address and location research, in combination with google maps and NAIP aerial imagery. Ideally, our end goal is to have every county maintain and provide data directly. The advantage being that local officials have more direct access to acquiring accurate data for their respective counties, and more experience within these counties. Secondly, it will allow each county to sustain accurate CAI data without being reliant on the state government. For example, if Hinsdale county sustained its own CAIs, it would not need to wait on the state to complete and update their CAI data. Achieving this goal will provide the counties in Colorado with accurate and useful data without the limitations of being bottle necked by a single data editing source. Process The existing CAI point data is edited and maintained using ESRI Arc Desktop 10.1. Points have first been verified for their spatial accuracy. They are overlayed onto NAIP aerial imagery. Using a combination of online sources, such as Google Maps and Google Earth, the address and location of each point is verified. If the point is inaccurately positioned, it is moved to the correct location. Attributes are also check for accuracy and updated. Sometimes street names or address numbers are not present, and must be identified through research. Presently a total of 5478 CAI locations have been researched and edited. We were unable to indentify the definitive location of 4% of these CAIs. This results in a favorable 96% accuracy rate thus far. This dataset will be continuously checked and improved upon as time goes on. In addition, CAI locations have been contacted in order to acquire internet speed test results. Currently 1356 of the total Community Anchor Institutions have speed test results. We will continute to add to this number as time goes on. Finally, this data will be accessible and modifiable via GIS services. This will allow county officials to actively edit the data. Data Fields The following items are the fields within the CAI feature class. There are several different field types within this dataset. The bold faced portion is representative of the field name, while the following text represents the type of the field as well as length, precision, and scale. Additionally, OBJECTIDand SHAPE are generated by Arc Map. OBJECTID- ObjectID Longitude- Double P38 S8 OITIndex- Short Latitude- Double P38 S8 AnchorName- String 200 FKProvider- Short FullAddress- String 200 KEY_- Short StreetAddress- 50 URL- String 100 Status- Short CAICategory - String 2 AddressNumber- Long CAIID- String 50 NumberSuffix - String 15 FullCensusBlockID- String 16 StreetPreModifier - String 10 TransTech- Double P38 S8 StreetPreDirectional - String 20 BBService- String 1 StreetPreType- String 20 PublicWiFi- String 1 StreetSeparator - String 10 CAIComments- String 255 StreetName - String 75 BBComments- String 255 StreetPostType- String 20 MaxAdDown- String 2 StreetPostDirectional- String 20 MaxAdUp- String 2 StreetPostModifier- String 20 SubScrbDown - String 2 SubAddress- String 50 SubScrbUp- String 2 Intersection- String 100 ActualDown- Double P38 S8 PlaceName- String 100 ActualUp- Double P38 S8 District- String 100 TestDate- String 255 County- String 50 ProviderNM- String 255 StateAbbrev- String 50 LocationChanged_Y_N- String 1 ZipCode- Long Done- String 1 Zip4- Short SHAPE- Geometry AddressLocDesc- String 255

Credits State of Colorado, Governor's Office of Information Technology (OIT) Archuleta County Baca County City and County of Broomfield Custer County Eagle County El Paso - Teller E911 Authority Garfield County Grand County La Plata County Larimer County Las Animas County E911 Authority Lincoln County Mesa County Moffat County Montezuma County North Central All - Hazards Region Pueblo County Routt County Use limitations None Extent West -109.011097 East -102.082504 North 40.994186 South 37.005858 Scale Range Maximum (zoomed in) 1:5,000 Minimum (zoomed out) 1:150,000,000 ArcGIS Metadata ► Topics and Keywords ► THEMES OR CATEGORIES OF THE RESOURCE  structure, location, health, utilitiesCommunication * CONTENT TYPE  Downloadable Data EXPORT TO FGDC CSDGM XML FORMAT AS RESOURCE DESCRIPTION No

DISCIPLINE KEYWORDS  Public Service Facilities Broadband Internet Service

PLACE KEYWORDS  Colorado

TEMPORAL KEYWORDS  2014

THEME KEYWORDS  Public Use Structures, Community Anchor Institutions, Essential Facilities, Landmark Features, Key Geographic Locations, Points of Interest, Structures, Public Buildings, Facilities of General Interest, Civic or Government Buildings, Public Service Facilities, Fire Station, Police Station, School, Library, Post Office, Town Hall.

Hide Topics and Keywords ▲ Citation ► TITLE Colorado Community Anchor Institutions (CAI) ALTERNATE TITLES  Colorado CAIs CREATION DATE 2012-08-31 00:00:00 REVISION DATE 2013-02-07 00:00:00 EDITION Early 2013 Local Review Edition EDITION DATE 2013-02-07 PRESENTATION FORMATS  digital map SERIES  NAME Colorado Broadband Map Database

COLLECTION TITLE Colorado Broadband Map Database OTHER CITATION DETAILS The locations and Internet broadband speeds of Community Anchor Institututions within the State are required deliverables to the National Telecommunications and Information Administrations (NTIA) in accordance with the State Broadband Data and Development Grant Program requirements found in Federal Register /Vol. 74, No. 129 /Wednesday, July 8, 2009 /Notices, pages 32548 and 32563. Hide Citation ▲ Citation Contacts ► RESPONSIBLE PARTY  INDIVIDUAL'S NAME Nathan Lowry ORGANIZATION'S NAME State of Colorado, Governor's Office of Information Technology CONTACT'S POSITION GIS Outreach Coordinator CONTACT'S ROLE  publisher RESPONSIBLE PARTY  INDIVIDUAL'S NAME Tudor Stanescu ORGANIZATION'S NAME Governor's Office of Information Technology CONTACT'S POSITION GIS Technician CONTACT'S ROLE  publisher

CONTACT INFORMATION  ► PHONE  VOICE (303)-764-6861 FAX N/A

ADDRESS  TYPE both DELIVERY POINT 601 East 18th Avenue Suite 220 CITY Denver ADMINISTRATIVE AREA Colorado POSTAL CODE 80203-1494 COUNTRY US E-MAIL ADDRESS tudor.stanescu@state.co.us

HOURS OF SERVICE 7:00am - 4:00pm Hide Contact information ▲

Hide Citation Contacts ▲ Resource Details ► DATASET LANGUAGES  English (UNITED STATES) DATASET CHARACTER SET  utf8 - 8 bit UCS Transfer Format STATUS  on-going SPATIAL REPRESENTATION TYPE  vector GRAPHIC OVERVIEW  FILE NAME ColoradoCAIs.png at https://docs.google.com/file/d/0B_O_LJbuRH4azB0RlZ1SUVKMXc/edit?usp=sharing FILE DESCRIPTION Colorado Community Anchor Institutions (CAIs) FILE TYPE Portable Network Graphic file (.png)

* PROCESSING ENVIRONMENT Microsoft Windows 7 Version 6.1 (Build 7601) Service Pack 1; Esri ArcGIS 10.1.1.3143 CREDITS State of Colorado, Governor's Office of Information Technology (OIT) Archuleta County Baca County City and County of Broomfield Custer County Eagle County El Paso - Teller E911 Authority Garfield County Grand County La Plata County Larimer County Las Animas County E911 Authority Lincoln County Mesa County Moffat County Montezuma County North Central All - Hazards Region Pueblo County Routt County

ARCGIS ITEM PROPERTIES  * NAME CAIs.DBO.ColoradoCAI * LOCATION Server=10.12.1.28; Service=sde:sqlserver:10.12.1.28; Database=CAIs; User=stanescut; Version=dbo.DEFAULT * ACCESS PROTOCOL ArcSDE Connection

Hide Resource Details ▲ Extents ► EXTENT  DESCRIPTION The State of Colorado, United States of America GEOGRAPHIC EXTENT  BOUNDING RECTANGLE  WEST LONGITUDE -114.996946 EAST LONGITUDE -96.104491 SOUTH LATITUDE 32.485329 NORTH LATITUDE 45.503973 EXTENT CONTAINS THE RESOURCE No

TEMPORAL EXTENT  BEGINNING DATE 2010-01-01 00:00:00 ENDING DATE 2010-12-31 00:00:00

EXTENT  GEOGRAPHIC EXTENT  BOUNDING RECTANGLE  EXTENT TYPE  Extent used for searching * WEST LONGITUDE -109.011097 * EAST LONGITUDE -102.082504 * NORTH LATITUDE 40.994186 * SOUTH LATITUDE 37.005858

EXTENT IN THE ITEM'S COORDINATE SYSTEM  * WEST LONGITUDE -109.011097 * EAST LONGITUDE -102.082504 * SOUTH LATITUDE 37.005858 * NORTH LATITUDE 40.994186 * EXTENT CONTAINS THE RESOURCE Yes

Hide Extents ▲ Resource Points of Contact ► POINT OF CONTACT  INDIVIDUAL'S NAME Nathan Lowry ORGANIZATION'S NAME State of

The Historically Black Colleges and Universities (HBCU) Solar Radiation Monitoring Network operated from July 1985 through December 1996. Funded by DOE, the six-station network provided 5-minute averaged measurements of direct normal, global, and diffuse horizontal solar irradiance. The data were processed at NREL to improve the assessment of the solar radiation resources in the southeastern United States. Historical HBCU data available online include quality assessed 5-min data, monthly reports, and plots. In January 1997 the HBCU sites became part of the CONFRRM solar monitoring network and data from the two remaining active stations, Bluefield State College and Elizabeth City State University, are collected by the NREL Measurement & Instrumentation Data Center (MIDC).

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US Nursing Education Market Size 2025-2029

The US nursing education market size is forecast to increase by USD 161.9 billion at a CAGR of 30% between 2024 and 2029.

US Nursing Education Market is experiencing significant growth, driven by the increasing demand for competency-based learning and the integration of advanced technologies such as Augmented Reality (AR) and Virtual Reality (VR) in nursing education. The shift towards competency-based learning is a response to the evolving healthcare landscape and the need for nurses to possess a higher level of skills and knowledge to provide effective patient care. Furthermore, the use of AR and VR technologies in nursing education offers learning experiences, enabling students to practice complex procedures in a safe and controlled environment. However, the market is not without challenges.
One of the significant challenges is the lack of standardized assessment metrics to measure the effectiveness of nursing education programs. This challenge hampers the ability to evaluate the success of educational initiatives and the readiness of graduates to enter the workforce. To capitalize on the market opportunities and navigate these challenges effectively, companies must focus on developing innovative solutions that address the need for competency-based learning and provide reliable assessment metrics. Additionally, investing in the integration of AR and VR technologies can offer a competitive edge in the market.

What will be the size of the US Nursing Education Market during the forecast period?

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The nursing education market in the US is experiencing significant growth and innovation, driven by the demand for advanced nursing informatics solutions and continuing education units. This trend is reflected in the development of nurse recruitment strategies that leverage telehealth platforms and nursing curriculum tailored to healthcare technology. Nursing salary trends continue to influence the market, as nursing informatics specialists become increasingly essential for effective healthcare data management. Nursing simulation software and nursing career pathways are key components of nursing education trends, providing clinical experience and patient safety initiatives that align with patient-centered care and improved health outcomes.
Accreditation standards and nursing faculty recruitment are also critical areas of focus, as institutions seek to maintain high educational standards and remain competitive. Patient portals, mobile health apps, and nursing education consultants are essential tools for nursing workforce development, enabling professional growth and leadership training. Nursing ethics committees and clinical data analytics further enhance the quality of nursing education and research, ensuring that the nursing profession remains at the forefront of healthcare innovation.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Type

  Graduate courses
  Postgraduate courses


End-user

  Hospitals
  Home healthcare services


Program Type

  Associate Degree
  Bachelor's Degree
  Master's Degree
  Doctoral Programs


Delivery Mode

  On-Campus
  Online
  Hybrid


Institution Types

  Universities
  Community Colleges
  Vocational Schools


Geography

  US

By Type Insights

The graduate courses segment is estimated to witness significant growth during the forecast period.

The nursing education market in the US is experiencing significant growth due to the rising enrollment in undergraduate and graduate nursing programs. This trend is driven by the increasing demand for specialized nursing professionals in various fields, such as geriatric nursing, mental health nursing, and critical care nursing. The American Nurses Association and other nursing organizations advocate for continued nursing education as a means of addressing health disparities and improving patient care. E-learning platforms, nursing simulation labs, and clinical skills training are essential components of graduate nursing programs, providing students with the necessary theoretical and practical knowledge.

Nursing informatics, healthcare reform, and patient safety are key areas of focus, with data analytics and clinical decision support playing crucial roles. The nursing workforce is evolving, with an emphasis on nurse retention, nursing leadership, and nursing professional development. Online nursing programs, mobile health, and wearable technology are transforming nursing education, making it more accessible and flexible. Nursing evaluation, nursing diagnosis, and nursing standards are integral parts of nursing education, ensuring that students are prepared for the nursing licens

Using two new data sources to describe trends in the international relations (IR) discipline since 1980—a database of every article published in the 12 leading journals in the field and three surveys of IR faculty at US colleges and universities—we explore the extent of theoretical, methodological, and epistemological diversity in the American study of IR and the relationship between IR scholarship and the policy-making community in the United States. We find, first, that there is considerable and increasing theoretical diversity. Although US scholars believe and teach their students that the major paradigms—realism, liberalism, Marxism, and constructivism—define and divide the discipline, most peer-reviewed research does not advance a theoretical argument from one of these theoretical traditions. There is no evidence, moreover, that realism and its focus on power relations among states dominate, or since 1980 ever has dominated, the literature. Second, although three times as many IR scholars report using qualitative methods as their primary approach, more articles published in the top journals currently employ quantitative tools than any other methodological approach. Third, there exists little epistemological diversity in the field: American IR scholars share a strong and growing commitment to positivism. Finally, there is a disjuncture between what American scholars of IR think about the value of producing policy-relevant work and the actual research they generate: few articles in top journals offer explicit policy advice, but scholars believe that their work is both prescriptive and useful to policymakers.

Abstract

Unemployment rates for college educated youth in Jordan are high, as is the duration of unemployment. Two randomized experiments in Jordan were used to test different theories that may explain this phenomenon. The first experiment tested the role of search and matching frictions by providing firms and job candidates with an intensive screening and matching service based on educational backgrounds and psychometric assessments. A second experiment built on the first by examining the willingness of educated, unemployed youth to apply for jobs of varying levels of prestige.

First Experiment (September 2011 - May 2013)

The job candidate sample consisted of recent graduates of either community college or university in Jordan, who participated in Jordan NOW 2.0 program between December 2011 and November 2012. The participants were randomly assigned to a treatment or a control groups. The sample of enterprises consisted of businesses planning to hire workers in the next six months.

The experiment included: - Firm survey of 2,279 enterprises (September - November 2011) - Psychometric assessment of 1,569 individuals in Amman, Jordan (December 2011- January 2013) - Midline survey of 984 recent college graduates (October 2012) - Midline firm survey of 124 enterprises involved with the screening and matching pilot (October - November 2012) - Endline surveys of 1,291 recent college graduates (May 2013) - Administrative data on matching results

Second Experiment (May 2013 - October 2013)

The job candidate sample consisted of recent graduates from community colleges and universities, who participated in Yalla Watheefa (Let's Go Get a Job) program. The sample of businesses consisted of 33 firms with 51 job vacancies to fill 178 positions.

The second experiment included: - Baseline survey of 1,668 recent college graduates (May 2013) - Job Openings Labor Turnovers Survey (JOLTS) based panel survey of 350 enterprises (June - September 2013) - Firm survey of 50 large enterprises (October 2013)

In order to provide further evidence on how firms in Jordan fill positions, the team conducted a 4-round panel survey based off of the United States Bureau of Labor Statistics Job Openings Labor Turnovers Survey (JOLTS) on 350 firms in Amman that employ recent graduates.

Given that this second experiment did not result in any jobs, a follow-up survey to measure the treatment-control difference in employment outcomes was not conducted.

Geographic coverage

• Amman

Analysis unit

• recent college graduates;
• enterprises seeking to hire new employees.

Mode of data collection

Face-to-face [f2f]

Response rate

The attrition rates were 8 and 18 percent, respectively, for midline and endline job candidates surveys in the first experiment.

The Iowa Industrial New Jobs Training (260E) program provides employers expanding Iowa’s workforce with new employee training. The 260E program is designed to increase worker productivity and company profitability, and is administered by Iowa's 15 community colleges and financed through bonds sold by the colleges. Depending on wages paid, the participating businesses divert 1.5% or 3% of the Iowa state withholding taxes generated by the new positions to the community college to retire the bonds. Businesses may also be eligible to receive reimbursement for their on-the-job training expenses, and/or corporate tax credits. This dataset lists 260E contracts open in or after 2012, Qtr 2, and includes information on: the administering community college, participating employer, location of employment, training expenses, and employment information. More on Iowa's 260E program.

This data was made as part of the Alaska Experimental Program to Stimulate Competitive Research (EPSCoR) Northern Test Case. The purpose is to document internet access among Alaskan communities. This layer represents the National Telecommunications Information Administration (NTIA) State Broadband Data Development Program (SBDD) Community Anchor Institutions (CAI) which subscribe to broadband. ''Community Anchor Institutions'' consist of schools, libraries, medical and healthcare providers, public safety entities, community colleges and other institutions of higher education, and other community support organizations and entities. These locations may not offer broadband availability to the public (although most libraries and many schools, and community centers do) but rather offer an opportunity for policy makers to understand where community anchor institutions who have broadband access are which can help in identifying challenges and opportunities to reaching national connectivity goals. For additional information visit NOFA (Notice of Funding Availability) website: http://www.ntia.doc.gov/broadbandgrants/nofa.html

A lawful permanent resident (LPR) or 'green card' recipient is defined by immigration law as a person who has been granted lawful permanent residence in the United States. Permanent resident status confers certain rights and responsibilities. For example, LPRs may live and work permanently anywhere in the United States, own property, and attend public schools, colleges, and universities.