Abstract
Purpose. The purpose of this study was to investigate the relationship between units completed and the post-college wage growth of skills builder students in the Ventura County Community College District (VCCCD). Academic research and higher education policy makers have traditionally focused on outcomes for students that complete a degree or certificate. The story of the skills builder, students that complete courses but leave community college without a degree or certificate, is often over-looked.Theoretical Framework. Using human capital theory as a framework, this quantitative study explored any relationship between units completed by employed skills builders at Ventura County Community College District (VCCCD) and subsequent 1-year and 3-year wage growth.Methodology. This study used a correlational research design and simple linear regression to determine if units completed predicted post-college wage growth. Secondary data was used from the VCCCD system for students enrolled between the 2008-2009 and 2018-2019 academic years (N = 19,314) and California unemployment insurance wage records.Findings and Conclusion. The study found that units completed predicted 90.1% of the expected 1-year wage growth and 91.5% of 3-year wage growth of students in the sample population. A key finding is that for each doubling of units completed, students achieved an 8.6% improvement in 1-year wages and a 10.2% improvement in 3-year wages. The null hypothesis was rejected, supporting prior research findings, and aligning with the expected outcomes of Human Capital Theory. This study demonstrated that there was a positive correlation between units completed and post-college wage growth for VCCCD skills builder students.Recommendations. This study's findings suggest that policymakers' emphasis on the college completion agenda needs to be reevaluated. Addressing legislation to fund non-credential seeking students at a comparable rate to traditional students could have a lasting impact on closing equity gaps. Skills builders should have the same opportunity to receive financial assistance as traditional students. In addition, this study emphasized the need for comprehensive databases and standardized metrics and benchmarks for community college outcomes.The results of this study assist policymakers in making decisions with an understanding of how skills builders drive economic growth.