Economic Returns to Sub-Baccalaureate Technical Education: A Study of Labor Market Outcomes for Manufacturing Engineering Technologist and Technician Education (METTE) Programs in the Wisconsin Technical College System.

摘要

The purpose of this study is to examine the labor market outcomes of sub-baccalaureate education for individuals attending Manufacturing Engineering Technologist and Technician Education (METTE) programs in the Wisconsin Technical College System. Increasingly, public policy for postsecondary education and economic development, as well as decisions by individuals and program leaders, are informed and guided by the vocational purposes of higher education. For Wisconsin students, parents, technical college leaders, and policy makers to build human capital for both individuals and the state's economy, accurate and timely information is needed regarding the employment and earnings outcomes associated with technical education at the sub-baccalaureate level. While a number of national and state studies have examined these links, virtually no research has been conducted based on current data systems in Wisconsin, resulting in a lack of explanatory power to guide choices at anything but the most general level.;This study uses logistic and multiple regression analysis techniques to analyze these relationships. Findings suggest that there are positive employment and earnings effects due in part to earning higher level credentials. METTE associate of applied science (AAS) degree holders earn and are employed at the highest rate. All other degree categories and those who left college without a credential trailed in both employment and earnings. However, the negative effect of earning longer term and technical credentials, relative to earning a METTE AAS, is smaller than that of not completing any credential or earning non-METTE credentials (again relative to earning a METTE AAS). Women and minority students who enter METTE programs are at a disadvantage in both employment rates and annual earnings, while findings for older students were mixed. Students who achieve academically are at a significant advantage in both earnings and rates of employment. Analysis of employment related to earned credit hours suggested no effect for additional technical education credits but a decrease in employment for the accumulation of general education credit hours absent an earned degree. The accumulation of technical and general education credits had a negative and statistically significant relationship to annual earnings outcomes for students in this study.