A Qualitative Description Investigation of U.S. Higher Education Quantitative Datasets

Currently, the U.S. system of higher education is almost exclusively evaluated by quantitative data based on traditional student trajectories and university structured programs. This could be problematic for community colleges post-traditional students, who are a growing population at all institutions. Therefore, we conducted pilot, qualitative description analysis three national datasets to assess their accuracy identify factors that influence classifications. We interviewed individuals (n=13) would qualitatively considered success stories, specifically attended during undergraduate studies ultimately high ranking graduate programs, gather information about educational timelines. In some cases, classify these as completers but not always. Participants classified non-completers two major reasons: transfer prior Associate degree completion limitations with prescribed The latter complicated perceived freedom open door policy colleges. results from this study indicate need modify existing metrics purposefully incorporate findings reinforce importance research in education.