%0 Journal Article
%T Heterogeneity of Older Learners in Higher Education
%A J. Scott Brown
%A Nader Mehri
%A Peter Riley Bahr
%A Phyllis A. Cummins
%J Adult Learning
%@ 2162-4070
%D 2019
%R 10.1177/1045159518812077
%X Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio¡¯s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators
%K community colleges
%K enrollment patterns
%K part-time
%K older learners
%K attainment goals
%U https://journals.sagepub.com/doi/full/10.1177/1045159518812077