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1.
This study examines the relationship between 34 personal, demographic, and environmental characteristics of community college transfer students and their academic performance over a 2‐year period. The subjects for the study were 267 transfer students admitted to a research university during a fall semester. Data on the characteristics were collected through a survey and analyzed in relation to first and second semester GPAs and second year GPAs. Five characteristics showed a consistent statistical relationship with three or more GPA measures. A multiple regression analysis was used to identify which of these characteristics were useful in predicting the GPAs of the transfer students based on their previous backgrounds and attitudes.  相似文献   

2.
Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities.  相似文献   

3.
This study presents an in‐depth meta‐analysis of transfer shock, the grade point average (GPA) drop experienced by many community college transfer students. The purpose of the study was to identify all possible studies dealing with transfer shock and to report the magnitude of GPA change from the last quarter or semester at the community college to the end of the first quarter or semester at the senior institution. The study also researched the amount of recovery of GPA obtained by the community college transfer students at the 4‐year institution.

The search revealed 62 studies that reported the magnitude of GPA change. The studies showed that although community college transfer students in 79% of the studies experienced transfer shock, the majority of the magnitude of GPA change was one half of a grade point or less.

Of the studies that showed that community college transfer students experienced transfer shock, 67% reported that students recover from transfer shock, usually within the first year after transfer. Significantly, 34% of these studies showed community college transfer students recovered completely from transfer shock, 34% showed nearly complete recovery, and 32% showed partial recovery.

Because admission criteria for community college transfer students are based almost solely on academic performance, it is important for admissions personnel to consider the GPA recovery phenomenon in the decision process, not just the transfer‐shock phenomenon.  相似文献   

4.
Academic Achievement of First-Generation Students in a Canadian University   总被引：1，自引：0，他引：1  
Previous research has shown that first-generation students confront greater problems than traditional students. In order to determine if this disadvantage extends to first-year grade-point averages (GPAs) in a commuter university in which the majority are first-generation students, 1,849 students at York University in Toronto were surveyed at the end of the first year and survey results were merged with information on grades from administrative records. The results of stepwise regression and classification and regression tree analyses show that traditional students enjoy a slight advantage in terms of GPA, and that while traditional students have higher levels of involvement than first-generation students, for both student groups involvement in various university activities contributes to GPA.  相似文献   

5.
Reverse transfers, students who transfer from four‐year to two‐year colleges, now make up 20% of the two‐year college enrollment. This paper will describe reverse transfers in terms of demographics, educational goals, and academic performance. Data from thirteen two‐year colleges includes official student records on a 1984 class of newly enrolled students and a survey of this same cohort.

Reverse transfers differ significantly from two‐year natives in terms of race and other demographic characteristics. Reverse transfers were older, more likely to be married, employed full‐time, and had higher socioeconomic status indicators. Reverse transfers’ parents were more likely than native students’ to have earned a college degree.

Two‐year students who had already earned a college degree had short‐term occupational goals aimed at upgrading job skills or making themselves more employable. Those who had not yet earned a degree were most likely to aspire to the bachelors degree. Reverse transfers earned significantly higher grades than natives. Reverse transfers were less likely to be enrolled in remedial courses or to indicate a need for special help in basic skills in order to succeed at the two‐year college.  相似文献   

6.
This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.  相似文献   

7.
Both students and advisers often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on one-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found.  相似文献   

8.
ABSTRACT

The purpose of this study was to investigate differences in baccalaureate degree attainment among transfer students with associate’s degrees, transfer students without associate’s degrees, and university-native students. The study also investigated if demographic characteristics or academic preparation characteristics (i.e., transfer cumulative grade point average [GPA], transfer hours earned, cumulative overall grade point average, and cumulative credit hours earned) predicted graduation rates. Participants included transfer students from all community colleges and native students from one university in one southeastern state. The study utilized a causal-comparative research design. The chi-square test of independence was used to determine if differences in graduation rates existed, and logistic regression was used to determine if demographic characteristics and academic preparation predicted graduation rates. Community college students graduated at higher rates than native students. The academic preparation variables made a significant contribution in the prediction of graduation, with the strongest predictor being the cumulative overall GPA.  相似文献   

9.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

10.
For many underrepresented minority students, the path to the baccalaureate degree begins with initial enrollment at a community college. Unfortunately, only a small percentage of students interested in transferring actually do transfer to a 4-year institution. Of these transfers, few graduate with a baccalaureate degree within 6 years of initial matriculation at their community college. This study was completed to see if the graduation rates for underrepresented minority community college transfer students vary depending on the type of receiving institution. In addition, an analysis was conducted to determine if the factors that best predict timely graduation for these transfers vary by ethnicity. Results from a suite of logistic regression models indicated that the factors that predict timely graduation for underrepresented minority transfers were not the same for each ethnicity. The most predictive factor for African-American transfers was enrollment in a 4-year transfer program at the community college. For Hispanic transfers, obtaining some type of credential before transferring was most predictive of timely graduating with a baccalaureate degree. On the other hand, the Grade Point Average (GPA) at the receiving 4-year institution was most predictive of timely graduation for Asian transfer students. The study was not able to conclusively determine the types of institutions that were the most successful graduating minority community college transfers.  相似文献   

11.
Student evaluations of instruction were obtained from two groups. Students in the first group were “reverse transfer” students (N = 97) who completed their freshman year at a university and then transferred to a two‐year college for their sophomore year. Students in the second group were “early transfer” students (N = 78) who completed their freshman year at a two‐year college and then transferred to a university. All students had one year of attendance at a two‐year college and one year at a university. The purpose of the study was to analyze the ratings of both groups of students with regard to their academic experiences at the university and at the two‐year college. An adaptation of the Student Instructional Report (SIR) was used to obtain ratings on overall college experiences from all students at the end of their sophomore year. The findings revealed: (1) considerable similarity of ratings given to the two‐year college and the university, (2) differences between ratings of early transfer and reverse transfer students, and (3) generally high ratings for both the two‐year college and the university.  相似文献   

12.
Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback.  相似文献   

13.
Researchers investigated the impact that a first-year college experience course had on students?? first-year grade point averages (GPAs) and retention rates. A sample of 109 first-year students enrolled in the course was compared to a sample of 326 students from the same university who had not taken the course. The goals of the experience course were to reduce attrition, increase grade point averages, and enhance academic skills. Without accounting for selection bias, those who took the course had similar retention rates and lower GPAs than those who did not take the course. After matching on propensity scores, the negative effects of the program on GPA were nullified and those in the program were more likely to enroll for a second year. Although the benefits from the course were weak, the positive impact of the program was more apparent after accounting for individual differences.  相似文献   

14.
Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed.  相似文献   

15.
Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning.  相似文献   

16.
The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as “honors” or “advanced placement.” Adjusted GPAs—also known as weighted GPAs—are frequently used for computing students’ rank in class and in the college admission process. Despite the high stakes attached to GPA, weighting policies vary considerably across states and high schools. Previous methods of estimating weighting parameters have used regression models with college course performance as the dependent variable. We discuss and demonstrate the suitability of the graded response model for estimating GPA weighting parameters and evaluating traditional weighting schemes. In our sample, which was limited to self‐reported performance in high school mathematics courses, we found that commonly used policies award more than twice the bonus points necessary to create parity for standard and advanced courses.  相似文献   

17.
Using adaptation level (AL) theory as a frame of reference for determining the perceived value of college grades, 166 students rated the following sources of influences affecting grade incentive AL: self, peers, major field, and parents. Subjects also provided GPAs, ACT scores, and evaluative ratings for the grade categories of A-F. Results revealed that AL values for family were most similar to AL values for self and that family influences were more significant than any other in affecting overall AL value. Students having higher incentive ALs rated all grade categories less positively than did student having lower ALs. Grade AL was found to predict GPA significantly (even when ACT score was controlled); it did not predict satisfaction with grades, which was more directly a function of GPA. Results were taken to suggest that college grades, for both students and professors, are best conceptualized as an adaptation level phenomenon in which their meaning for the individual depends upon the personal and situational frames of reference within which they are given and received.  相似文献   

18.
The persistence rates of community college transfer students were contrasted to those of native university students over a six year period. A general trend was observed which suggested community college transfer students were less likely to persist when returning to school for their second or third semesters of coursework. However, those transfer students remaining for the third semester of coursework were just as likely to persist as the native students for the next semester. Questions were raised about the validity of the notion of “transfer shock”, which may actually be a reflection of the change in the student population being observed.  相似文献   

19.
Abstract

A total of 180 June, 1964, high school graduates, ninety of whom entered a public junior college and ninety of whom entered 4-year institutions directly from high school, were studied through June, 1969. The two groups were matched in terms of sex, IQ, aptitude test scores, high school grade point averages (GPA’s), and high school majors. Although the junior college students attained higher mean GPA’s in the first 2 years of college (2.770 as compared with 2.368 on a 4.00 scale), a significant difference was not found in the upper division years, the native students earning a mean GPA of 2.747 and the junior college transfers a mean of 2.742. Of the initial groups of ninety each, fifty-five, or 61.2 percent, of the 4-year college freshmen received bachelor’s degrees as compared with sixty-one, or 67.1 percent, of the junior college freshmen after 5 years.  相似文献   

20.
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   

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