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1.
ABSTRACT

This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.  相似文献   

2.
Moving on: A cooperative study of student transfer   总被引：1，自引：1，他引：1  
With no statewide student tracking system in place for California's tripartite postsecondary education system, three of the state's leading institutions joined in a study of the effectiveness of student transfer—the bridge between community college and university-level education. Transfer success was measured by student preparation, persistence, and performance both before and after transfer. The study examined whether the need for remediation before transfer affected students' progress and degree attainment. The findings run counter to the traditional notion that few remedial students persevere and transfer. A comparison of graduation rates with other community college transfers and with native university students indicated these transfers performed better.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.  相似文献   

3.
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   

4.
Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student success metrics are important to the fiscal health of community colleges. In an effort to better identify the likelihood of meeting these metrics, some scholars have suggested leading indicators. The purpose of this study was to examine the effects of leading indicators on transfer to a four-year institution and associate degree completion for community and technical college students at Kentucky’s two-year public institutions for groups based on student characteristics. Logistic regression analyses showed that leading indicators do predict transfer to a four-year institution and associate degree completion, but with varying levels of affect. Earning 30 credit hours by the end of the first year, passing a summer class and completing a college-level English class had the greatest effect on transfer to a four-year institution and associate degree completion. For performance-based funding models to be most effective and fair, policies and practices should consider precollege factors in their models. Also, these findings have implications for institutional level policy-making and practices.  相似文献   

5.
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   

6.
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

7.
ABSTRACT

Students who begin their educational journeys in community college face many obstacles trying to complete their bachelor’s degrees. Much research has been dedicated to identifying academic factors that predict successful transfer and degree attainment, but relatively little research investigates how the community college experience affects these students once enrolled at the four-year university. Here, we present the results of a qualitative study that explored the challenges faced by 14 community college students during and after transfer. Specifically, we focus on student reports of a sense of stigma from having attended community college and how students overcame these feelings. Recommendations are provided for how community colleges and four-year universities can better equip their students with the knowledge and resources to combat this perception of stigma.  相似文献   

8.
In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first obstacle may arise when a student must be placed in the field internship. This may mark the first time in a student’s educational career where he or she must disclose his or her ex-offender status. While higher education plays a well-documented role against recidivism, students who are ex-offenders who are enrolled in community college programs and also have their sights set on transfer, professional credentialing, and professional employment, may face similar barriers. There is a paucity of research related to students in community college with criminal justice histories and a clear need for qualitative and quantitative study in the area. The author calls for more active advocacy and community education roles for community college professionals in this arena as well.  相似文献   

9.
Study purposes were (a) to identify factors associated with academic performance of students enrolled at a four-year university and a two-year community college; and (b) to determine if students who (1) dropped out of a four-year university, (2) entered a two-year community college, and then (3) returned to the same four-year institution improved in academic performance. The 195 undergraduate subjects began their college careers at a large university and subsequently transferred to a community college, a type of student mobility referred to as reverse transfer student. Following a poor academic performance at the university, the students achieved satisfactorily at the two-year college. Students who later returned to the university improved their grades with each quarter's course work. Factors associated with academic performance at the two institutions were identified.  相似文献   

10.
Articulation,transfer, and student choice in a binary post-secondary system   总被引：1，自引：1，他引：0  
This paper investigates the intersection of system articulation, transfer, and the choices that secondary school students make when they apply to college and university. The investigation is based on the results of a study that was undertaken to determine factors that influence choices that secondary school students make between enrolling in community college or university, and in particular whether or not those choices are affected by the degree of “articulation” within a public system of post-secondary education. There are several studies that have emerged recently in the United States and Canada that examine factors that influence the choice of university and 4-year college. There are a few studies that examine the choice of community and 2-year college. None, however, either in Canada or in the United States, has sought to examine “college choice” comparatively among students who apply to baccalaureate (4-year colleges and universities) and sub-baccalaureate (community colleges) programs. This study examines college choice on the basis of two series of longitudinal surveys conducted in the province of Ontario since the late 1980s, and on a series of surveys and interviews of students, parents and guidance counselors in six secondary schools, each with a different student population, since 2004. The third study—called the “college choice” project—tracked secondary school students as they made decisions about attending college or university, and as they finally selected the institutions that they would attend. The study concludes that greater conventional articulation will not significantly affect rates of transfer, that for most students plans to transfer develop after they enter college and are not a major factor in their initial “choice,” that the rate of transfer is highly dependent on the corresponding arrays of programs at colleges and universities, and that articulation might better be thought of as a subset of other basic forms of inter-institutional cooperation. An earlier version of this paper was presented to the ASHE Annual Conference, Louisville, Kentucky, November, 2007.  相似文献   

11.
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   

12.
For decades, higher education professionals and researchers have used the term reverse transfer to describe a specific group of students. A current review of community college literature and higher education policy reflects a contextual change of the term, and today reverse transfer has grown to include students who transfer from a two-year college to a four-year institution and retroactively receive an associate’s degree with their newly earned university credits. The purpose of this study was to provide an overview of the new reverse transfer and the current status of reverse transfer participation and implementation procedure within each of the 50 states. This study also provides a review of the best practices for implementing the new reverse transfer. Results were obtained through an extensive literature review and a qualitative study that used document analysis. Findings show that 18 states had no participation, 11 states had emerging participation, and 21 states had strong participation in implementing state-wide reverse transfer programming. Recommendations for implementation were identified through a second document analysis. Recommendations include ensuring that institutions form multiinstitution/department taskforce committees, automating the degree evaluation process and credentialing, and identifying the process for sharing student information across institutions. Future research should include tracking new reverse transfer participants over time to determine if such programs are improving completion rates.  相似文献   

13.
Community colleges are typically relied upon to address many challenges in United States higher education and, more recently, are under public pressure to increase student completion rates. This article presents a case study of colleagues at three Minnesota community colleges as they work together to address student and program needs. While traditionally community colleges tend to focus primarily on gaining transfer partnerships with universities, we suggest that collaborations across community college programs may be key to long-term success. If done well, such sister program collaborations can support a trajectory of programmatic strength that not only bolsters the curriculum, enrollment, and program visibility, but also ultimately supports students’ ability to complete and successfully transfer. The result, then, is that university partners are attracted and sustained by a vibrant network of colleagues and a pipeline of student support.  相似文献   

14.
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   

15.
Interest in student transfer/attendance patterns remains high. There is considerable evidence that the traditional perception of transfer from a single community college directly to university is becoming less the norm than in the past. In a continuation of a research consortium project begun in 1992, an urban university and three community colleges investigated the complex nature of student attendance/transfer patterns and their effects on student achievement in terms of credits transferred, GPA performance after transfer, degree completion, and time to degree. While previous research has documented the varied patterns of student attendance/transfer, the goal of this phase of the study was to identify what effects, if any, these varied patterns have on student performance.  相似文献   

16.
The community college as the entranceway into the baccalaureate degree is becoming a prevalent choice for students. This study was a qualitative approach to understanding attitudes, behaviors, and knowledge acquisition by successful community college transfer students. University students who transferred from a community college and were making successful progress toward completing the baccalaureate degree participated in focus groups to answer questions about the transfer process. Successful transfer students are highly motivated, persistent, engaged, believe they were well prepared by the community colleges for university junior level studies, and have recommendations for community colleges and universities in improving the transfer process.  相似文献   

17.
ABSTRACT

Today, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed.  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.
The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement.  相似文献   

20.
The utilization of loans by community college students is a contentious issue. In this article we broadly examine issues related to borrowing by community college students, giving attention to how loans can help, as well as hinder, borrowers at these institutions. Despite increased rhetoric about the perceived student loan crisis, caution is warranted before jettisoning student loans as a tool for access and completion at community colleges. Instead, we suggest that a more nuanced approach, aimed at helping students understand and manage their loans, is in the best interest of students and the college. Our recommendations are intended to help community colleges increase the number of borrowers who earn a credential and reduce the number who default.  相似文献   

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