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1.
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2.
Because of increasing mobility among various college student populations, both the baccalaureate degree attainment of community college beginners and the role played by their receiving 4-year institution are growing in importance. In this study, we examined how the academic and social involvement of community college transfer students differs by the type of receiving institution, and how strongly their posttransfer involvement is associated with persistence. Results indicated that academic and social involvement were higher for students who transferred to private not-for-profit doctoral institutions, as compared to those who transferred to other types of institutions. Also, among the involvement variables, academic advising is the factor that is most positively associated with the persistence of these students. Our findings make the case for a comprehensive examination of persistence of community college transfer students, looking at both their level of involvement and the type of institution they move to.  相似文献   

3.
Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.  相似文献   

4.
This study examines baccalaureate attainment by a cohort of 2004 Virginia high school graduates who enrolled in a minimum of one dual enrolled course while high school seniors. Results of the logistic regression analyses indicate that students who began their postsecondary education at community colleges were significantly less likely to earn a baccalaureate degree when compared to students who began directly in four-year institutions. Minority students, though more likely to enroll directly in a four-year institution, were less likely to earn a baccalaureate degree than their White counterparts. Implications for research, policy, and practice are discussed.  相似文献   

5.
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   

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.
While much stratification research has focused on understanding the patterns and consequences of differentiation, previous studies have not considered similarly important variation in students’ trajectories through higher education, and particularly their participation in the labor market. Results from the National Longitudinal Survey of Youth of 1997 (NLSY97) indicate that degree completion in a differentiated system of higher education is related to students’ employment patterns. Students who begin their educational journeys in community colleges as well as students from less advantaged family backgrounds are more likely to dedicate longer hours to paid employment, which has negative consequences for degree attainment. Employment patterns contribute to gaps in degree completion among students from different family backgrounds and to a lesser extent to inequality in degree completion between students beginning postsecondary education in community colleges vs. 4-year institutions. A more complex set of patterns is revealed when examining the relationship between employment, family background, and degree attainment across different institutional types and educational credentials. These findings highlight the importance of developing a more comprehensive understanding of inequality in educational attainment by considering the relationship between differentiation and work.  相似文献   

8.
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions, both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that address 89,057 first-time students in the California community college system to answer a number of key questions concerning lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student “swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”. I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their current community college and the risk of lateral transfer.  相似文献   

9.
Vincent Tinto originally asserted, “… it is the individual’s integration into the academic and social systems of the college that most directly related to his continuance in that college” (Tinto, Review of Educational Research 45(10): 89–125, 1975), yet the rates of college degree attainment are still stagnant. Institution-level research on student engagement indicates that both types of engagement contribute to increased student persistence and degree attainment. Research has prompted going beyond institutional-level data and calls for using of nationally representative, longitudinal data to addressing engagement. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and logistic regression, this study finds that both academic and social student engagement behaviors significantly impact degree attainment in postsecondary education net of individual and institutional factors. Interaction analysis of the two different types of engagement finds that the impact is not additive but instead is differential and dependent upon the student’s engagement typology as proposed by Coates (Assessment and Evaluation in Higher Education 32(2): 121–141, 2007).  相似文献   

10.
ABSTRACT

Historically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.  相似文献   

11.
ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.  相似文献   

12.
This study aims to understand the role of financial aid in college success of two-year beginning nontraditional students. By applying discrete time event history models with propensity score covariate adjustment to a nationally representative sample from BPS: 04/09, this study answers research questions centering around the effects of Pell Grants, subsidized student loans and unsubsidized student loans on six-year college outcomes of nontraditional students (i.e. degree attainment, system departure, and continuous enrollment without a degree). The results of this study suggest that these nontraditional students were most likely to drop out in the third college year and that all three types of financial aid appeared effective for reducing dropout risks, but not for encouraging timely degree completion. These findings have significant implications for policy and practice including the necessity for considering the complexity of nontraditional student pathways, backgrounds and unique needs when designing and implementing financial aid policy. The findings also contribute to discussions on ways to fund nontraditional students and provide recommendations for institutions serving large populations of nontraditional students to promote persistence to graduation.  相似文献   

13.
Community colleges have received renewed attention from policymakers seeking to increase college attendance and completion rates because they provide open access to postsecondary education for historically marginalized students. Yet, transfer rates from community colleges to 4-year institutions are low. Inequities in opportunity that are shaped by geography and compounded throughout childhood may restrict higher education opportunities for low-income, first-generation college students. Most studies examining how geography constrains college choice focus on high school students’ initial decisions about higher education, not community college students. We analyze the spatial distribution of community college students’ “choice sets,” the 4-year institutions that they are considering transferring to. Using qualitative interviews and geospatial analysis, we examine how these spatial patterns compare between two community-college systems in Central Texas. We find that students’ choice sets are geographically constrained, but that for many students, these zones are geographically large, suggesting that interventions and targeted outreach from universities could help students identify and select from greater range of options. Our findings have important implications for college access and completion among first-generation college students, and for policies that seek to interrupt patterns of inequity tied to location.  相似文献   

14.
This study informs public policies regarding the use of subsidized loans as financial aid for community college students. Using logistic regression, it analyzes the National Center for Education Statistics’ Beginning Postsecondary Students (BPS 90/94) data to predict persistence to the second year of college and associate’s degree attainment over five years. During the period under study, loans did not contribute to higher persistence and attainment rates. Loans are observed to have a negative effect on persistence and no effect on degree attainment. Estimates of the interaction effects of borrowing and income status are insignificant but demonstrate the need for further testing. The findings are attributed to a combination of the high uncertainty of degree completion among community college students and the negative affective component of indebtedness. Earlier versions of this paper were presented at the American Education Finance Association Annual Meeting (Austin, Texas, March, 2000) and at the AIR Forum (Cincinnati, Ohio, May 2000). It has also appeared as a working paper of the Institute for Higher Education Law and Governance at the University of Houston, Texas (IHELG Monograph 01–07).This paper is based upon work supported by the Association for Institutional Research, the National Center for Education Statistics and the National Science Foundation under Association for Institutional Research Grant No. 99-128-0.  相似文献   

15.
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.  相似文献   

16.
This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.  相似文献   

17.
The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics of international students in their first-year in college and examine the factors that influenced their persistence in U.S. postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration were positively related to persistence of international students, while remediation in English and social integration had the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration between offices of international student services and other academic departments or support services on campus. The retention of international students should not be viewed as the responsibility of only international student advisors. Instead, it should become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals on campus.  相似文献   

18.
In 2005, Louisiana implemented the Master Plan for Public Postsecondary Education: 2001 (Board of Regents, State of Louisiana, 2001) to restructure its higher education system in an effort to provide its citizens with high quality postsecondary educational choices. This restructuring forced its two-year and four-year institutions to redesign their developmental education programs. Subsequently, several two-year institutions partnered with four-year institutions to offer developmental courses on the four-year college campuses. However, little is known about the experiences of the two-year students in these settings, especially as they relate to classroom experiences. Thus, this phenomenological study explored the academic-social experiences of 20 students enrolled at the two-year college and taking classes at a four-year institution. The study was done in hopes of garnering a better understanding of factors that impact integration and persistence. This article focuses on how the students developed a sense of belonging in the classroom, and it makes connections as to how these students’ experiences may impact integration and persistence and/or transferability to four-year institutions. Additionally, recommendations for research and practice are presented.  相似文献   

19.
This study utilized original survey data and a national sample of community college baccalaureate (CCB) institutions to examine how offering baccalaureate programs impacts these colleges and the students they serve. An increasing number of these colleges plan to offer their baccalaureate programs online, and programs in technology are projected to experience the greatest growth. The data suggest that student needs, and not institutional revenue or prestige, are the primary motivation for offering bachelor's degrees. The challenges experienced when establishing the CCB programs were more likely to come from external than internal factors. Collectively, thousands of students have already graduated from these programs. Results from this study can be used by policymakers and college administrators to make data-driven decisions regarding baccalaureate programming at the community college.  相似文献   

20.
High school students’ accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private postsecondary institutions. The findings revealed that high school students tended to overestimate the cost of college, especially 4-year public in-state tuition. Second, this investigation explored AECC differences across racial/ethnic groups. Lastly, this research examined how AECC differed based on racial/ethnic and college financial-related factors (importance of cost on college enrollment, knowledge of and intent to complete FAFSA, and eligibility for financial aid). This examination is important because it is the first critical analysis of AECC and is timely given the data were collected immediately after the Great Recession.  相似文献   

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