A Comparison of Community College Transfer Students and Native University Students on Nonacademic Factors PDF Download

Author: Arlin Verdayne Peterson
Publisher:
ISBN:
Category : Transfer students
Languages : en
Pages : 292

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Author: Yvette Carney Galloway
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 410

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Author: Stacie Alice Morris
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 151

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Author: Research Triangle Institute
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 88

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Author: John Randall Dickerson
Publisher:
ISBN:
Category : College graduates
Languages : en
Pages :

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The purpose of the study was to investigate the rate at which community college transfer students graduate from the 4 year college and what variables can be used to explain the corresponding graduation rates. In addition, the study attempted to answer the identical question regarding the rate at which native students graduate from the 4 year college and the variables that can be used to explain the native student graduate rates. Finally, the study made comparisons between the community college transfer student variables that explained the corresponding graduation rates and the native student variables that explained their corresponding graduation rates to determine if differences existed between the two groups. The data collected on the community college transfer and native students at Mississippi State University was analyzed in a two-group logistical regression. For each group, a logistical regression was built, that included the independent variables of the student demographic characteristics (age, gender, race and academic discipline) and the ability measures/lower-level academic success measures (ACT/SAT test score, high school grade point average and lower level college grade point average). The results from the logistical regression for the transfer and native students were compared. Delta-Ps, the change in predicted probability, were calculated for each independent variable and then compared for transfer and native students. The conclusions of the study were the following native students appear to be better prepared to graduate than community college transfer students, the lower-level grade point average and number of lower-level credit hours earned appear to consistently explain the rates of graduation for both groups, as these two variables were significant for both groups. Transfer and native students in the Science, Technology, Engineering and Mathematics (STEM) category appear to be less prepared to graduate or encounter more obstacles to graduate than students in the other academic discipline categories. Running separate logistic models for each academic discipline category was effective in assessing the particular variables that impact graduation for the community college transfer and native students.

Author: Judy Campbell Karpis
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 244

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Author: Don Weiss
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author: Angela M. Tripp
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 266

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The purpose of the study was to compare the academic success of transfer students and native students enrolled in a private urban university. The relationship between community college students and their performance at four year institutions has been researched by numerous researchers (Carlan & Byxbe, 2000; Cejda, 1994; Cohen, 1998; Hill, 1965; Graham & Hughes, 1994; Montondon & Elkner, 1997). Banks (1990) has written that the founders of junior colleges believed the success of their transfer mission could be gauged by the success of their students at the four-year institution. Current research was highly focused on transfer students as they moved from community colleges to public four-year institutions. Inadequate research was available to assist independent colleges and universities in working with transfer students. Sixteen hundred independent colleges and universities have enrolled more than 3.1 million students, a critical number of students needing focused and specialized research on transfer (National Association of Independent Colleges and Universities, 2005). This causal comparative study examined a cohort of students who transferred into a private four-year institution. The study was comprised of native and transfer students who entered a private urban university, Fall, 1999, and examined their academic success outcomes six years later (May, 2005). The purpose of this study was to understand and describe the extent to which native and transfer students differ in their academic success in a private urban university. The study found no statistically significant differences in the academic success (grade point average, retention rate, graduation rate) of transfer and native students based on transfer status, classification, age, gender or transfer institution type. No statistically significant differences were found in the grade point averages and retention rates of transfer and native students based on enrollment status. However, full-time transfer and native students had a statistically higher graduation rate than part-time students. Implications for future practice and recommendations for further research are provided by the study. -- Abstract.

Author: Stephanie Burdine King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180

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Author: Bruce Carl Lenmark
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 324

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Book Description
The purpose of this study was to determine whether or not a significant difference existed between Oregon community college transfer students and native students at Oregon State University with respect to academic achievement, persistence, and graduation. Two groups of students were selected for observation. The first included all of the 116 full-time students who transferred from Oregon community colleges with 39 or more units of collegiate work and were admitted to Oregon State University from the fall quarter 1963 through the fall quarter 1964. The second group included 116 full-time native students who were currently enrolled at Oregon State University. Each native student was selected at random to match one of the transfer students by school, age, sex, marital status, and number of units completed. Original data were obtained by surveying student records. Grade-point averages were collected at various time intervals. To evaluate persistence and graduation, students were classified as enrolled, withdrawn, dismissed, or graduated. The percentage of students in each classification was tabulated at various time intervals. Comparisons of grade-point average were made by t tests. Within the transfer group, evaluations were made for sub-groups established on the basis of school, age, sex, marital status, and class standing. The same subgroup evaluations were made within the native group. Comparisons of grade-point average also were made between the transfer and native groups as a whole and as subgroups. The academic classifications of the total transfer group were compared with those of the native group by chi-square tests. Comparisons for transfer and native subgroups were made by percentages. The findings of this investigation are summarized in three subdivisions: transfer shock, academic achievement, persistence and graduation. Transfer shock. Acute transfer shock was observed for transfer students. Recovery was slow, and grade-point averages generally did not return to their original level until graduation. The dropout rate was extremely high for the first year after transfer and included a large number of dismissals. Students in all schools suffered transfer shock and a considerable loss of grade-points. Large dropout rates for the first year were noted in most schools. Transfer shock was most noticable for the following subgroups: students enrolled in the School of Engineering, young students in the 19 to 21 age group, males, and single students. Academic achievement. When observations began and upon receipt of the baccalaureate degree there was no significant difference between the grade-point averages of transfer and native students. However, when comparing the cumulative grades for the total collegiate work of dropouts as well as graduates, the grade average of transfer students was significantly lower than that of native students. This was attributed to the loss of grade-point average associated with transfer shock. At graduation there was no significant difference between native and transfer students in any subgroup. For total collegiate work, native engineering students averaged much higher than transfer engineering students, and native males averaged higher than transfer males. Youngest native students had a higher average than youngest transfers; native juniors were higher than transfer juniors; single natives averaged much higher than single transfers, but there was no significant difference between married groups. Persistence and graduation. When transfer students were compared with native students, the persistence and graduation rates of native students were found to be significantly higher than those of transfer students at all time intervals. Dropouts from either group seldom occurred between the fourth and fifth year of collegiate work. Graduation rates for both groups increased greatly when students were given an additional year to complete degree requirements, but the largest gain was observed for transfer students. The persistence and graduation rates for native subgroups were much higher than those for corresponding transfer subgroups except in the School of Science and for students above 26 years of age. Transfer dropouts included a higher percentage of dismissals than native dropouts.