The Factors that Influence the Graduation Rates of Community College Transfer Students and Native Students at a Four-year Public State University PDF Download
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Author: John Randall Dickerson Publisher: ISBN: Category : College graduates Languages : en Pages :
Book Description
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: John Randall Dickerson Publisher: ISBN: Category : College graduates Languages : en Pages :
Book Description
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: Kristie J. Bowen Publisher: ISBN: Category : College dropouts Languages : en Pages : 99
Book Description
Research examining disparity between baccalaureate completion among "native" and community college transfer students has gained attention in recent years. Current and prior research has identified important pre-college and demographic characteristics with a positive relationship to baccalaureate completion. Yet few studies have focused on the influence of nonacademic and academic environmental factors specific to first time beginning community college transfers. The theoretical perspectives guiding this quantitative study included Bean and Metzner's (1985) Conceptual Model of Nontraditional Undergraduate Student Attrition and Astin's (1984) I+E=O model and Theory of Involvement. Drawing upon data from the Beginning Postsecondary Student Longitudinal Study (BPS:04/09), this study investigated the relationship between a set of theoretically grounded variables and the baccalaureate completion of community college first time beginners who first accessed postsecondary education during the fall of 2003-2004. The final analytical sample for this study included 6,300 panel respondents whose first institution of higher education was a public 2-year college and who subsequently transferred to a 4-year institution and earned a bachelor's degree by June 2009. Binary logistic regression was applied using PowerStats which is the online statistical tool used by NCES. The findings suggest that the following seven factors have a statistically significant positive relationship to baccalaureate completion among community college transfer students over six years: student postsecondary plans that include transfer to a 4-year institution, high school grade point average, meeting with faculty outside the classroom, meeting often with an academic advisor, parental education, part-time employment while enrolled, and student baccalaureate aspirations. The findings of this study should be of interest to policymakers at the state and national levels and with key stakeholders in two and four year colleges in expanding the support and collaboration among all institutions of higher education as they seek to continue facilitating the transfer process and promote long-term educational success for community college transfer student baccalaureate aspirants.
Author: Jessica Griffin Bumpus Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 147
Book Description
In recent years, more students have opted to begin their collegiate career at the community college. Rising tuition rates, coupled with a declining economy in the United States, make the community college's lower cost, convenient location and flexible class schedules even more attractive, if not necessary, for many students (Cohen & Brawer, 2003, 2008). According to Cejda and Kaylor (2001), enrollment numbers at the community college are not just increasing in general, but these institutions are also experiencing an increase in the number of traditional college-aged students (18-24) enrolled, leading to an increase in the number of potential transfer students. However, only an average of 22% of community college students ever make the transfer to a four-year institution, even with interest or intent to transfer averages around 70% (Romano, 2004). The purpose of this study was to identify predictive factors of retention and persistence to graduation for in-state community college transfer students at a four-year public research university through the use of existing institutional student data. Demographic and transcript data were analyzed using logistic regression analysis to develop and validate a predictive model. Results of the analyses found that pre- and post-transfer grade point average (GPA), number of transfer hours, course withdrawals, grades of F at the four-year site institution, age at time of enrollment, academic major, and the number of community colleges attended were predictive within the three models of post-transfer outcomes of graduated at any time, graduated in two years, and graduated in four years.
Author: Tyra Madison Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Roughly 40% of first-time freshman enter college at two-year institutions (Ginder, et al., 2015) and between roughly 70 to 80% of students enrolled at two-year institutions report the intent to continue their education to earn a bachelor's degree (Jenkins & Fink, 2016; U.S. Department of Education, 2001). However, less than half of the percentage of community college students who intend to transfer formally transfer to a four-year institution (Shapiro et al., 2017), and even fewer complete their degrees in a timely manner once enrolled at the receiving institution (Chen, et al., 2019; Berkner, Horn, & Clune, 2000; Bradburn, Hurst, & Peng, 2001). Previous research has found that students who successfully transfer from a two-year to a four-year institution often outright lose credits or discover that degree program equivalent credit does not apply to the selected major during the transfer process (Keith, 1996; Ignash & Townsend, 2000; Simone, 2014; Hodara, Martinez-Wenzl, Stevens, & Mazzeo, 2016). The loss of credits towards a student's declared field of study has major implications, including limited financial aid eligibility, additional tuition costs due to repeated course work, additional time to degree, and inevitably, delayed opportunities for competitive employment (U.S. Government Accountability Office, 2017). The study focused on Florida and used three states with varying degrees of statewide transfer policies as comparison states (Arizona, New York, Pennsylvania). The study is based on the quantitative analyses of three databases, two of which were federally collected databases and one which was constructed from data collected in this research project. The federal data sets were the Integrated Postsecondary Education Data System (IPEDS) and the National Survey of College Graduates (NSCG). The other project data set, referred to as Florida College and University Surveys (FCUS), was constructed from survey responses from two- and four-year public Florida institutions. The graduation rates of transfer students were higher than those of first-time-in-college students (FTIC). Most students who earned a bachelor's degree was a transfer student who also reported the earning of an associate's degree. On a percentage basis, FTIC students earned slightly more bachelor's degrees in science and engineering fields than transfer students. Transfer students were found to earn a higher percentage of bachelor's degrees in science and engineering related fields, and non-science and engineering related fields compared to their FTIC counterparts. FTIC students were more likely to earn advanced degrees beyond the bachelor's degree than transfer students. Based on common transfer metrics commonly used by public two- and four-year state institutions, Florida had the most comprehensive statewide transfer and articulation policies, and New York had the least comprehensive. Quantitative results indicated a strong relationship between the six-year transfer graduation rates and the states and revealed Florida had the lowest graduation rates of transfer students, while Pennsylvania had the highest. Additionally, there was a strong relationship between the six-year transfer graduation rates of Pell Grant eligible transfer students and the states, nonetheless, the graduation rates of Pell Grant eligible transfer students were measurably lower than the overall population of transfer students. Quantitative results indicated Florida and Arizona transfer graduation rates differed significantly at the .05 level. It was found that transfer-in rate and percent of full-time enrollment negatively impacted transfer students' graduation rates. These findings provide insight to the completion rates of transfer students in states with varying levels of statewide transfer and articulation policies. Further research should examine the extent to which individual transfer policies have on student outcomes, such as locally established major/program-based institution-to-institution agreements. Additionally, to gain a deeper understanding of the variables that have a relationship with transfer student outcomes, further research should investigate the differences in the interpretation and implementation of transfer and articulation policies between the states.
Author: John Randall Dickerson
Author: John Randall Dickerson
Author: 
Author: Yvette Carney Galloway
Author: Stacie Alice Morris
Author: Dorothy M. Knoell
Author: Kristie J. Bowen
Author: Jessica Griffin Bumpus
Author: Tyra Madison
Author: Jerry O. Hinton
Author: