An Examination of Individual and Organizational Characteristics Influencing Persistence for Community College Transfer Students at the University of Michigan-Dearborn PDF Download

Author: Greta N. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 416

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 590

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Author: Daniel S. Perry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 208

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The present study examined the impact of pre-transfer characteristics with a focus on course selection decisions at the community college, demographic variables including age, ethnicity and gender, and post-transfer college academic characteristics on variables for transferability of credits and two-year persistence. The sample included 2,006 transfer students entering a large public four-year institution from two of the top feeder community colleges over a period of four years. National Student Clearinghouse records and transcript analysis were used to code the percent of community college credits accepted for credit and enrollment two years following the first semester of matriculation at the four-year university as exogenous variables. Community college records were coded into categories corresponding to three "pathways" to transfer: completion of state-mandated core coursework, attainment of an associate degree prior to transfer, and alignment of coursework with major-specific pre-requisites included in transfer planning guides prepared by the four-year institution. A hypothesized path model developed based on the literature for community college transfer was not supported by the data. Kruskal-Wallis H test and logistic regression analyses were used to identify significant predictor variables for credit transfer and two-year persistence, including comparative analyses for the three pathways. Ethnicity and gender were not significant predictors of two-year persistence. Significant differences in persistence were found for class level and age at the time of transfer and multiple group analysis methods were used to sub-divide the sample. Results revealed that of the three pathways, only coursework alignment with transfer planning guides was a significant predictor for persistence. Other variables significant in predicting persistence included course completion ratio, transfer shock in the first semester, and transfer GPA. Findings for persistence varied across age groups and class level at matriculation.

Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 1118234847
Category : Education
Languages : en
Pages : 513

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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

Author: Gregory Martin Bouck
Publisher:
ISBN:
Category :
Languages : en
Pages : 390

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American students are increasingly beginning higher education pursuits at community colleges before transferring to four-year universities. The purpose of this study was to identify differences in persistence rates between those students who participated in a transfer transition program and those who did not. The researcher adopted a mixed-methods modified replication research design that utilized the quantitative methodology of the original study being replicated, and extended findings with individual perspectives gained through qualitative inquiry. The study examined one cohort of community college transfer students who matriculated at a four-year university in the fall of 2010. Findings revealed that participation in the transition program investigated in this study had seemingly little effect on the persistence rates of transfer students. However, the study identified factors beyond transfer transition program participation that influenced student persistence. Personal interviews of community college transfer students revealed that precollege characteristics, academic integration, and social involvement and their related concepts of relationship building, course design, and learning communities each aided in student retention and persistence. Institutions of higher learning may utilize these findings in an effort to increase transfer student persistence.

Author: Jessica Griffin Bumpus
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 147

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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: Ronald Eugene Wisner
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 272

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Author: Mariya Alexandra Yanovski
Publisher:
ISBN:
Category :
Languages : en
Pages : 196

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It is the norm for institutions to report on their retention and graduation rates only for first-year student cohorts. Colleges and universities that report their first-year retention rates in the 90% range often do not account for their newly admitted transfer students. Much of the nuance in reporting retention comes from unaccounted transfer student registrations and enrollments. Reporting transfer retention is also much harder, since many transfer students do not have predictable patterns of enrollment. This study examined factors that contribute to graduation, dropout and persistence and how they differ by race, socioeconomic class, and gender. Based on a new student questionnaire conducted in 2015, 2016, 2017 by a large research institution in the Mid Atlantic, an exploratory statistical technique CHAID (Chi-Squared Automatic Interaction Detection) designed for a categorical dependent variable, was employed to establish the characteristics of transfer students who had a high probability to drop out after transferring to their new institution. Examining the dendrogram, one can easily classify the various "at-risk" student groups by tracing each of the terminal groups to the root of the tree. The results of this study provide context and information for developing transfer-friendly programming and interventions at both community colleges and four-year institutions. The results will be valuable to senior-level staff, front line student support staff, faculty, and community organizations focused on helping students who seek re-enrollment after an extended academic leave period. Additionally, this study will demonstrate how modeling techniques can be used to develop predictive models for different populations, across different colleges.

Author: Kathryn Schmidtke Felts
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages :

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Research on transfer student success is important to institutions interested in retaining transfer students and well as transfer students interested in attaining a baccalaureate. This study on transfer student success is grounded in a student-centered initial college choice-persistence nexus model that asserts there is a nexus between the factors that determine whether a student initially enters higher education through a community college or four-year institution and the factors that affect persistence to a baccalaureate. Utilizing two-group path analysis, this study found that transfer GPA, transfer hours, completion of college algebra, completion of freshmen English, and first-semester GPA had a positive effect on baccalaureate attainment for community college transfer students to a Midwestern, public research university. In contrast, only first-semester GPA and transfer hours had a positive effect on baccalaureate attainment for four-year transfer students to the same institution. Additionally, it was found that the effects of entering academic history on first-semester GPA and degree attainment differed for community college and four-year transfer students. This difference is attributed to the nexus of factors that affect initial college choice and persistence.

Author: Dorothy M. Knoell
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 226

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