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Demographic And Academic Predictors Of Persistence In Community College Transfer Students
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Book Synopsis Demographic and Academic Predictors of Persistence in Community College Transfer Students by : Maria DeAnda-Ramos
Download or read book Demographic and Academic Predictors of Persistence in Community College Transfer Students written by Maria DeAnda-Ramos and published by . This book was released on 1987 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Influences on Community College Transfer Student Persistence at an Urban Public University by : Jessica Griffin Bumpus
Download or read book Influences on Community College Transfer Student Persistence at an Urban Public University written by Jessica Griffin Bumpus and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Examination of Individual and Organizational Characteristics Influencing Persistence for Community College Transfer Students at the University of Michigan-Dearborn by : Greta N. Anderson
Download or read book An Examination of Individual and Organizational Characteristics Influencing Persistence for Community College Transfer Students at the University of Michigan-Dearborn written by Greta N. Anderson and published by . This book was released on 1999 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence by : Daniel S. Perry
Download or read book Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence written by Daniel S. Perry and published by . This book was released on 2019 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania by : Peggi Munkittrick
Download or read book Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania written by Peggi Munkittrick and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the extent to which completion of Temple University's Core-to-Core articulation agreement requirements improves transfer students' likelihood to persist and to obtain a baccalaureate degree . Additionally, demographic variables (age, gender, ethnicity, financial aid eligibility), pre-enrollment variables (transfer GPA, transferable credits, Core-to-Core participation, educational intent, class standing, and community college attended), and enrollment variables (enrollment status, GPA trend, credits per semester, number of semester enrollments, and final GPA) were examined in order to determine whether they had any validity in predicting baccalaureate degree attainment. The study used an institutional case study design with historical data as the foundation for a multivariate analysis. The study population included 5419 students who transferred to Temple University between the Fall 1998 and Spring 2002 semesters. from one of eleven local community colleges that participated in Temple's Core-to-Core transfer program. A causal-comparative methodology was used to study the two groups - persisters and non-persisters. Descriptive statistics provided a picture of each group of students, while Chi-square and logistic regression analyses were used to determine the demographic, pre-enrollment, and enrollment variables that had the strongest ability to predict academic persistence. The Chi-square analyses presented a very detailed picture of the persisters and non-persisters. As a group, enrollment variables were the strongest predictors of baccalaureate degree attainment. However, the independent variables that were most significant and also the most meaningful were the number of semesters for which a student registered, final GPA, enrollment status (full-time/part-time), average number of credits per semester, GPA trend, and financial aid eligibility. A logistic regression analyses was then used to examine the predictive factors for baccalaureate degree attainment after eliminating several variables due to multicollinearity concerns and due to the complexity introduced with variables containing multiple nominal responses. The results were highly significant with 22.6% of the variance accounted for, indicating that the students who have a higher probability of graduating demonstrate a pattern of increasing GPA from initial transfer to graduation, have a higher transfer GPA, attend Temple University on a full-time basis, have taken advantage of Temple's Core-to-Core transfer program are eligible for financial aid, and are female.
Book Synopsis Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students by Academic Level. by : Christopher A. Davis
Download or read book Noncognitive Predictors of Academic Performance and Persistence in Horizontal and Vertical Transfer Students by Academic Level. written by Christopher A. Davis and published by . This book was released on 2011-09-09 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: College students increasingly are transferring among institutions of higher education in pursuit of their educational goals. The existing research on transfer students, however, does not adequately explore the unique characteristics of this heterogeneous population. The literature on transfer students suggests that transfer students are at-risk for experiencing academic difficulty and attrition. Research indicates that degree attainment is associated with the success of the student and their parents. Furthermore, attrition negatively impacts higher education finances, so colleges and universities that focus on helping students be successful and persist to graduation maintain revenue streams. Many studies have focused on cognitive measures of academic performance and persistence; however, research has shown that cognitive measures alone are not the best predictors of academic performance and persistence (Duggan & Pickering, 2008; Pickering, Calliotte, & McAuliffe, 1992). Researchers have explored various noncognitive and cognitive measures of academic performance and persistence, but the literature has not controlled for the unique characteristics of the transfer student population. Research needs to focus on examining transfer students as subpopulations with common characteristics. The purpose of this research was to analyze noncognitive, cognitive, and demographic variables to determine if incorporating the transfer history of students would result in better predictions of academic performance and persistence. The population examined in this study included first-time transfer students who most resemble the traditional college student characteristics which excluded distance learners, international students, military students, and students over the age of 29. Transfer students were divided into six subpopulations: first-year vertical transfers (n = 143), sophomore vertical transfers (n = 469), upper-division vertical transfer ( n = 554), first-year horizontal transfers (n = 166), sophomore horizontal transfers (n = 306), and upper-division horizontal transfers (n = 77). Logistical regressions were used to answer four research questions. Results of the analysis revealed that a noncognitive index (TSS Index) based on student attitudes, behaviors, and experiences, was a significant predictor of academic difficulty for each of the subpopulations of transfer students. First semester cumulative GPA at the target institution was predictive of attrition for each subpopulation of transfer students. The findings also revealed that the other predictors vary in significance among the subpopulations which supports the need for additional research on the uniqueness of transfer students. Findings from this study justify the need for additional research on transfer students that further examine the characteristics of unique subpopulations of these students. College administrators in areas of student services and enrollment management can use the results to gain a better understanding of the transfer student population and identify and develop resources to assist these students with their academic endeavors.
Book Synopsis Studying Transfer in Higher Education: New Approaches to Enduring and Emerging Topics by : Xueli Wang
Download or read book Studying Transfer in Higher Education: New Approaches to Enduring and Emerging Topics written by Xueli Wang and published by John Wiley & Sons. This book was released on 2017-01-17 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gain fresh perspectives and approaches to the topic of students transferring among institutions of higher education. Despite the copious research on transfer patterns and students who transfer, this line of research is thronged with conceptual, methodological, and data challenges that warrant continued and more nuanced attention. This volume answers this call and provides updated scholarship and examines emerging issues pertaining to transfer. Organized around two broad, interconnected ways to conceptualize transfer, it first examines students who transfer and then discusses transfer as a complex postsecondary pathway. Engaging empirical research, perspectives, and case analysis from higher education scholars and institutional researchers, this volume offers renewed conceptual and methodological insights that inform future research on transfer, along with concrete recommendations for institutional researchers. This is the 170th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Book Synopsis Predicting Transfer Student Degree Completion at the University of South Florida - Tampa Utilizing Pre-matriculation Data by : Danielle Busson McDonald
Download or read book Predicting Transfer Student Degree Completion at the University of South Florida - Tampa Utilizing Pre-matriculation Data written by Danielle Busson McDonald and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the ability of demographic and academic pre-matriculation variables to predict degree completion of transfer students at the University of South Florida –Tampa. The University is situated in a state with performance-based funding and with a high number of students who transfer from Florida College System community and state colleges to the university. Transfer students are predicted to become an additional population included in performance metrics thus increasing the need for the university to begin to analyze degree completion barriers to shape early intervention. Participants in the study were 970 students who transferred with an AA from a Florid College System institution directly to USF-Tampa and enrolled full-time in fall 2014. Logistic regression was used on demographic variables of race, gender, age, and Pell Grant eligibility to determine the relationship to degree completion within three years of transfer enrollment. Logistic regression was also implemented on academic variables of transfer GPA, declared major, and originating community college to determine the predictive relationship to degree completion within three years of transfer enrollment. The study then included an analysis of the significant predictability of the variables and the strength of the predictive model. Demographic variables had no significant predictive relationship with degree completion. Academic variables of transfer GPA and declared major were found to have significant predictive relationships to degree completion. Transfer GPA was found to have a positive predictive relationship, and academic major was found to have a negative predictive relationship with academic major being more predictive than GPA. The model was found to accurately predict degree completion with a 20% variance. These results provide information for pre-matriculation advising. Advisors can identify students who are at risk to not complete their degree within three years and can give appropriate guidance in class and major selection. This model also creates a foundation the university can build upon to add variables for increased predictive strength of the model. Predictive models have been instrumental to allow universities to create individual interventions in persistence and degree completion.
Book Synopsis Power to the Transfer by : Dimpal Jain
Download or read book Power to the Transfer written by Dimpal Jain and published by MSU Press. This book was released on 2020-02-01 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.
Book Synopsis Pre-college Demographic and Socioeconomic Characteristics as Predictors of Student Persistence at Tennessee Community Colleges by : Robert R. Steinmetz
Download or read book Pre-college Demographic and Socioeconomic Characteristics as Predictors of Student Persistence at Tennessee Community Colleges written by Robert R. Steinmetz and published by . This book was released on 2009 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Predictive Analytics to Understand Factors Affecting Transfer Student Persistence and Graduation by : Mariya Alexandra Yanovski
Download or read book Using Predictive Analytics to Understand Factors Affecting Transfer Student Persistence and Graduation written by Mariya Alexandra Yanovski and published by . This book was released on 2019 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Persistence Of First-Time Freshmen At A Large-City Community College by : William Laurance King III
Download or read book Predicting Persistence Of First-Time Freshmen At A Large-City Community College written by William Laurance King III and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of student persistence is a burgeoning issue and over the last 40 years has become a national concern among researchers, administrators, policymakers and practitioners. Given the low persistence rates of first-year students at America's community colleges, leaders are searching for useful and successful strategies that will aid in closing the gap in student attrition. Successful completion of a degree or certificate is often considered the great economic equalizer in today's society from a public and cultural perspective. The purpose of this research study was to empirically investigate the odds ratio associated with predicting persistence that exists between first-time freshmen students who lived in campus housing and those who live off-campus at a large-city community college referred to as LCCC. Specifically, the focus of this study was to determine whether living in on-campus housing, receiving needs-based federal financial aid (Pell Grant), ethnicity, gender and enrolling in one or more developmental education courses are predictors of persistence. This study was predicated on the collection of quantitative data from a large-city community college's student information system from the years 2010 through 2013. The researcher has concluded based on the data analysis of this research study the results were statistically insignificant for those students living on-campus when compared to those students living off-campus. An analysis of Ethnicity as a predictor of persistence revealed that in the short-term African-American students actually persisted at higher rates than their counterparts. However, in three of the last four semesters analyzed, African-Americans persisted at significantly lower rates than White students. Lastly, an analysis of the students who were enrolled in Developmental Education (Remedial) courses suggested that the odds are significantly lower concerning persistence versus their counterparts. However, it must be noted that both Hispanic students and those receiving needs-based financial aid (Pell) attrition was no worse than their counterparts. Based on the complex nature of both the community college student and the unique opportunity for them to live on-campus, additional data is required in order to measure and evaluate whether housing status promotes improved academic persistence. The reported research studies pertaining to community colleges and living on-campus are meager at best. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155442
Book Synopsis Prediction of Student Persistence, Withdrawal and Transfer at Two Community Colleges by : Bob Santos
Download or read book Prediction of Student Persistence, Withdrawal and Transfer at Two Community Colleges written by Bob Santos and published by . This book was released on 1979 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Increasing Persistence by : Wesley R. Habley
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Predictors of Completion by : Kristie J. Bowen
Download or read book Predictors of Completion written by Kristie J. Bowen and published by . This book was released on 2015 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Predictors of Persistence Among Community College Adult and Traditional-aged Students by : Kellie Crawford Sorey
Download or read book Predictors of Persistence Among Community College Adult and Traditional-aged Students written by Kellie Crawford Sorey and published by . This book was released on 2006 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
