Comparison of Transfer and Native Student Progress at the University of Illinois at Urbana-Champaign, 1970-71 Academic Year.

Autor/in	Anderson, Ernest F.
Institution	Illinois Univ., Urbana. Office of School and Coll. Relations.
Titel	Comparison of Transfer and Native Student Progress at the University of Illinois at Urbana-Champaign, 1970-71 Academic Year.
Quelle	(1972), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; Comparative Analysis; Grade Point Average; Institutional Research; Transfer Students; Transfers; Two Year Colleges; Illinois + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Institutionelle Forschung; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	The purpose of this study was to compare the academic progress of junior college transfers, 4-year college transfers, and continuous juniors (natives) at the University of Illinois as measured by grade point average (GPA), academic status and continued enrollment through the first year after transfer. A secondary purpose was to compare the performance before and after transfer on the basis of mean GPA. The three student groups were also compared in 12 subject matter areas on the basis of mean GPA during the 1970-71 academic year. Some conclusions were: (1) the junior college transfers entered with a higher mean GPA than did the 4-year college transfers or native juniors; (2) the 4-year college transfers and the native juniors achieved similar mean GPAs during the first and second terms--both were higher than that earned by the junior college transfers; (3) the proportion of 4-year college transfer students who withdrew during both semesters was higher than the proportion of the other two groups; (4) the junior college group had the lowest retention ratio (82%) while the continuous juniors had the highest retention ratio (88%); and (5) junior college transfers earned the lowest mean GPA in 10 of the 12 subject areas studied. (Author/RN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC