Three Year Comparison of Transfer and Native Student Progress at the University of Illinois at Urbana-Champaign, Fall, 1973 Group. Research Memorandum 77-9.

Autor/in	Anderson, Ernest F.
Institution	Illinois Univ., Urbana. Office of School and Coll. Relations.
Titel	Three Year Comparison of Transfer and Native Student Progress at the University of Illinois at Urbana-Champaign, Fall, 1973 Group. Research Memorandum 77-9.
Quelle	(1977), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Students; Community Colleges; Comparative Analysis; Dropout Rate; Grade Point Average; Higher Education; Institutional Research; Transfer Students; Two Year College Students; Two Year Colleges; Universities + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Hochschulwechsel; Schulwechsel; Studienortwechsel; University; Universität
Abstract	The academic progress and success of fall 1973 community college transfers (n=817), four-year college transfers (n=1,136), and continuous juniors (n=3,542) at the University of Illinois (Urbana-Champaign) were compared over six semesters. Comparisons were made in terms of mean grade point average (GPA), academic status, continued enrollment, performance before and after transfer, and GPA in 12 subject areas. Findings showed that community college transfers enter with a GPA equivalent to the lower division university GPA's of native juniors, and four-year college transfers enter with GPA's slightly lower than either of the two other groups; community college transfers experience more academic difficulty after transfer than four-year college transfers and natives, and have higher academic probation and drop rates as well; native juniors have a higher retention and graduation rate than the other two groups; and, community college transfers consistently achieve lower GPA's than the other two groups in the 12 subject areas studied. However, only a small percentage of community college transfers withdraw due to academic difficulty, and two-thirds are successful as measured by graduation and retention rates. Seen in the context of student academic backgrounds and institutional mission, the evidence suggests that community colleges successfully provide access to further education. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC