Do Transfer Students Graduate? A Comparative Study of Transfer Students and Native University Students.

Autor/inn/en	Anglin, Leo W.; und weitere
Titel	Do Transfer Students Graduate? A Comparative Study of Transfer Students and Native University Students.
Quelle	(1993), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Articulation (Education); College Attendance; College Transfer Students; Community Colleges; Dropout Rate; Dropout Research; Higher Education; Longitudinal Studies; Matched Groups; School Demography; Student Attrition; Transfer Programs; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulbesuchsrate; Schülerbeurlaubung
Abstract	A study was performed to compare the attrition and graduation rates of students who transferred from Cuyahoga Community College (CCC), in Cleveland, Ohio, to Kent State University (KSU) to the rates of native KSU students. Two matched groups of transfer and native students 4 years apart were studied, using only those students who had attended high school in Cuyahoga County and had Cuyahoga County addresses. In addition, the groups were proportionately matched by age, gender, and racial composition. Finally, transfer students must have transferred at least 24 credit hours from CCC and could not have attended any other postsecondary institution prior to their transfer to KSU, while native students were selected from students who had enrolled 1 year before the transfer students entered KSU, to ensure that native students had the minimum 24 credit hours. Study findings included the following: (1) the graduation rate of the CCC transfer students was equal to, or better than, the matched population of native students; (2) native students who dropped out had significantly lower grade point averages and had completed fewer semester hours than transfer students who dropped out; (3) transfer students were at a greater risk of dropping out after the first 2 years than native students; (4) while 30% of the CCC student body is non-Caucasian, only 15% of transfers were non-Caucasian; and (5) non-Caucasian transfer students performed as well as native non-Caucasian students, but compared to all students they had the least probability of completing a bachelor's degree. Implications for practice include the need to recruit community college transfer students, to provide ongoing support services to transfer students, and to actively encourage non-Caucasian students to transfer. (Contains 20 references.) (MAB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC