• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Transfer Students Facts and Stats

Page history last edited by ben 16 years, 6 months ago

Transfer Students


Facts concerning transfer as an institutional function of community colleges are contained in the Facts and Statistics relating to Community Colleges page.

 

 

Facts

 

General

 

 

  • “Students whose parents have higher incomes, more advanced education, and more prestigious and remunerative jobs have a very large and statistically significant advantage in transfer over less socioeconomically favored students.” (Dougherty & Kienzl, 2006, p.479)

 

  • “From 1984 to 2002, at the institutions that constitute the two most-selective tiers of private colleges in rankings by Barron's Profiles of American Colleges, the number of transfer students decreased by 53 percent…” (Wyner, 2006, p.1).

 

  • "While more than half of all students taking less than transfer-level English progress to the next level, the progress level from intermediate to transfer-level mathematics was only 37.1%" (Hagedorn, 2006, p.226).

 

  • "Despite the growing presence of academically prepared students at community colleges, and the high rates of degree completion among those transfer students who do enroll at institutions with selective admissions, elite colleges and universities fall far short of providing equitable access for this pool of talent" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al., 2006, p.8).

 

  • "Four-year institutions with relatively high rates of student attrition from the first to second years of college are those most likely to admit transfer students. A 10% increase in student attrition is associated with a 5% increase in the transfer enrollment rate" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al. 2006, p.8).

 

  • "Findings suggest that transfer enrollment decisions are driven by institutional economics, rather than other institutional values, such as commitment to educational equity and diversity" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al. 2006, p.8).

 

  • "Administrators and faculty members play two critical roles in helping students traverse the boundaries between open access and exclusive institutions: 'transfer agents' and 'transfer champions' " (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al., 2006, p.9).

 

  • "The characterization of transfer students as 'late bloomers' ... can be due to any number of circumstances, including that they were not given serious consideration in school as a result of working-class background, or that their parents lacked information about the educational financial aid system in the United States. Other students are late bloomers because, as minority, low-income, first-generation students, the possibility of attending college was never presented to them while they were in high school - they were not considered college material. Such students cannot easily imagine themselves at elite institutions" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al., 2006 2006, p.9).

 

  • The actual figures corresponding to 'the transfer rate' are not based on standardized calculations. These rates can be manipulated to bias reporting to fit political, financial, or educational agendas. There is a need to standardize the definition and method of reporting transfer rates (Cohen, 2005, pp.85-91).

 

  • For transfer students that complete their degrees at a four year institution, this study shows the ten most frequent degrees earned by transfer students to be in “(in order): Psychology, Business Administration and Management, Interdisciplinary Studies, English Language and Literature, Biology, Nursing, History, Accounting, Sociology, Computer & Information Sciences” (McHewitt & Taylor, 2003, p.3).

 

  • Due to flaws in data and tracking, research prior to 2003 has underestimated the transfer rate by as much as 25 percent (Romano and Wisniewski, 2003, p.4).

 

  • "Community college students are less likely to cross state borders when they transfer than are students at four-year universities" (Romano and Wisniewski, 2003, p.5).

 

  • "Transfer rates to private and out-of-state colleges are more likely when those colleges are close to home" (Romano and Wisniewski, 2003, p.5).

 

  • "The location of transfer can be strongly affected by local economic conditions" (Romano and Wisniewski, 2003, p.27).

 

  • Research shows that transfers struggle to form mentorship bonds with faculty and staff at the University. Transfers often contact faculty and staff from their community college for advice (Wynetta, 2001).

 

  • "The traditional 2+2 path, earning the associate degree at the community college (2 years) and then transferring to a 4-year institution to complete the baccalaureate (2 more years), no longer reflects the general practice of student transfer between 2- and 4-year institutions" (Cejda & Kaylor, 2001, p.621).

 

  • "Typically, the transfer student was twenty-six years of age, was female, and worked part-time. This picture of the transfer student primarily coincides with the national statistic measures” (Eggleston & Laanan, 2001, p.88).

 

  • More than 11,000 students transferred from a California community college to a University of California in 2000 (California Community Colleges, Sacramento, 2001)

 

  • "Seventy-five percent of the students who transferred to the university took a college-level composition course at the community college" (Bers, 2001).

 

  • "About two thirds of students took college-level mathematics at the community college (any mathematics course with Intermediate Algebra as a prerequisite)" (Bers, 2001).

 

  • "Some 23 percent [of transfers] took no mathematics at the community college, and 14 percent took mathematics courses at the remedial or intermediate algebra levels only" (Bers, 2001).

 

  • "Most students who move from the two-year to the four-year institution do so with substantially less than two years of college work completed at the community college" (Bers, 2001).

 

  • "27 percent of community college transfers to the university had two-year college GPA's of C+ or worse" (Bers, 2001).

 

  • "Only 6 percent of transfers earned community college degrees" (Bers, 2001).

 

  • "8 percent of transfers are classified as "first-time freshmen" upon their matriculation [admission]" (Bers, 2001).

 

  • "Four out of five (~80%) of transfer students entered the four-year institution as full-time students" (Bers, 2001).

 

  • "An examination of student majors shows that many students (21%) has not yet decided upon their major at the university. For those who had selected a major, 30 percent chose majors in technical fields of computer science and information systems, followed by finance (8%) and psychology (6%)" (Bers, 2001).

 

  • “Transfer rates vary between 22 and 25 percent nationally among community colleges. Although this number may vary from college to college, it indicates that there exists a market of students whose needs and demands colleges and universities must address” (Eggleston & Laanan, 2001, pp.87-88).

 

  • “Traditional transfer program students are employed more hours than occupational or vocational transfer program students while at the community college, and occupational students graduate in slightly higher numbers than traditional transfer program students. Both groups are academically successful at the university level, but vocational program students have slightly higher grades, and traditional transfer program students have slightly higher persistence rates” (Eggleston & Laanan, 2001, p.89).

 

  • “Transfer students did suggest, however, that since most of them [transfer students] were commuters, it was more challenging to engage them in campus life activities and experiences outside of the academic environment” (Handy, 2001, p.8).

 

  • In 1990, out of 41,063 total Community College transfer students, 18.1% went to the UC system, 71.5% went to CSU, and 10.4% to independent (private) institutions. By 1999, a total of 41,792 students transferred, and the distribution was: 20.8% to UC, 72.9% to CSU, and 6.3% to independent schools (CPEC, 2000, p.94).

 

  • "A recent rise in the number of transfers to both CSU and UC was documented, in contrast to a drop during the early 1900s. CSU is committed to increase the number of eligible transfer students by 5% per year" (Community Coll. League of California, Sacramento, 2000).

 

  • “ A large, positive return to graduation quality is observed for university and community college transfers graduating form the highest quality universities, while an insignificant return is observed for all other students” (Hilmer, 1998, p.47).

 

  • “As many as one third of all college graduates attend more than one institution during their post-secondary career” (Hilmer, 1998, p.47).

 

  • Students did not believe that the community colleges had adequately prepared them for the University. Some of the biggest gaps are in the expected writing requirements (Townsend, 1995).

 

  • Transfer students find professors in the university to be overly focused on their research and slightly standoffish (Townsend, 1995).

 

  • Many students choose what universities to seek out based on referrals from friends, family or other authoritative figures (Townsend, 1995).

 

  • Self-reliance is a running theme in the idea of what makes up the self of the transfer student (Townsend, 1995)

 

  • “Academic backgrounds of the transfer students who graduated showed that their performance in the community college and the university was similar and slightly exceeded their high school performance” (Piland, 1995, p.40).

 

  • “…Many[high school] graduates waited a period of time between high school graduation and entrance into the community college.” (Piland, 1995, p.40).

 

  • 87.7 percent of community college students report being employed while going to school (Hall, 1990, p.234).

 

  • "After they transferred, 75 percent of the students were employed while they attended UC" (Hall, 1990, p.234).

 

  • "Fifty-four percent of future UC transfers worked from 21 to over 30 hours per week while at community college" (Hall, 1990, p.234).

 

  • "After they transferred, the number of UC students who worked from 21 to over 30 hours per week decreased to 41.8 percent" (Hall, 1990, p.234).

 

  • "Clear deadlines for class assignments, faculty giving a class syllabus, and faculty who were well-organized" rated as the top three instructional aids to academic success for community college students. After transfer to the UC, students altered these preferences to: "using the library to help complete class assignments, faculty giving a class syllabus, and clear deadlines for assignments" (Hall, 1990, p.240).

 

  • Writing classes proved to be of the most assistance to general learning both before and after the student's transfer (Hall, 1990, p.241).

 

 

Community College Specific

 

  • "Although full-time community-college enrollment is growing faster than enrollment at four-year schools, the opportunity to transfer to elite institutions is shrinking. In 1984, 10.5% of entering students at elite private four-year schools were transfer students; by 2002 that number had dropped to only 5.7%. The data suggest that fewer than one of every 1000 students at the nation's most selective private institutions is a community college transfer" (Tatiana, M., Dowd, A., 2006, p.3).

 

  • "The main reason for the failure of many community-college students to transfer can be attributed to the number of community-college credits accepted by four-year universities" (Doyle, 2006).

 

  • "When including all community college students who aspire to transfer, one half made no progress within a year that would help them to achieve the goal" (Hagedorn, 2006, p.224).

 

  • “…Just over 30 percent of students transferred from technical programs at community colleges, while the remaining 70 percent came from more traditional academic programs” (Thompson, 2003, p.9).

 

  • "Transfer rates from community college transfer programs are significantly higher than transfer rates from non-transfer programs" (Romano and Wisniewski, 2003, p.21).

 

  • "More students transfer without the associate degree than with the degree, although a greater percentage of graduates transfer than non-graduates" (Romano and Wisniewski, 2003, p.23).

 

  • “Through a qualitative approach, she (Townsend) explored several of her beliefs regarding obstacles in the transfer process for community college students. She used a case study method to gather data…Townsend (1995) discovered several perceptions among students regarding the transfer process. She notes that students commonly reported a ‘self-reliant’ role in the transfer process, as shown in their statements that they neither sought nor received any help from the community college in the transfer process and that they mostly relied on friends and relatives for information…Students typically viewed the transfer process as easy, university representatives as more helpful than community college personnel, and themselves as self-reliant” (Eggleston & Laanan, 2001, p.91).

 

  • "The number of years students spent at [community college] before transfer shows an enrollment pattern of students who took much longer than the traditional two years to transfer to a four-year college" (Hall, 1990, p.232).

 

 

Barriers to Transfer

 

  • "Top community college students struggle against the mistaken perception by some college administrators and others that these students cannot succeed at elite institutions. They also face cultural and economic barriers to completing their bachelor's degrees" (Tatiana, M., Dowd, A., 2006, p.3).

 

  • “One likely reason for such limited opportunity [for transfer students] is the assumption that community-college students cannot succeed. Yet more and more students attend two-year colleges not because they cannot do well at selective four-year institutions, but for many other reasons: proximity to home, small class sizes, and, perhaps most important, lower tuition” (Wyner, 2006, p.2).

 

  • Transfer students get passed up when it comes to retention efforts from 4-year universities (Townsend & Wilson, 2006).

 

  • "One of the most difficult barriers in facilitating transfer from the community college to a place like Smith are the internalized fears that students have about their own academic abilities" (Wolf-Wendel, Twombly, Morphew & Sopchich, 2005, p.228).

 

  • “Most persons serving in two-year college academic administrations will readily admit their frustration with the student transfer experience. Historically, four-year colleges and universities have viewed two-year colleges in a negative light, publicly stating the quality of student learning at two-year college is poor when compared to the university, and privately viewing the two-year school as an effective low-cost competitor that will steal students if treated as an educational equal. Such concerns have created a difficult environment for the transfer student. This frustration is heightened by the articulation process in which the four-year college has total control of determining what courses are equivalent and allowed to transfer” (Handy, 2001, pp.4-5).

 

  • “Townsend (1995) noted that university faculty members perpetuated a Darwinian attitude of ‘survival of the fittest’ toward community college students” (Eggleston & Laanan, 2001, p.91).

 

  • “Issues transfer students must deal with, once they reach the university, include negative attitudes toward transfer students, admissions issues, registration problems, new student program issues, problems with academic advising, student financial aid problems, housing issues, problems with student activities involvement, career planning and placement issues, publication resources, adjustment to institutional change, articulation, and special academic opportunities” (Eggleston & Laanan, 2001, p.90).

 

  • “Examples of extramural forces [that affect transfer] include state and local policies, entering students characteristics, and the socioeconomic environment where the college is located. Intramural forces pertain to proposals for improving the college’s academic and student support services that affect retention, counseling, and articulation with four-year institutions” (Nora, 2000, p.4).

 

 

 

Diversity

 

General

 

  • "The number of students of color transferring to and completing degrees at four-year, non-research-extensive universities continues to increase. However, research-extensive universities struggle with recruiting and retaining students of color" (Aragon & Perez, 2006).

 

  • "As of the national 2002 fall undergraduate enrollment, students of color accounted for approximately 31 percent of all enrollment in degree-granting institutions, with African Americans representing 12 percent, Latinos 11 percent, Asian-Pacific Islanders 7 percent, and American Indians-Alaska Natives 1 percent" (Aragon & Perez, 2006).

 

  • "Only 3 percent of students at the most selective colleges are from families in the lowest socioeconomic quartile" (Wyner, 2006, p.B6).

 

  • "The probability of achieving significant social mobility through education is small and this probability grows considerably smaller at every step down the class scale" (Tatiana & Dowd, 2006, p.4).

 

  • "In fall 2002, the estimated number of two-year transfers entering elite institutions in the United States was just over 11,000 students. Of these, as few as 1,000 were students from socioeconomically disadvantaged households" (Dowd, A., Cheslock, J., 2006, p.8).

 

  • "The lowest socioeconomic status (SES) community college students who transfer to elite institutions are more likely to graduate than low-SES students with similar characteristics who started at four-year schools" (Tatiana & Dowd, 2006, p.3).

 

  • "Together, highly selective institutions and community colleges have the potential to dramatically increase the number of low-SES transfer students by encouraging talented community college students to apply, raising awareness of financial aid, and working to diminish cultural barriers. A committed effort would not only create opportunity and reward student talent, it would also improve diversity at elite schools" (Tatiana & Dowd, 2006, p.3).

 

  • "Low-SES transfer students with aspirations to earn a bachelor's degree were not disadvantaged in their chances of that achieving that goal by starting at a community college" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al. 2006, p.7).

 

  • "The education community understands that all students should be served, but we cannot solve problems associated with pipeline issues, deficit thinking, or limited college access without clearly confronting and understanding how current curricular pathways serve as structural barriers for underserved students" (Green, 2006, p.26).

 

  • “Studies consistently show that underserved students frequently do not complete a college preparatory curriculum, and often take lower-level reading and math” (Green, 2006, p.22).

 

  • "Students of color (i.e. African American, Asian American, and Hispanic/Lantino/a) are generally expected to become part of their new university community by interacting with faculty and students outside of class" (Wawrzynski, 2003, p.492).

 

  • "Sense of community was also a theme that emerged with academic behaviors for students of color, as they were more likely to study with other students than were their White counterparts" (Wawrzynski, 2003, p.492).

 

  • “75-90 percent of international students who enroll in community colleges intend to transfer. Furthermore, several studies indicate that ethnic minority and international students have particular needs that must be addressed – such as the bridging of language and cultural barriers, academic preparation, and financial aid” (Eggleston & Laanan, 2001, p.89).

 

  • “Four-year institutions must carefully monitor practices to ensure that all transfer students are treated in an equitable fashion. It is very important for four-year institutions to assess the level of cultural competence that faculty and staff members have for effectively interacting with minority students. Verbal language, tone of voice, and body language are all essential elements in cross-cultural communication that institutional staff members should consider from the students’ perspective” (Wynetta, 2001, p.43).

 

  • From 1990 to 1999, the number of students transferring to the UC system increased 17.2%. By ethnic group, Asian/Pacific Islanders increased 77.7%, Blacks increased 5.2%, Filipinos increased 53.7%, and Latinos increased 43.6%. Native Americans decreased 30.7% and Caucasian/White students decreased 14.5% (CPEC, 2000, p.103).

 

  • "As of 1992, approximately 47% of all minority students enrolled in higher education attended community colleges; the comparable figure for whiles is only 37%" (Shaw, 1996, p.8).

 

  • "Fifty-six percent of transfers to the UC were minority students…” (Hall, 1990, p.228).

 

  • 36.2 percent of UC transfers from community college have parents who did not attend college (Hall, 1990, p.235).

 

  • "The majority of UC transfers (52.6 percent) listed their homes as non-English speaking or bilingual" (Hall, 1990, p.236).

 

 

Gender

 

  • “Although women are slightly less likely to transfer, that difference is no longer statistically significant both before and after controlling for other background differences” (Dougherty & Kienzl, 2006, p.480).

 

  • "Male students were more interested in the academic aspects of a college education than the social aspects. Female students had a more holistic expectation for their education. They were more interested in obtaining a well-rounded education and interested in joining campus organizations. Male students were more interested in working with faculty on a research project" (Wawrzynski, 2003, p.493).

 

  • When female transfers are actively involved with their campus communities they demonstrate a better self-efficacy and are better at developing positive career behaviors (Wawrzynki and Sedlacek, 2003).

 

  • "As a group, students over the age of 35 were more likely to persist than were students under the age of 35" (Dworkin, 1996, p.452).

 

  • “52% [of transfers to the UC] were female" (Hall, 1990, p.228).

 

  • "The average age for...UC first semester transfer females was 18.2 years and the males 18.8 years" (Hall, 1990, p.232).

 

  • "While attending community college, 60 percent of the female UC transfers reported working 21 to over 30 hours per week compared to 48 percent of the males" (Hall, 1990, p.235).

 

  • "After transfer to UC, the percentages of students working 21 to over 30 hours per week changed to 52 percent of the females and 32 percent of the males" (Hall, 1990, p.235).

 

Age

 

  • “Contrary to common perception, three out of every four students are of traditional college age – between 18 and 24 – and the average age has decreased steadily over the past two decades” (Wyner, 2006, p.1).

 

  • "[The age gap] is explained mostly by differences by age in educational aspirations (particularly for those 21 and older at college entrance), external demands (particularly having children), enrollment status, and college major” (Dougherty & Kienzl, 2006, p.481).

 

  • "It is often assumed, but never tested, that older students are totally self-sufficient, do not require special programs or assistance, and are not interested in extracurricular activities" (Hagedorn, 2006, p.237).

 

  • "The average transfer age was 26.3, with a range from 17 to 73" (Hall, 1990, p.228).

 

Ethnicity & Race

 

  • “Blacks have higher educational aspirations than whites of the same socioeconomic background, which serves to mitigate the negative impact of being black on transfer, keeping the black disadvantage smaller than it would otherwise be” (Dougherty & Kienzl, 2006, p.480).

 

  • Asian American students often feel a pressure to be model students. African Americans and Asian Americans students expressed greater interest to work with faculty and meet people form different cultures than do White students (Wawrzynki and Sedlacek, 2003).

 

  • Programs such as Puente that target early intervention, expose students to culturally validating environments, and help in the transfer process to four-year institutions, are playing a more critical role for Hispanic students' movement through the education pipeline. In light of the changing demographics of the college applicant pool, community colleges will continue to be a critical point for Hispanic students' entry into postsecondary education" (Saenz, 2002, p.4).

 

  • "In reconsidering the rising enrollments and the stagnant persistence rates of Hispanic students, the transfer function must be the crucial point of intervention. If real strides are to be made in increasing the overall educational achievement of this group, researchers and policymakers must continue to study and address the needs of this population, and any intervention should be focused on Hispanic students already in the higher education system" (Saenz, 2002, p.4).

 

  • Data collected during 1996-95 for the National Aid Student Survey indicate that race has a stronger influence than nativity on whether a student enrolls in a two or four year program.
    • 62% of all foreign-born were enrolled in two-year programs
    • 61% of native born student were enrolled in two-year programs
    • 69% of African Americans were enrolled in two-year programs
    • 60% of Whites were enrolled in two-year programs
    • 70% of Hispanics were enrolled in two-year programs (Baily & Weininger, 2002).

 

  • “They (Hispanic students) report that the importance of family, economic considerations, knowledge of the system, cultural understandings, and the relationships of community college administration and faculty with senior-level institutions regarding articulation play a critical role in successful transfer for Hispanic students” (Eggleston & Laanan, 2001, p.91).

 

  • “African American students account for nearly 23 percent of the business students and only 10.6 percent of those in engineering” (Eggleston & Laanan, 2001, p.89).

 

  • Between 1990 and 1999 Caucasian student have predominately higher transfer rates to private instructions compared to Latino and Asian/Pacific Islanders. In addition, during this period more Latino student transferred to the CSU. Caucasian students transfer to the CSU decreased. Latino transfer to the UC has remained steady over the past ten years, while Caucasian and Asian/Pacific Islander transfer rates have fluctuated (California Postsecondary Education Commission, 2000).

 

  • [African American transfer student’s] perceptions of the university were generally negative, citing racial prejudice and lack of academic and social integration. However, their perceived experiences of the community college were basically positive, citing good academic and social integration as reasons” (Minter & Young, 1995, p.100).

 

Behavior

 

Acclimation

 

  • “While the phrase “transfer shock” has been used for several decades to describe an initial drop in GPA after a student transfers, the drop in GPA transfer shock may be partly or almost totally a manifestation of the shock experienced in moving from one institutional culture to another, especially when the two cultures are so different” (Townsend & Wilson, 2006, p.454).

 

  • [Transfer students] tended to seek out informal informational resources, such as friends and family, as opposed to formal systems” (Flaga, 2006, p.4).

 

  • “…Community college transfer students reported experiencing much higher academic standards at their new 4-year institution, including faster-paced courses and a heavier emphasis on writing” (Flaga, 2006, p.4).

 

  • "At the university, eight percent of transfer students had GPA's below 2.0, 34% had GPA's between 2.0 and 2.99, and 59% had GPA's at 3.0 or above" (Bers, 2001).

 

  • "Regression analysis found that community college GPA was the strongest predictor of transfer-university first-semester/quarter GPA" (Serban, 2001, p.27).

 

  • “Nearly 50 percent of transfer students actually come from technical programs in community colleges. These factors have a direct effect on the preparation of transfer students and their adjustment to senior-level college work, and colleges and universities need to take note of this fact in reaching articulation agreements with community colleges” (Eggleston & Laanan, 2001, p.88).

 

  • “Cejda and Kaylor (1997) studied 216 transfer students transferring from a community college to one of two private liberal arts colleges. They found that, although 53% of the transfers experienced a decline in their first year GPA, 48% experienced an increase or no change. The mean decline for all transfers was 0.09, hardly grounds for the label “transfer shock” (Handy, 2001, p.6).

 

  • "The findings in this study detected no differences between the cumulative upper division GPAs of transfer and native students" (Carlan, 2000).

 

  • "Freshman students [at the 4-year university] were more likely than transfer students to be concerned about their ability to adjust to academic work" (Miville, 1995, p.149).

 

  • "Freshman students were more likely than transfers, however, to expect on-campus involvement in sports, religious activities, or collaborative efforts with other students" (Miville, 1995, p.149).

 

  • "Transfer students were more likely than native freshman to expect their courses to be stimulating and to have little trouble obtaining them" (Miville, 1995, p.149).

 

  • "Transfer students may be more able than freshman to identify formal sources of assistance for adjustment problems, leading to higher expectations in their ability to adapt to the demands of university life" (Miville, 1995, p.149).

 

  • [The African American student’s] perceptions of the university were generally negative, citing racial prejudice and lack of academic and social integration. However, their perceived experiences of the community college were basically positive, citing good academic and social integration as reasons” (Minter & Young, 1995, p.100).

 

  • A learning community model, one which connects transfer students together based upon similar courses they are taking, has shown tremendous success in preventing attrition and assimilating transfer students into the four-year institution (Crampton, 1993, p.439).

 

Part Time Students

 

  • "Fewer students are enrolling part-time at UC and CSU campuses" (CPEC, March 2007, p.1).

 

  • "The decline affects both gender and racial groups, but students with employment and family obligations might face greater barriers to college" (CPEC, March 2007, p.1).

 

  • "Part-time students and their families suffer the greatest adverse impacts in the form of increased college costs over time, delayed wage increases or earnings, or no degree attainment" (CPEC, March 2007, p.1).

 

  • "The State’s subsidy for educating a part-time student compared to a full-time student does not greatly differ as long as both students graduate. However, part-time students are less likely to persist to graduation" (CPEC, March 2007, p.1).

 

  • "Improving support for students that encourages full-time attendance will benefit the State and, more significantly, benefit the students" (CPEC, March 2007, p.1).

 

  • "A national study estimates that approximately 47% of attendees of public four-year institutions fall under the category of “non-traditional” students. This population faces the greatest adversity in persisting through college and more frequently attends school on a part-time basis" (CPEC, March 2007, p.4).

 

  • "A steady decline in part-time enrollment (1.7 percentage points) occurred at UC from 2000 to 2005. In Fall 2000, part-time enrollment was 7%; and it dropped to 5.3% in Fall 2005" (CPEC, March 2007, p.5).

 

  • "Freshmen and seniors have the highest levels of part-time enrollment and have also experienced a greater decline. Freshman and senior classes had part-time enrollment levels of 9.1% and 10.1%, respectively in 2000; those rates were 6.3% and 7.8% in 2005. Sophomore and junior class levels experienced minimal declines in part-time enrollment in those same years (from 2.8% to 1.7% for sophomores and from 4.9% to 3.9% for juniors)" (CPEC, March 2007, p.12).

 

  • "In 2005, 5.3% of males and females attended part-time. This figure is a two-percentage point drop for male students and a 1.5-percentage point drop for female students from 2000 levels" (CPEC, March 2007, p.12).

 

  • "African-American students had the highest part-time enrollment percentages in 2000 (9.5%) and also experienced the greatest decline (2.2 percentage points). All ethnic groups had a decline in the percentage points of part-time attendance from 2000 to 2005 (Latino–2, Asian–1.9, White–1.7, Native American–1.1)" (CPEC, March 2007, p.12).

 

  • "All campuses within the UC system had a decline in part-time enrollment with the exception of UC San Diego, which had a 0.3 percentage point increase. Campuses with the greatest decline in parttime enrollment were Riverside (5.4%) and Davis (3.2%)" (CPEC, March 2007, p.12).

 

  • "A 6.4 percentage point gap separates the campus with the lowest part-time enrollment rate (Santa Barbara, 3.3%) and the highest part-time enrollment rate (Davis, 9.7%)" (CPEC, March 2007, p.13).

 

Success

 

  • "The chances of degree completion increase 26% for students at the highest level of institutional selectivity compared to those at the lowest level" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al., 2006, p.7).

 

  • "75% of community college transfers at selective four-year institutions complete their degrees. Research suggests that number increases to 80% or 90% for students who transfer to the most highly selective institutions" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al., 2006, p.7).

 

  • "An increase of 100 points in the average SAT scores at the four-year institution is associated with a 4% increase in a student's probability of degree completion" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al. 2006, p.7).

 

  • "Seventy-five percent of community-college transfers attending selective institutions completed their bachelor's degrees within 8.5 years of high school graduation" (Dowd, A. C., Bensimon, E. M., Gabbard, G., Singleton, S., Macias, E., Dee,J., et al. 2006, p.3).

 

  • Studies have shown that a student’s sense of belonging is directly correlated to their persistence to remain in college (Heisserer and Parette, 2002).

 

  • “Nearly two-thirds of community college students complete a bachelor’s degree within 3 years of entering a UC campus, and more than 75% complete a degree 4 years after entering. These graduation rates are comparable to those for students who entered as freshmen” (California Community Colleges, Sacramento, 2001, p.1).

 

  • "61 percent of transfer students complete their baccalaureate degrees [within four years], which is higher than the 6-year graduation rate for native new freshmen at the university" (Bers, 2001).

 

  • “The end is in sight for transfer students and therefore retention to graduation is more likely” (Handy, 2001, p.9).

 

  • "6-10% of transfer students withdrew during the first semester/quarter" (Serban, 2001, p.28).

 

  • "Precollege variables such as gender, age, ethnicity, marital status, number of children, and hours working did not have direct effects on institutional departure" (Okun, 1996, p.593).

 

  • "Intention, grades, encouragement from others, and institutional commitment played a prominent role in institutional departure" (Okun, 1996, p.593).

 

  • “Students spent an average of five years from initial community college enrollment from transfer to baccalaureate graduation” (Piland, 1995, p.42).

 

  • "Bachelor's degrees earned were reported by 72.8 percent of the UC transfers" (Hall, 1990, p.233).

 

  • "Master's degrees were reported by 4.4 percent of the UC transfers" (Hall, 1990, p.233).

 

  • "Over 22 percent (22.8) of the UC students reported still being undergraduates [four years after transfer]" (Hall, 1990, P233).

 

  • In order to reach academic goals, self-motivation was rated most important among 87.9% of community college students before transfer, and 95.3% of UC transfer students (Hall, 1990, p.239).

 

  • "The most important variables outside of self-motivation for maintaining student persistence are related to human interaction - with friends, faculty, parents, and librarians" (Hall, 1990, p.244).

 

 

References

 

Glossary

Bibliography

 

counter free hit unique web

Comments (0)

You don't have permission to comment on this page.