Community College Transfer Students Who Earn Bachelor's Degrees

Piland, William E.

doi:10.1177/009155219502300304

Cited by 20 publications

(19 citation statements)

References 5 publications

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“…However, in growing numbers the community colleges are serving as an intermediate or even terminal educational outpost to growing numbers of education seekers. We can no longer assume a one-way, linear, and vertical progression of transfer (Piland, 1995). Paradoxically, the more the regional level of educational attainment rises, the more local residents seek education.…”

Section: Resultsmentioning

confidence: 99%

Paradoxes: California's Experience with Reverse Transfer Students

Hagedorn¹,

Castro²

1999

New Drctns Community Coll

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Section: Resultsmentioning

confidence: 99%

Paradoxes: California's Experience with Reverse Transfer Students

Hagedorn¹,

Castro²

1999

New Drctns Community Coll

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“…The persistence and subsequent graduation rates of transfer students has been extensively researched (Cohen & Brawer, 1987;Ishitani, 2008); and researchers have also found that some demographic and other student characteristics affect student transfer and subsequent graduation rates (Cohen & Brawer, 1987;Piland, 1995;Wang, 2012).…”

mentioning

confidence: 99%

A Methodology for Determining the Transferability Rate of Courses

Perez-Vergara

Orlowski

2014

Community College Journal of Research and Practice

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For transfer students, the transfer of credit between institutions creates a barrier to graduation as students' time and money is ultimately wasted when courses do not successfully transfer as credit applicable toward degree requirements at the receiving institution. Understanding the extent to which courses at your institution transfer to other institutions is the first step to increase the transferability of courses and, ultimately, ease this barrier. We created a process for utilizing the enrollment data from the National Student Clearinghouse to identify a subset of institutions to which large numbers of our former students transferred in the past three years. Then, for these institutions, we recorded course transfer equivalency information from the Michigan Transfer Network website and several other sources. To determine the transferability rate of courses, a coding system was created to increase consistency in the identification of a course as transferable. The detailed methodology for this transferability analysis will be discussed. Finally, we will discuss the ways in which we use the transferability rate to better understand course characteristics in relation to transferability.Community colleges have long accepted their missions as the link between secondary and fouryear institutions (Cohen & Brawer, 1987). Community colleges have two goals related to transfer. The first is to offer curriculum that is transferrable, and the second is that transfer students will subsequently graduate at the four-year institution. In order to evaluate the extent to which community colleges have achieved these transfer goals, a variety of metrics have been tracked.One metric that has been tracked for over 30 years is transfer rate, or the proportion of students with the intent to transfer who actually transferred within a given timeframe (Astin, 1982;

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“…Traditional student -a student who entered a postsecondary institution, often a community college, immediately after high school graduation. If the student attended a community college, he/she graduated with an associate degree and ---------transferred to a four-year institution to complete a bachelor's degree (Piland, 1995); "a young person who enters college immediately following high school graduation, enrolls as a full-time student, relies on parental support to finance some (if not all) of college costs" (Seftor & Turner, 2002, p. 337.…”

Section: Completer Reverse Transfer (Crt)mentioning

confidence: 99%

“…They attended college full-time and, if they worked at all, they worked only part-time. If the student attended a community college, he or she graduated with an associate degree and transferred to a four-year institution to complete a bachelor's degree (Piland, 1995).…”

Section: Introductionmentioning

confidence: 99%

Reverse transfer students : characteristics, motivations, and implications.

Lowrey¹

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Community College Transfer Students Who Earn Bachelor's Degrees

Cited by 20 publications

References 5 publications

Paradoxes: California's Experience with Reverse Transfer Students

Paradoxes: California's Experience with Reverse Transfer Students

A Methodology for Determining the Transferability Rate of Courses

Reverse transfer students : characteristics, motivations, and implications.

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