Moving Down the Road: Community College Students’ Academic Performance at the University

The Effect of Academic Factors on Transfer Student Persistence and Graduation: A Community College to Liberal Arts College Case Study

“…This research is grounded on the phenomenon of "transfer shock," the decline in GPA experienced by community college transfer students during their first semester at a four-year institution (Hills, 1965). Findings concerning the academic performance of upper division community college transfers have ranged from transfer shock that was less than that experienced by lower division transfers (House, 1989;Keeley & House, 1993;Graham & Hughes, 1994;Richardson & Doucette, 1980) to no significant difference between the GPAs of junior transfers and native juniors (Best & Gehring, 1993;Miller, Janawsky, & Katz, 1977). The only study that incorporated tests of significance (Graham & Hughes, 1994) found a consistent pattern between completion of an AA degree and higher grades at the fouryear institution.…”

“…A significant number were excluded because they did not meet the easily ascertainable or pre-transfer criteria. These include academic and social integration at the four-year institution (Pascarella, Smart, & Ethington, 1986); the external factors of family, job, and financial resources (Johnson, 1987); the personal factors of high self-motivation, clear goals, and high level of involvement in community college life (Kinnick & Kempner, 1988) and the behavior of frequent consultation with community college faculty outside of class (Graham & Hughes, 1994). The characteristics of high school GPA and class rank, gender, and ethnicity were excluded because of dissimilar findings of both significance (Pascarella, et al, 1986;Baldwin, 1993) and non-significance (Anglin et al, 1995, Baldwin, 1993Graham & Hughes, 1994).…”

“…Townsend, McNerny, and Arnold (1993) categorized research concerning transfer and degree completion rates into three types: (1) student-centered explanations, (2) institutional-centered explanations, and (3) societal analyses. Student-centered studies have examined both academic and personal characteristics and behaviors (e.g., Anglin, Davis, & Mooradian, 1995;Graham & Hughes, 1994;Lee & Frank, 1990). Institutional-centered studies have focused on culture, practices, and cooperation (e.g., Bender, 1990;Knoell, 1990;To-Dutka & Weinman, 1991).…”

“…These authors also pointed to studies that included characteristics "not easily ascertainable by senior institutions" (p. 434) and recommended easily ascertainable characteristics in future research. Graham and Hughes (1994) stressed the importance of student-centered explanations to admissions, counseling, and advising personnel charged with assisting students in the transfer process. Only a few studies, however, have been conducted regarding the relationship between transfer students' characteristics and completion of a bachelor's degree.…”

The Course-Based Model of Transfer Success: An Action-Oriented Research Paradigm

“…4. Researc h on former community college students' grades or baccalaureate graduation rates typically do not compare results between these students and native students (e.g., Graham & Hughes, 1994). A few studies providing such comparisons reveal mixed results and tend to focus on demographic factors to explain any di erences (Anglin, Davis, & Mooradian, 1995;Diaz, 1992;Eimers & Mullen, 1997;Head, 1992;Saupe, 1994;Townsend, McNerny, & Arnold, 1993;Soltz, 1992;Vaughan & Templin, 1987).…”