Transfer Student Success: Exploring Community College, University, and Individual Predictors

Autor/inn/en	Umbach, Paul D.; Tuchmayer, Jeremy B.; Clayton, Ashley B.; Smith, Kathleen N.
Titel	Transfer Student Success: Exploring Community College, University, and Individual Predictors
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 9, S.599-617 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1520658
Schlagwörter	College Transfer Students; Student Characteristics; Institutional Characteristics; Community Colleges; Success; Correlation; Grades (Scholastic); Academic Persistence; Black Colleges; Grade Point Average; Graduation; Associate Degrees; College Credits; College Readiness; Student Adjustment; Racial Differences; Gender Differences; School Size; Selective Admission; Academic Degrees; North Carolina + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Erfolg; Korrelation; Notenspiegel; Abschluss; Graduierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Rassenunterschied; Geschlechterkonflikt; Bildungsselektion; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students' two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student's community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution's selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01