How Do Institutional Type and Transfer Affect Contemporary College Students' Degree Attainment?

Autor/inn/en	Holton-Thomas, Amber; Perez-Felkner, Lara; Templeton, Da'Shay Portis
Titel	How Do Institutional Type and Transfer Affect Contemporary College Students' Degree Attainment?
Quelle	In: Community College Journal of Research and Practice, 47 (2023) 9, S.602-607 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holton-Thomas, Amber) ORCID (Perez-Felkner, Lara) ORCID (Templeton, Da'Shay Portis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2022.2156633
Schlagwörter	Institutional Characteristics; College Transfer Students; Educational Attainment; Longitudinal Studies; Postsecondary Education; Adult Students; Age Differences; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Age; Difference; Age difference; Altersunterschied
Abstract	To sustain the higher education industry and address U.S. economic downturns, researchers must prioritize research on undergraduates aged 24 or above -- contemporary students. This empirical study finds contemporary students have lower chances of attaining degrees--"any degrees"--than their younger peers. Using nationally representative U.S. data from the Beginning Postsecondary Longitudinal Study, our interaction models reveal that the penalty experienced by contemporary-age students is more significant at four-year colleges where older students are less than half as likely to attain degrees as their younger peers. Transferring also distinctly and positively enhances the predicted probability of degree attainment for contemporary-age students (p < 0.000), reducing the age penalty. Our findings underscore the significance of prioritizing contemporary students in research and practice to increase degree attainment. We close with implications for practice, policy, and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01