2+2 Statewide Articulation Policy, Student Persistence, and Success in Florida Universities

Autor/in	Garcia Falconetti, Angela M.
Titel	2+2 Statewide Articulation Policy, Student Persistence, and Success in Florida Universities
Quelle	In: Community College Journal of Research and Practice, 33 (2009) 3-4, S.238-255 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	College Transfer Students; Community Colleges; Discriminant Analysis; Articulation (Education); Access to Education; Academic Persistence; College Outcomes Assessment; Academic Achievement; Educational Policy; State Surveys; Educational Assessment; Educational Indicators; Theory Practice Relationship; Policy Analysis; Florida + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Diskriminanzanalyse; Articulation; Artikulation (Ling); Artikulation; Aussprache; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Politics of education; Bildungspolitik; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Theorie-Praxis-Beziehung; Politikfeldanalyse
Abstract	The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10