Identifying Effective and Equitable Institutions for Transfer Students: Exploring the Contribution of the Pair in Multilevel Models. Data Note 10. Transfer Partnerships Series

Autor/inn/en	Blume, Grant; Meza, Elizabeth Apple
Institution	University of Washington, Community College Research Initiatives (CCRI)
Titel	Identifying Effective and Equitable Institutions for Transfer Students: Exploring the Contribution of the Pair in Multilevel Models. Data Note 10. Transfer Partnerships Series
Quelle	(2019), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; College Transfer Students; Two Year College Students; Institutional Cooperation; School Policy; College Role; Partnerships in Education; Probability; Bachelors Degrees; Educational Attainment; Student Characteristics; Racial Differences; Ethnicity; Gender Differences; Student Records; Socioeconomic Influences; Income + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulwechsel; Schulwechsel; Studienortwechsel; Institute; Co-operation; Cooperation; Institut; Kooperation; Schulpolitik; Hochschulpartnerschaft; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Schülerakte; Sozioökonomischer Faktor; Einkommen
Abstract	Community college is a gateway to postsecondary education for millions of college students in the United States yet only 13% of those intending to earn a bachelor's degree do so within six years of enrolling (Shapiro et al., 2017). The process of transferring from one postsecondary institution to another is fraught with structural, financial, and information barriers that have attracted attention from researchers, practitioners, and policymakers (see, for example, Humphries, McCambly, & Ramaley, 2015; Wheatle, Taylor, Bragg, & Ajinkya, 2017; and Western Interstate Commission on Higher Education, 2016). The literature on the postsecondary transfer process tends to examine either the policies and practices of the sending community college or, less frequently, the receiving baccalaureate-granting university, but rarely looks at policies and practices that transcend both levels (Jenkins & Fink, 2016; Taylor & Jain, 2017). Recognizing the transfer student's experience begins at the community college and continues to and through the four-year university, Bahr, Toth, Thirolf, and Masse (2013) recall the adage that "it takes two to tango" to wittily point out that extant transfer research minimally acknowledges "both the community college and the four-year institution share responsibility for the outcomes of community college transfer students" (p. 461). Like Fink and Jenkins (2017), this Data Note contends that the "effectiveness of partnerships between community colleges and universities in supporting transfer student success is critically important" (p. 308). [For Data Note 9, see ED610357.] (As Provided).
Anmerkungen	Community College Research Initiatives. University of Washington, 4333 Brooklyn Avenue NE, UW Tower, T-12, Box 359447, Seattle, WA 98195. Tel: 206-616-0722; e-mail: ccri@uw.edu; Web site: https://www.washington.edu/ccri/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01