Factors Associated with Upward Transfer at a Rural Community College

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Autor/in	Goodson, Drew Michael
Titel	Factors Associated with Upward Transfer at a Rural Community College
Quelle	(2023), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-4964-7
Schlagwörter	Hochschulschrift; Dissertation; College Transfer Students; Universities; Community College Students; Institutional Mission; Educational Attainment; Bachelors Degrees; Academic Aspiration; Rural Areas; Rural Urban Differences; Graduation Rate; Comparative Analysis; Economic Development; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulwechsel; Schulwechsel; Studienortwechsel; University; Universität; Community college; Community colleges; College students; Community College; Collegestudent; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Rural area; Ländlicher Raum; Stadt-Land-Beziehung; Wirtschaftsentwicklung
Abstract	Upward transfer is the process by which students begin their higher education at a Community College or other two-year institution and then transfer to a four-year institution to complete their bachelor degree. Community Colleges enroll 45% of all undergraduates in the United States, or approximately 7.7 million students (AACC, 2015). From their creation in the early 1900's, transfer has always been an important part of the community college mission (Budd and Stowers, 2015), and community colleges open access design allows individuals who might not otherwise qualify to attend college an opportunity to earn a bachelor's degree. Nationally, between 50% and 80% of new community college students indicate their intent is to transfer and earn a bachelor's degree (Handle, 2013), yet 60% fail to transfer to a four-year institution (Rodriguez-Kiino, 2013). While transfer rates from community college to four-year institutions can vary widely depending on the data used, parameters selected, and time frame considered, the rate clusters around 25% (Cohen, Brawer, and Kisker, 2014).While the 25% upward transfer rates reported by Cohen and others are uncomfortably low, the community college students who successfully transfer to a four-year institution do well at attaining bachelor degrees. Adelman (1999) found that 70% of community college students who actually transfer to a four-year institution earn a bachelor degree. Lichtenberger and Dieterich (2013) found a less than 1% difference in bachelor degrees earned between students who transferred from the community college and students who initially began their college career at a four-year institution. From a national perspective, North Carolina is especially interesting regarding community college upward transfer rates and bachelor degree completion. Data from the Community College Research Center (Jenkins and Fink, 2016) shows that NC is near the bottom of states in terms of overall Community College transfer out rates (upward transfer). However, the same report finds that NC public colleges and universities rank ninth nationally in terms of community college students who transfer upward and ultimately complete their bachelor degree (upward transfer degree attainment). This national data suggests that NC community colleges do not transfer as many of their students to four-year institutions as other states but those students who do transfer outperform students from other states in terms of bachelor degree attainment. One conclusion to draw from the data suggests that improving community college upward transfer could lead to greater bachelor degree completion in NC. Community college leaders are motivated to improve transfer rates and college transfer performance has been identified as one of seven measures by which all 58 community colleges in NC are evaluated (NCCCS Performance Measures, 2018). Work by Freeman and Conley (2008) suggested that attending a rural high school was an indicator that transfer to a four-year institution is significantly less likely. In NC, eighty of the one hundred counties are considered rural (Cline, 2019). When we consider the rural urban divide in the state, where core urban areas are experiencing higher rates of population growth and economic prosperity then their rural counterparts, the ability of NC community colleges (most of which are rural) to understand and effect their upward transfer rates becomes even more important, for the colleges, their students, and the communities in which they live. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01