東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Factors Associated with Upward Trans...

Goodson, Drew Michael.

Linked to FindBook

Google Book

Amazon

博客來

Factors Associated with Upward Transfer at a Rural Community College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors Associated with Upward Transfer at a Rural Community College./
Author:	Goodson, Drew Michael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463948
ISBN:	9798379649647

Factors Associated with Upward Transfer at a Rural Community College.
Goodson, Drew Michael.

Factors Associated with Upward Transfer at a Rural Community College. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 175 p.

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2023.

This item must not be sold to any third party vendors.

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.

ISBN: 9798379649647Subjects--Topical Terms:

641065
Higher education.

Factors Associated with Upward Transfer at a Rural Community College.
LDR:04841nmm a2200469 4500 001 2393463
005 20240318062639.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379649647
035 $a (MiAaPQ)AAI30463948
035 $a (MiAaPQ)NCState_Univ18402040702
035 $a AAI30463948
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goodson, Drew Michael. $3 3762925
245 1 0 $a Factors Associated with Upward Transfer at a Rural Community College.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Akroyd, Duane.
502 $a Thesis (Ph.D.)--North Carolina State University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 0155.
650 4 $a Higher education. $3 641065
650 4 $a Nontraditional students. $3 3699727
650 4 $a College admissions. $3 3562828
650 4 $a Success. $3 518195
650 4 $a Funding. $3 3557916
650 4 $a Gender. $3 2001319
650 4 $a Community colleges. $3 1003105
650 4 $a Ethnicity. $3 519288
650 4 $a Geography. $3 524010
650 4 $a Student retention. $3 3562829
650 4 $a Low income groups. $3 3562917
650 4 $a College students. $3 537393
650 4 $a Admissions policies. $3 3686714
650 4 $a Vocational education. $3 539232
650 4 $a Rural areas. $3 3560074
650 4 $a Family income. $3 3564663
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Adult education. $3 543202
650 4 $a Community college education. $3 2122836
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Ethnic studies. $2 bicssc $3 1556779
650 4 $a Political science. $3 528916
650 4 $a Secondary education. $3 2122779
650 4 $a Social structure. $3 528995
690 $a 0366
690 $a 0745
690 $a 0747
690 $a 0516
690 $a 0275
690 $a 0515
690 $a 0514
690 $a 0631
690 $a 0629
690 $a 0454
690 $a 0615
690 $a 0533
690 $a 0700
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 84-12A.
790 $a 0155
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463948