Iowa's community college transfer students, 1996-2000: demographics, graduation, and retention rates

dc.contributor.advisor Larry H. Ebbers Fields, Ann
dc.contributor.department Educational Leadership and Policy Studies 2018-08-25T03:44:38.000 2020-07-02T05:36:19Z 2020-07-02T05:36:19Z Mon Jan 01 00:00:00 UTC 2001 2001-01-01
dc.description.abstract <p>This study compares Iowa community college (CC) transfer students who transferred to one of Iowa's three Regent universities in the fall of 1996 to students who started at one of the Iowa Regent universities in 1994 and who were still attending such university in the fall of 1996 (referred to as non-transfer, or NT, students). In previous educational literature, these students have been referred to as "native" students. To be culturally sensitive, this study identifies these students as "non-transfer students" or NT students. Demographic comparisons are made according to age, gender, ACT scores, and the number of credits either transferred or accumulated during the first two years of college. CC transfer students, when compared to NT students, were significantly older (22.22 vs. 20.09, t(2105df) = 18.92, p < 0.05), a significantly lower percentage were female (46.6%, vs. 52.6%, Z = -4.65, p < 0.05), had significantly lower ACT scores (21.19, vs. 24.25, t(6950df) = -27.10, p < 0.05), and transferred more credits than NT students had accumulated in two years (54.48 vs. 51.33 credits, t(2639df) = 6.941, p < 0.05). Additional comparisons between CC transfer students and NT students were made in the spring of 2000 according to grade point averages at graduation or time of exit, graduation rates, and attrition rates, stratified by ACT scores, gender, and college major. CC transfer students' grade point average (GPA) at graduation was statistically lower than the NT students' graduation GPA (2.83, vs. 3.09, t(1348df) = -11.33, p < 0.05). However when stratified by ACT scores, the differences were less than a plus or minus grade differentiation (0.33 difference on a 4.0 scale). Overall, graduation rates for CC transfer students were significantly lower than NT students and attrition rates significantly higher (53.73%, vs. 82.71%, Z = -26.19, p < 0.05; 34.37% vs. 12.6%, Z = 22.01, p < 0.05). Implications for practice include social and academic integration of CC transfer students beginning at the community colleges, collaboration with the Regent universities' faculty and advisors, and continuing once the transfer has been completed.</p>
dc.format.mimetype application/pdf
dc.identifier archive/
dc.identifier.articleid 1348
dc.identifier.contextkey 6069841
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/349
dc.language.iso en
dc.source.bitstream archive/|||Fri Jan 14 23:42:59 UTC 2022
dc.subject.disciplines Community College Education Administration
dc.subject.disciplines Community College Leadership
dc.subject.disciplines Higher Education and Teaching
dc.subject.disciplines Student Counseling and Personnel Services
dc.subject.keywords Educational leadership and policy studies
dc.subject.keywords Education (Higher education)
dc.subject.keywords Higher education
dc.title Iowa's community college transfer students, 1996-2000: demographics, graduation, and retention rates
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication dissertation Doctor of Philosophy
Original bundle
Now showing 1 - 1 of 1
2.63 MB
Adobe Portable Document Format