國立虎尾科技大學 |

Factors Associated with Upward Transfer at a Rural Community College.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Factors Associated with Upward Transfer at a Rural Community College./
Author:	Goodson, Drew Michael.
Description:	1 online resource (175 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (175 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379649647Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Factors Associated with Upward Transfer at a Rural Community College.
LDR:04994ntm a2200469K 4500 001 1141559
005 20240318062639.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379649647
035 $a (MiAaPQ)AAI30463948
035 $a (MiAaPQ)NCState_Univ18402040702
035 $a AAI30463948
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Goodson, Drew Michael. $3 1465410
245 1 0 $a Factors Associated with Upward Transfer at a Rural Community College.
264 0 $c 2023
300 $a 1 online resource (175 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Nontraditional students. $3 1465411
650 4 $a College admissions. $3 1465412
650 4 $a Success. $3 571577
650 4 $a Funding. $3 1465413
650 4 $a Gender. $3 1214940
650 4 $a Community colleges. $3 897620
650 4 $a Ethnicity. $3 555402
650 4 $a Geography. $3 654331
650 4 $a Student retention. $3 1465414
650 4 $a Low income groups. $3 1465415
650 4 $a College students. $3 667258
650 4 $a Admissions policies. $3 1465416
650 4 $a Vocational education. $3 661062
650 4 $a Rural areas. $3 1465417
650 4 $a Family income. $3 1413474
650 4 $a Secondary schools. $2 bicssc $3 809827
650 4 $a Adult education. $3 555548
650 4 $a Community college education. $3 1179956
650 4 $a Education. $3 555912
650 4 $a Educational administration. $3 1148465
650 4 $a Ethnic studies. $2 bicssc $3 809601
650 4 $a Political science. $3 558774
650 4 $a Secondary education. $3 1179560
650 4 $a Social structure. $3 555182
655 7 $a Electronic books. $2 local $3 554714
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 ProQuest Information and Learning Co. $3 1178819
710 2 $a North Carolina State University. $3 845424
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463948 $z click for full text (PQDT)