To what Extent Do Florida College System Associate-degree Graduates Transfer to Upper-division (juniorsenior) Courses at Florida Public Colleges and Universities? PDF Download
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Author: Florida College System. Research and Analytics Division
Publisher:
ISBN:
Category : Community college graduates
Languages : en
Pages : 1
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Author: Florida College System. Research and Analytics Division
Publisher:
ISBN:
Category : Community college graduates
Languages : en
Pages : 1
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 914
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Author: Burton Hall Perinchief
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 520
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 644
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Author: Tyra Madison
Publisher:
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Category :
Languages : en
Pages : 0
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Roughly 40% of first-time freshman enter college at two-year institutions (Ginder, et al., 2015) and between roughly 70 to 80% of students enrolled at two-year institutions report the intent to continue their education to earn a bachelor's degree (Jenkins & Fink, 2016; U.S. Department of Education, 2001). However, less than half of the percentage of community college students who intend to transfer formally transfer to a four-year institution (Shapiro et al., 2017), and even fewer complete their degrees in a timely manner once enrolled at the receiving institution (Chen, et al., 2019; Berkner, Horn, & Clune, 2000; Bradburn, Hurst, & Peng, 2001). Previous research has found that students who successfully transfer from a two-year to a four-year institution often outright lose credits or discover that degree program equivalent credit does not apply to the selected major during the transfer process (Keith, 1996; Ignash & Townsend, 2000; Simone, 2014; Hodara, Martinez-Wenzl, Stevens, & Mazzeo, 2016). The loss of credits towards a student's declared field of study has major implications, including limited financial aid eligibility, additional tuition costs due to repeated course work, additional time to degree, and inevitably, delayed opportunities for competitive employment (U.S. Government Accountability Office, 2017). The study focused on Florida and used three states with varying degrees of statewide transfer policies as comparison states (Arizona, New York, Pennsylvania). The study is based on the quantitative analyses of three databases, two of which were federally collected databases and one which was constructed from data collected in this research project. The federal data sets were the Integrated Postsecondary Education Data System (IPEDS) and the National Survey of College Graduates (NSCG). The other project data set, referred to as Florida College and University Surveys (FCUS), was constructed from survey responses from two- and four-year public Florida institutions. The graduation rates of transfer students were higher than those of first-time-in-college students (FTIC). Most students who earned a bachelor's degree was a transfer student who also reported the earning of an associate's degree. On a percentage basis, FTIC students earned slightly more bachelor's degrees in science and engineering fields than transfer students. Transfer students were found to earn a higher percentage of bachelor's degrees in science and engineering related fields, and non-science and engineering related fields compared to their FTIC counterparts. FTIC students were more likely to earn advanced degrees beyond the bachelor's degree than transfer students. Based on common transfer metrics commonly used by public two- and four-year state institutions, Florida had the most comprehensive statewide transfer and articulation policies, and New York had the least comprehensive. Quantitative results indicated a strong relationship between the six-year transfer graduation rates and the states and revealed Florida had the lowest graduation rates of transfer students, while Pennsylvania had the highest. Additionally, there was a strong relationship between the six-year transfer graduation rates of Pell Grant eligible transfer students and the states, nonetheless, the graduation rates of Pell Grant eligible transfer students were measurably lower than the overall population of transfer students. Quantitative results indicated Florida and Arizona transfer graduation rates differed significantly at the .05 level. It was found that transfer-in rate and percent of full-time enrollment negatively impacted transfer students' graduation rates. These findings provide insight to the completion rates of transfer students in states with varying levels of statewide transfer and articulation policies. Further research should examine the extent to which individual transfer policies have on student outcomes, such as locally established major/program-based institution-to-institution agreements. Additionally, to gain a deeper understanding of the variables that have a relationship with transfer student outcomes, further research should investigate the differences in the interpretation and implementation of transfer and articulation policies between the states.
Author:
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Category : Geography
Languages : en
Pages : 700
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Author: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
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Category : Education, Higher
Languages : en
Pages : 8
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Category : Academic libraries
Languages : en
Pages : 384
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Author: Manning Hanline
Publisher: Matrix Publishing Company
ISBN:
Category : Business & Economics
Languages : en
Pages : 736
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Manning Hanline. Author of two directly related books: HUMAN BELIEF, RATIONALITY &, SOCIAL ORGANIZATION: A CRITIQUE OF ORGANIZATION THEORY (728p., hardcover, 6 X 9, $52.50, pub. 1994) & MODELS OF ORGANIZATION: THE APPLICATION OF ORGANIZATION THEORY (524 p., hardcover, 6 X 9, $47.50, pub. 1994). These books deal with a critical contemporary issue: the structure & functioning of today's organizations. Both books stress that there should be a direct, utilitarian connection between prescriptive theory & practice itself, & consider the theory comprehensively: the process for developing it; its substance; its use. The first offers an expanded, enlightened version of what Organization Theory, as part of social theory, can & should be. The second identifies & explains the characteristics of the major models of organizational structure which are available for consideration & adoption. Modern Organization Theory, as developed & explained in these books, is a conceptual amalgam which requires consideration of both philosophy & science to establish its nature. Both books consider the Human Rights concept to be the intellectual foundation for Organization Theory, & emphasize how democracy may be utilized as an effective means of social & economic decision-making. HUMAN BELIEF: ISBN 0-9636647-0-0. MODELS: ISBN 0-9636647-1-9. Order from Matrix Publishing Company, Highpoint Drive, Gulf Breeze, FL 32561. (904) 932-3255
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Category : Geography
Languages : en
Pages : 708
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