The Prediction of Academic Success for Transfer Students from Florida Public Community Colleges to the University of Florida PDF Download
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Author: Michael Jay Sitzman
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 188
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Author: Michael Jay Sitzman
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 188
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Book Description
Author: Florida. Board of Control
Publisher:
ISBN:
Category : Students, Transfer of
Languages : en
Pages : 102
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Book Description
Author: Danielle Busson McDonald
Publisher:
ISBN:
Category : College graduates
Languages : en
Pages : 88
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Book Description
The purpose of this study was to analyze the ability of demographic and academic pre-matriculation variables to predict degree completion of transfer students at the University of South Florida –Tampa. The University is situated in a state with performance-based funding and with a high number of students who transfer from Florida College System community and state colleges to the university. Transfer students are predicted to become an additional population included in performance metrics thus increasing the need for the university to begin to analyze degree completion barriers to shape early intervention. Participants in the study were 970 students who transferred with an AA from a Florid College System institution directly to USF-Tampa and enrolled full-time in fall 2014. Logistic regression was used on demographic variables of race, gender, age, and Pell Grant eligibility to determine the relationship to degree completion within three years of transfer enrollment. Logistic regression was also implemented on academic variables of transfer GPA, declared major, and originating community college to determine the predictive relationship to degree completion within three years of transfer enrollment. The study then included an analysis of the significant predictability of the variables and the strength of the predictive model. Demographic variables had no significant predictive relationship with degree completion. Academic variables of transfer GPA and declared major were found to have significant predictive relationships to degree completion. Transfer GPA was found to have a positive predictive relationship, and academic major was found to have a negative predictive relationship with academic major being more predictive than GPA. The model was found to accurately predict degree completion with a 20% variance. These results provide information for pre-matriculation advising. Advisors can identify students who are at risk to not complete their degree within three years and can give appropriate guidance in class and major selection. This model also creates a foundation the university can build upon to add variables for increased predictive strength of the model. Predictive models have been instrumental to allow universities to create individual interventions in persistence and degree completion.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
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Author: Elizabeth Steinhardt Stewart
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT: Florida's undergraduate organization of higher education is a 2 + 2 system in which students are encouraged to complete freshmen and sophomore years at a community college and then transfer to a state university. Florida statutes provide for a highly articulated educational system to facilitate seamless transition from one public institution to another. The researcher investigated the transfer function's effectiveness among community college students subsequent to enrollment at a large, urban, doctoral/research extensive university in Florida using a course-based model of transfer success. The research explored whether differences existed in academic performance in targeted upper-division undergraduate courses between native and Florida Community College System (FCCS) transfer students who completed prerequisite courses prior to transferring to the university. Four upper-division courses were chosen specifically because many transfer students complete prerequisite coursework at a community college prior to matriculating at the university. A total of 764 native students and 1,053 FCCS transfer students were enrolled in at least one course of interest in fall 2002. Preliminary investigation of selected demographic characteristics identified statistically significant differences between these two groups. Native students were younger and more racially/ethnically diverse; more native students were enrolled full time (for 12 or more credits) than transfer students. Although first-term transfer students experienced transfer shock, university native students who were enrolled in three courses also experienced declines in fall 2002 GPA when compared to their previous GPA at the university. Statistically significant mean grade differences occurred between transfer and native students in three courses; transfers outperformed native students in two courses. Additional comparisons of fall 2002 term GPA between native and transfer students yielded no significant differences. Findings lend support to the effectiveness of Florida's community colleges in preparing students for upper-division undergraduate coursework, but that transition for some is not seamless, suggesting need for collaboration among universities and community colleges.
Author:
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 290
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1318
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Book Description
Author: Wang, Victor C.X.
Publisher: IGI Global
ISBN: 1522531335
Category : Education
Languages : en
Pages : 664
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Book Description
As the educational system continues to evolve, it is essential that educators of today devise innovative and strategic approaches to program development and assessment. The Handbook of Research on Program Development and Assessment Methodologies in K-20 Education is an essential reference source for the latest terminology and concepts related to program development. Featuring extensive coverage on a broad range of topics such as cognitive diagnostic assessments, self-directed learning, and digital education, this publication is ideally designed for educators, students, program designers, and librarians seeking current research on inventive strategies and practices to enhance education in the 21st century.
Author: Marcelyn E. Weaver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 168
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Book Description
