Transfer Student Success: Exploring Community College, University, and Individual Predictors
Transfer Student Success: Exploring Community College, University, and Individual Predictors
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转学生的成功：探索社区学院、大学和个人预测因素
DOI：
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发表时间：
2018
影响因子：
1
通讯作者：
K. N. Smith
中科院分区：
文献类型：
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作者：
Paul D. Umbach;Jeremy B. Tuchmayer;Ashley B. Clayton;K. N. Smith
摘要本文探讨了社区学院转移成功的学生在两年制和四年制院校的个人和机构层面的特征之间的关系。使用全州范围内的行政数据从北卡罗来纳州，本研究采用了一个交叉分类的多层次模型来调查的影响，学生的社区学院和四年制转学机构有转移后的成功。我们的研究结果提供了重要的和令人信服的见解转学生之间的关系，他们参加的社区学院，四年的转学机构，和教育成果。虽然个人影响很小，但我们发现了几个与学生成功相关的制度因素。就读于大型社区学院或与社区学院位于同一个县的公立大学与学生的成功呈正相关，而大学的规模与第一年的成绩和第二年的持续性呈负相关。虽然四年制大学的选择性与我们的许多成果呈负相关，但转入历史上的黑人学院或大学与GPA，大学持续性和学位完成率呈正相关。
ABSTRACT This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.