Presentation on theme: "Lumina Urban Transfer Research Network Findings & Questions for Discussion."— Presentation transcript:
Lumina Urban Transfer Research Network Findings & Questions for Discussion
Four Research Questions that Guided the Lumina Transfer Research Study What pathways through community college and university lead to or hinder successful baccalaureate completion? How do transfer and degree attainment rates of various sub-groups differ? What are the major contributors to discrepancies in attainment rates? How are the patterns similar or different across sites, and how do state, regional or institutional policy contexts contribute to those differences?
Research Design Focused on students who begin at local-area community colleges and exhibit characteristics and behavior consistent with preparing for transfer to a baccalaureate-granting institution Supplemented with faculty, staff, administrator, and student interviews at both PSU and urban community colleges in Oregon.
Summary of Findings Enrolling as close to full-time as possible is a positive predictor of success. Students who enroll in developmental credits during Year 1 are less likely to transfer. Efficacy of swirling depends on type of swirling and discipline area. Associate degree facilitates transfer, but not baccalaureate completion. Asian students are most likely to transfer; Hispanic/Latino students are least likely to transfer.
Predictors of Transfer and Bachelor’s Attainment Total Terms FT CC Transfer (1 = Transferred to Univ 0 = No Transfer) Credits/Term CC Bachelor’s Degree (1 = Univ Degree 0 = No Univ Degree) Enrl Pattern Note: Covariates include age, gender, need-based aid Type of Credits Transfer/Other Degree
Factors Contributing to Transfer Factor Total Terms FT CC & Average Credits/Term+ Year 1 Dev Credits- Year 1 Prof/Tech Credits- Year 1 Transfer Credits+ Year 1 Other Credits- Earned Transfer Degree+ Earned Other Assoc+ Transfer module onlyNA Received CC Need-Based Aid- Age- Hispanic/Latino- Black/African AmericanNS Native AmericanNS Asian+ Female v. MaleNS
Factors Contributing to Bachelor’s Degree for Transfer Students Factor Total Terms FT CC & Average Credits/Term + Year 1 Dev Credits NS Year 1 Transfer Credits + Year 1 Other Credits NS Earned Transfer Degree NS Earned Transfer Module Only NA Structured Swirl v. Linear + Received CC Need-Based Aid - Age + Hispanic/Latino & Native American & Asian NS Black/African American NS Female v. Male NS
Findings: Course Taking Behavior Students who take more lower-division college credits during Year 1 are associated with greater success Students who take more developmental credits are associated with lower rates of success
Questions to Consider How do the findings from this study help inform us about ways to improve outcomes for transfer- oriented students? How will the findings impact future inter- institutional communication and relationships between community colleges and universities? How can the CCs and OUS institutions work together to improve student completion and persistence in Oregon?
Policy Questions: Course Taking Behavior What can CC/OUS institutions offer to reduce the time or amount of developmental education courses that prepare students for lower-division transfer courses? What math completion level at the community college would best serve transfer-bound students? What math completion level should be required for transfer-bound students with majors in non- math intensive disciplines/fields?
Findings: Financial Aid Financial Aid information was available for approximately 20% of community college students (the rest did not apply for financial aid) Despite earning more credits during year one, students who receive need-based aid at the community college (31%) are less likely to transfer than other students (35%)
Policy Questions: Financial Aid What can CC/OUS institutions do to discourage loan debt prior to transferring to a four-year college or university? What state-level policy discussions need to occur to reduce students/family reliance on student loans?
Findings: Enrollment & Degree Pathways Most students (79%) never leave their home community college Based on Logistic Regression: Students who are able who take more credits per term are more successful Taking more lower-division college credits during Year 1 is associated with greater success Structured pathways are the most productive pathways to baccalaureate success
Policy Questions: Enrollment & Degree Pathways How long should students stay at a community college prior to transfer and how can transfer policy encourage them to earn some kind of valuable credential prior to transfer? Should Oregon community college students be encouraged/required to earn the Oregon Transfer Module (OTM) prior to being admitted to the Oregon University System?
Findings: Attainment of Associate Degree Most students (87%) do not earn an associate degree at the community college Most students (81%) who transfer have not earned an associate degree Few students (6% ) earned a transfer degree Based on logistic regression, earning a transfer degree facilitates transfer, while other types of associate degrees do not.
Policy Questions: Attainment of Associate Degree What can Oregon do to improve Associate’s degree completion rates? What can Oregon learn from the Arizona findings? How can enrollment in dual credit courses in high school improve degree/certificate completion rates in Oregon?