THE EFFECTIVENESS OF ARTICULATION AND TRANSFER AGREEMENTS IN PROMOTING THE SUCCESSFUL - PowerPoint Presentation

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THE EFFECTIVENESS OF ARTICULATION AND TRANSFER AGREEMENTS IN PROMOTING THE SUCCESSFUL COMPLETION OF A FOUR-YEAR DEGREE

COTA ConferenceKatherine Perkins, Ph.D.February 3, 2012

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ARTICULATION AGREEMENTS ESTABLISHED BY CBHE

Associate of Arts transfer degree42-hour transfer block

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ADVANTAGE OF DEGREE COMPLETION

Higher salaries.Stimulates local, state, and national economy.Drives advancement in technology, science, and teacher education.

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SUCCESSFUL TRANSFER REQUIRES

Academic preparedness.Effective articulation agreements.Successful adjustment to a new environment.

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WHY CONDUCT THIS RESEARCH

Lack of evidence supporting the effectiveness of the A.A. and 42-hour transfer options over four-year degree by native students. Lack of evidence supporting the effectiveness of the 42-hour transfer block over the A.A. degree.

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PRACTICAL SIGNIFICANCE

To provide insight into whether:42-hour or the A.A. degree students complete a four-year degree as efficiently as native students.42-hour block transfer students complete a four-year degree as efficiently as A.A. degree students.

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THEORETICAL FRAMEWORK

Tinto’s Student Integration Model (SIM).Describes student attributes that are beyond institutional control.Focuses on institutional conditions that promote social and academic integration.Expectation, advising, support, involvement, and learning.

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INCREASING NUMBER OF DEGREE HOLDERS

President ObamaAdditional five million community college degrees and certificates by 2020.Governor NixonIncrease degree attainment to 60% of adult population by 2025, up from 39% today. Need 4000 more student to meet this goalLumina Foundation

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FUNDING FOR HIGHER EDUCATION

Funding for Higher Education has gone from 1 billion to 800 million over the years.Anticipate additional cuts for the upcoming year.Missouri is 3rd from the bottom in the nation for state funding.

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MISSOURI INITIATIVES

Higher Education Funding Task ForceStrategic initiatives to address pressing needs.Performance fundingBase funding allocation formulasP-20 CouncilImperatives for ChangeJoint Leadership Statement on Commitment to Transfer

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PERFORMANCE FUNDING

MeasuresImproved student success and progressIncreased degree attainmentIncreased quality of student learningAffordabilitySupport of institution-specific missions

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RELATED LITERATURE

Adjustments for transfer students.Academic preparedness.Retention and student success rates.Effects of early transfer.Roles of two and four-year institution in promotion of successful transfer.

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INDEPENDENT VARIABLE

Four-year degree completers

Subgroups

42-hour transfer A.A. degree transfer Native

students students students

DEPENDENT VARIABLE

Total # of terms accumulated to completion of a four-year degree

Total # of hours accumulated to completion of a four-year degree

COVARIATE

Ethnicity

University Attended

Community College Attended

Gender

STATISTICAL MODEL

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PARTICIPANT CRITERIA

Transferred to one of two universities from a Missouri community college with the 42-hour block or A.A. degree.First-time freshman.

Had no out-of-state credits.

Graduated between fall 2005 and fall 2008.

Began college career in fall 2002 or later.

Transferred no more than 11 college credits after enrolling at university.

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TOTAL POPULATION

Full-time = 465 students20 42-hour block39 A.A. degree406 NativePart-time = 1947 students

140 42-hour block

578 A.A. degree

1229 Native

Total = 2412 students

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DEMOGRAPHIC FINDINGS

Gender: More females than males - ~ 60/40Ethnicity: Greater number of Caucasian - ~ 87%

University attended:

Two universities with one university having more transfer students while the other had more native students.

Community College Attended:

Total of eight represented with three main feeder colleges.

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DESCRIPTIVE: Mean Number of Terms and Hours Accumulated for Full-time

Total number of Terms Accumulated42-hour 10.45A.A. Degree 10.10Native 9.10

Total number of Hours Accumulated

42-hour 138.65

A.A. Degree 135.91

Native 128.85

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DESCRIPTIVE: Mean Number of Terms and Hours Accumulated for Part-time

Total number of Terms Accumulated42-hour 12.02A.A. Degree 12.19Native 11.12

Total number of Hours Accumulated

42-hour 136.57

A.A. Degree 137.03

Native 130.08

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DESCRIPTIVE: THREE CATEGORIES OF HOURS ACCUMULATED

FULL-TIME Mean Hours Accumulated  42-hour Transfer Students Hours transferred to the universities

58.05

Hours transferred after enrolling at the universities

3.35

Hours taken at the universities

77.25

A.A. Degree Transfer Students

Hours transferred to the universities

66.45

Hours transferred after enrolling at the universities

0.00

Hours taken at the universities

69.50

 

PART-TIME Mean Hours Accumulated

  42-hour Transfer Students

Hours transferred to the universities

63.87

Hours transferred after enrolling at the universities

1.53

Hours taken at the universities

71.17

 

A.A. Degree Transfer Students

Hours transferred to the universities

68.94

Hours transferred after enrolling at the universities

1.18

Hours taken at the universities

66.92

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BASIC RESEARCH QUESTION

Are there significant differences in time-to-completion and in hours-to-completion of a four-year degree based on transfer status for Missouri transfer students in comparison to native students after adjusting for ethnicity, gender, university attended, and community attended?

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FULL-TIME RESULTS

Significant difference in semesters and hours accumulated associated with mode of transfer or no transfer.

Significant

difference for semesters

and hours accumulated between the three subgroups with

native students accumulating

fewer than the two transfer groups.

No significant difference in semesters

and hours accumulated between the two transfer groups.

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PART-TIME RESULTS

No significant difference in terms accumulated but a significant difference in hours accumulated associated with mode of transfer or no transfer.

No

significant difference

in number of semesters but a significant difference in hours accumulated between native students and the two transfer groups with fewer hours for native students.

No

significant difference in

semesters and hours accumulated between the two transfer groups.

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ADDITIONAL RESEARCH QUESTION

Does the community college attended have a significant influence on the time-to-degree completion and in the number of college credits accumulated for full-time transfer students. Gabriel post hoc indicated no significant difference in total terms or total hours accumulated for full-time transfer student.

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ADDITIONAL RESEARCH QUESTION

Does the specific university attended have a significant influence on the time-to-degree completion and in the number of college credits accumulated for part-time transfer and native students?Independent-samples t-test indicated significant difference for the three subgroups in hours accumulated.

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IMPLICATIONS

The two transfer agreements may not be as efficient and effective as the state anticipated.Transfer students are accumulating more hours than minimally required at the community college and at the university.

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IMPLICATIONS

Cost to student and/or financial aid system.$200/credit hour$200 x 3 hours = $600$600/course x 3 courses = $1800$1800 x 777 students = $1,398,600

On national scale, hundreds of millions of dollars are being spent on additional courses.

Students and parents as well as local, state, and federal government levels are being burdened with additional expense.

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IMPLICATIONS

Better prepare transfer students for academic/social adjustments. Evaluate and modify the five institutional conditions suggested by Tinto.Communicate and collaborate as suggested by the

Joint Leadership Statement

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State needs to critically evaluate the 42-hour block option.

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POSSIBLE FURTHER RESEARCH

Replicate study using additional four-year institutions. Determine the effects of early transfer on retention, the time-to-degree completion, and the number of hours accumulated. Determine the effects of swirling on time-to-degree completion and hours accumulated.

Determine if there is a transfer affect.

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POISSIBLE FURTHER RESEARCH

Determine effects of student attributes and family and work commitments. Determine the effects of transfer shock on GPA differences and retention for students that transfer in fewer hours than the 42-hour block, the 42-hour block, and the A.A. degree.

Investigate the advisement process and the preparation for transfer process at community colleges

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Investigate the advisement process and programs designed to integrate transfer students into the university.

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POSSIBLE FURTHER RESEARCH

Determine what courses are transferred from the community college to the university and how many if any are being repeated. Determine if transfer students are taking courses as electives for the A.A. degree that do not transfer to the university.

Determine why students chose to continue taking courses at the community college before transferring without completing the A.A. degree.

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REFERENCES

Missouri Department of Higher Education. (2007). Joint leadership statement on commitment to transfer. Retrieved November 30, 2008 from http://www.dhe.missouri.gov/transferdocuments.html

Tinto, V. (1993).

Leaving college: Rethinking the causes and cures of student attrition

. (2

nd

ed.). Chicago: University of Chicago Press.

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