Download or read book Academic Achievement and Persistence by Community College Transfer Students Receiving Pell Grant at Northern Illinois University written by Lawrence William Burt and published by . This book was released on 1985 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1986 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Do Pell Grants Make a Difference written by Sue Clery and published by . This book was released on 2006 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using data from Achieving the Dream: Community College Count, this issue of "Data Notes" compares students in the 2002 Achieving the Dream cohort in terms of achievement and persistence over three academic years based on Pell Grant receipt. The results reveal a complicated relationship between Pell Grant receipt and measures of student success. Students who received Pell Grants needed more developmental education than those who did not receive these grants, but were also more likely to persist or to complete their credentials in their first three academic years and accumulate slightly more credits. (Contains 5 figures and 6 footnotes.).

Download or read book Persisters and Completers in a Community College Academic Program written by Mary Blumenberg Reaves and published by . This book was released on 2016 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the completion, persistence, and academic performance of a cohort of developmental education students at a local community college as defined by specific outcomes, demonstrated by existing student data, over a period of ten years. The study targeted first-time, full-time entering students identified with academic skill deficiencies in reading, writing, and mathematics as evidenced by the student's individual scores on placement tests. This longitudinal ex post facto study focused on first-time, full-time entering freshmen extraordinarily academically underprepared. The study measured and compared the students' completion of a degree or certificate, persistence, and academic performance focusing on time to completion and academic success. This longitudinal ex post facto study measured the students' persistence, academic performance, and completion of a degree or certificate over a period of ten years, from 2003-2013. The combination of two theoretical models was used as the framework for this study: developmental theory and behavioral theory. This research study used descriptive statistics with frequency distributions and cross-tabulations to provide a profile of the participants and to examine relationships.

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Individual and Organizational Characteristics Influencing Persistence for Community College Transfer Students at the University of Michigan Dearborn written by Greta N. Anderson and published by . This book was released on 1999 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Community College Transfer Student and Northern Illinois University written by Northern Illinois University. Community College Services and published by . This book was released on 1968 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Indicators of Persistence and Success of Community College Transfer Students Attending a Large Urban University in Pennsylvania written by Peggi Munkittrick and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the extent to which completion of Temple University's Core-to-Core articulation agreement requirements improves transfer students' likelihood to persist and to obtain a baccalaureate degree . Additionally, demographic variables (age, gender, ethnicity, financial aid eligibility), pre-enrollment variables (transfer GPA, transferable credits, Core-to-Core participation, educational intent, class standing, and community college attended), and enrollment variables (enrollment status, GPA trend, credits per semester, number of semester enrollments, and final GPA) were examined in order to determine whether they had any validity in predicting baccalaureate degree attainment. The study used an institutional case study design with historical data as the foundation for a multivariate analysis. The study population included 5419 students who transferred to Temple University between the Fall 1998 and Spring 2002 semesters. from one of eleven local community colleges that participated in Temple's Core-to-Core transfer program. A causal-comparative methodology was used to study the two groups - persisters and non-persisters. Descriptive statistics provided a picture of each group of students, while Chi-square and logistic regression analyses were used to determine the demographic, pre-enrollment, and enrollment variables that had the strongest ability to predict academic persistence. The Chi-square analyses presented a very detailed picture of the persisters and non-persisters. As a group, enrollment variables were the strongest predictors of baccalaureate degree attainment. However, the independent variables that were most significant and also the most meaningful were the number of semesters for which a student registered, final GPA, enrollment status (full-time/part-time), average number of credits per semester, GPA trend, and financial aid eligibility. A logistic regression analyses was then used to examine the predictive factors for baccalaureate degree attainment after eliminating several variables due to multicollinearity concerns and due to the complexity introduced with variables containing multiple nominal responses. The results were highly significant with 22.6% of the variance accounted for, indicating that the students who have a higher probability of graduating demonstrate a pattern of increasing GPA from initial transfer to graduation, have a higher transfer GPA, attend Temple University on a full-time basis, have taken advantage of Temple's Core-to-Core transfer program are eligible for financial aid, and are female.

Download or read book A Comparative Study of Upper Level College Achievement of Native Students Illinois Public Community College Transfer Students and Other Transfer Students at Northern Illinois University Fall 1972 Fall 1973 written by Robert Jay Lewis and published by . This book was released on 1975 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Academic Performance of Illinois Community College Transfer Students After One Semester of Enrollment at Southern Illinois University at Carbondale written by Stephanie L. Shelley and published by . This book was released on 1998 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Social Facilitators of and Barriers to Community College Transfer Student Success written by Lauren Fennimore and published by . This book was released on 2019 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Students who transfer to four-year institutions from community colleges often encounter difficulty within their classes post-transfer and tend to graduate at lower rates than their peers who began at four-year institutions as freshman (Bailey, Jenkins, & Leinbach, 2005; Jenkins & Fink, 2016). Reasons for these lowered rates of success have been explored, but have often focused on academic reasons while neglecting any possible social causes. The current review aimed to explore what is known about the impact of social factors, such as belongingness, on community college transfer students' rates of persistence and academic success at four-year institutions. The literature was searched in a systematic way using a three-part search strategy, through which 21 articles were deemed eligible to be included and further evaluated. Several social factors emerged, including sense of belonging, the stereotype of a community college transfer student, and additional considerations for student success as well as social support from family, peers, faculty, and advisors. Most students reported the social factors identified to play a role in their success at the four-year institution. The findings from each theme are presented and future directions for research and programs to be used to address those factors mentioned are suggested."--Page 5.

Download or read book Exploring How Community College Transfer Students Experience Connection in a Commuter University written by and published by . This book was released on 2019 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 40 years, the expansion of the U.S. community college system resulted in a growing number of students choosing to begin their undergraduate education at a two-year institution and then transfer to a four-year institution. However, many students struggle to establish connection after transferring, especially if they transfer into a commuter university. For many college students, feelings of engagement and connection influence their persistence decisions. Using Tinto's and Astin's theories of student persistence as a framework, the purpose of this in-depth interview study is to explore how commuter community college students who transfer to Portland State University in Portland, Oregon experience connection to the university. This study also aims to identify how commuter community college transfer students become connected to PSU and how the connection experiences for these students change over time. This in-depth interview study explores the connection experiences of 14 commuter community college transfer students who transferred as college juniors. Students were at different points after transferring at the time of their interviews. This study suggests that commuter community college transfer students enroll at four-year universities with no intention of connecting to the institution. Instead, students initially focus on their academic progress. Students then establish instrumental relationships with faculty and classmates as needed in order to progress in their academics. Only once students establish strong connections with faculty and classmates do they begin to establish social relationships that provide additional forms of social support outside of the support they receive from their home social systems.

Download or read book Comparative Study of Academic Success and Persistence Between Kansas Public Community College Transfer Students and Native Students at the University of Kansas written by Randall T. Weber and published by . This book was released on 2009 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Achievement of Junior College Transfer Students in a Four year Institution written by Richard Elwood Kendell and published by . This book was released on 1972 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors of Academic Achievement Press which Influence Success of Transfer Students from Selected Community Colleges to a State University College written by John Paul Thomas and published by . This book was released on 1973 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparing First and Second Generation Latin Transfer Students written by Yesenia Gonzalez and published by . This book was released on 2016 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationship between first-generation and second/continuinggeneration Latin@ community college transfer students. This was done in order to identify factors that allow such students to persist and succeed once they have transferred to their institution of higher learning. Self-report data was collected from 44 community college transfer students at various institutions. The results of this study demonstrated that generational status does not have a significant impact on whether transfer students persist; however, there was an impact as it relates to success. The factors that were positively and significantly related to persistence were financial support, academic preparedness, GPA, and a sense of belonging. The factors that had positive and significant relation to success were age, graduation status, financial support, academic preparedness, GPA, familial approval, and friends being in approval of the university attended. Institutions that provide an environment where Latin@ students feel supported and valued could assist in the persistence and success of community college transfer students.