What happens after transfer : engagement and success of transfer students at UNC Charlotte

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D'Amico, M., Dika, S., Elling, T. W., & Algozzine, B. (2013). What happens after transfer : engagement and success of transfer students at UNC Charlotte. Ceme Technical Report.
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Description

Faculty, With the recent emphasis on college completion in institutions, states, and higher education policy environments (see, e.g., Lee et al., 2011; Reyna, 2010; Shapiro et al., 2012), it is important that colleges and universities work to ensure the success of all incoming student groups. Although the traditional group of interest based on federal reporting mechanisms is first-time, full-time students, it is becoming increasingly important to consider the success of transfer students and those who may “swirl” (Adelman, 1999; de los Santos and Wright, 1990; McCormick, 2003) through higher education. Rather than merely looking at the traditional 150% of time graduation rate, the field is now looking to some of the broader college completion goals, such as the College Board’s “55 by 25,” which seeks to have at least 55% of those aged 25-34 with a college degree by 2025 (Lee et al., 2011). These significant goals document the need for a more holistic view of student success that includes all populations, including transfers. Documented figures support the importance of transfer. Approximately one-third of first-time students transfer to or enroll at one or more higher education institutions before earning a degree (Hossler et al., 2012). Additionally, 22.4% of students complete their first credential at an institution other than where they started.

Details
Title

What happens after transfer : engagement and success of transfer students at UNC Charlotte

Author(s)

D'Amico, Mark
Dika, Sandra
Elling, Theodore W.
Algozzine, Bob

UNC Charlotte Affiliate Type

Faculty

Extent

1 online resource

Date Published

2013

Genre

technical reports

Resource Type

text

Abstract

With the recent emphasis on college completion in institutions, states, and higher education policy environments (see, e.g., Lee et al., 2011; Reyna, 2010; Shapiro et al., 2012), it is important that colleges and universities work to ensure the success of all incoming student groups. Although the traditional group of interest based on federal reporting mechanisms is first-time, full-time students, it is becoming increasingly important to consider the success of transfer students and those who may “swirl” (Adelman, 1999; de los Santos and Wright, 1990; McCormick, 2003) through higher education. Rather than merely looking at the traditional 150% of time graduation rate, the field is now looking to some of the broader college completion goals, such as the College Board’s “55 by 25,” which seeks to have at least 55% of those aged 25-34 with a college degree by 2025 (Lee et al., 2011). These significant goals document the need for a more holistic view of student success that includes all populations, including transfers. Documented figures support the importance of transfer. Approximately one-third of first-time students transfer to or enroll at one or more higher education institutions before earning a degree (Hossler et al., 2012). Additionally, 22.4% of students complete their first credential at an institution other than where they started.

Subjects--Topics

Transfer students
Education, Higher

Is Part Of

CEME technical report

Language

English

Publisher's Version

https://ceme.charlotte.edu/sites/ceme.charlotte.edu/files/media/pdfs/Wha...

Permalink

http://hdl.handle.net/20.500.13093/work:790

Rights

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