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ERIC Number: ED329318
Record Type: RIE
Publication Date: 1989-Oct
Pages: 59
Abstractor: N/A
Reference Count: N/A
Academic Achievement of HACC Transfers to State University I.
Lum, Glen
In 1989, a study was conducted of the academic achievement of Harrisburg (Pennsylvania) Area Community College (HACC) students who transferred to State University I (SUI) during the fall semesters of 1983, 1984, and 1985. A total of 81 students were identified and their academic records were tracked through the end of the spring semester 1989. Variables examined on SUI transcripts included academic major, credits earned, numbers of semesters enrolled, credits transferred, first semester's and cumulative grade point average (GPA), and whether a bachelor's degree (B.A.) was earned. In addition, information from the students' HACC transcripts was analyzed, including credits earned, cumulative GPA, academic major, and whether an associate in arts (A.A.) degree was earned. Study findings included the following: (1) cumulative GPA for transfers at SUI was 2.55 (compared with an average GPA of 2.71 for native SUI students), although transfer students' GPA's improved steadily after the first semester at the four-year institution; (2) by the end of spring 1989, a total of 43 (53.1%) of the HACC transfer students had completed all requirements for the B.A. degree, less than the completion rate of 64% for native SUI students 6 years after entry; (3) among the 38 transfer students who had not yet obtained a B.A., 12 had completed 90 or more credits at SUI; and (4) HACC achievement variables did not have a significant impact on any of the long-term achievement variables among transfer students at the senior institution, such as obtaining a B.A. or cumulative GPA, although short-term correlations were found with regard to GPA earned at the two institutions. An analysis of student performance by discipline, and detailed data tables are included. (JMC)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A