At Thomas Nelson Community College (TNCC), Hampton (Virginia), a study of transfer success was conducted in conjunction with Christopher Newport University (CNU), the primary transfer destination of the community college's students. Detailed records were examined for over 1,800 students in an attempt to identify several statistically significant trends, based on such variables as hours completed before transfer, ethnicity, age, and gender. Study results and faculty discussion made the limitations of this approach apparent, and a new paradigm was developed. Known as the "course-based model of transfer success," it uses a tracking system that examines each course that has a prerequisite that could be met at the university or other colleges. For each course, the program provides a grade distribution broken down according to where the course was taken. In every discipline examined, students who completed course prerequisites at TNCC did as well or better than students who completed the prerequisites at CNU. This approach gives a strong empirical underpinning to the effort to identify strengths and weaknesses at the community college. One table gives chi-square analyses. (Contains four references.) (SLD)
Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).
Christopher Newport College VA; Thomas Nelson Community College VA