ERIC Number: ED308895
Record Type: Non-Journal
Publication Date: 1989-Apr-24
Reference Count: N/A
Everything You Always Wanted To Know about Transfer Rates but Were Afraid To Ask. Topical Paper #1.
Schmitz, Constance C.; delMas, Robert C.
In 1989, a study was conducted of the transfer rates achieved by the University of Minnesota's General College (GC) students. In order to collect a body of comparative statistics, a literature review was conducted on the accuracy of transfer rate calculations, national data on transfer rates, variables believed to affect transfer, and indicators used to evaluate the transfer mission of two-year colleges. The literature revealed that: (1) the unreliability of transfer data, due to differences in institutional characteristics and counting procedures, makes it impossible to obtain an aggregated national norm; (2) when total institutional enrollment is used as the potential transfer pool, transfer rates are usually estimated to be between 5% and 15%; however, when potential transfer pools are restricted to full-time freshmen, estimated transfer rates range from 20% to 40%; and (3) student preparation, ability, motivation, and intent to acquire a baccalaureate are believed to have strong and direct effects on transfer. The study of GC transfer rates focused on the personal characteristics, academic performance, retention, and transfer patterns of 1,042 freshman who entered GC in summer or fall 1986. Of the students, 22.2% transferred to another unit within the University by winter 1989. Asian-Americans had the highest transfer rates (36%), followed by Hispanics (26%), Whites (22%), Blacks (15%), and American Indians (12%). Of 1,042 students, 3.3% never completed their first quarter, 6.9% dropped out after their first quarter, 17.8% never enrolled again after the first academic year, and 31.4% were still enrolled at GC in fall 1988. Cumulative grade point average after two quarters was closely related to eventual transfer. A 62-item bibliography is attached. (JMC)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. General Coll.