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ERIC Number: ED310810
Record Type: Non-Journal
Publication Date: 1989-Oct-5
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Analysis of Two UCLA Transfer and Retention Programs: the Transfer Alliance Program and the Supergraduate Program.
Ackermann, Susan P.
This report provides an analysis of the Transfer Alliance Program (TAP) and the Supergraduate Program, two transfer/ retention efforts operating between the University of California at Los Angeles (UCLA) and local community colleges. The first and longer section of the report concerns TAP, a program in 1985 to promote the community college as a viable option for students seeking a baccalaureate degree, and to encourage stronger student academic preparation and curriculum planning in community colleges. In this section, a demographic and performance profile is provided of students who transferred to UCLA as juniors from California community colleges, indicating the following: (1) in fall 1988, 84 TAP students and 395 non-TAP students transferred from Southern California community colleges; (2) 67% of the TAP participants were female; (3) over 98% of TAP students and 87% of the non-TAP students had an entering grade point average (GPA) of 2.8 or above; (4) 69% of those TAP students maintained a UCLA GPA of 2.8 or above, and approximately 36% maintained a GPA of 3.4 or above; and (5) 54% of the non-TAP transfers maintained a GPA of 2.8 or above at UCLA, and 26% maintained a GPA of 3.4 or above. A description and analysis of the Supergraduate Program at Hamilton High School, West Los Angeles College and UCLA is presented in the second section of the report. The program targets low income and minority students in their 11th year of school and provides them with the motivation and academic preparation necessary to pursue postsecondary education. The analysis indicates that of the summer 1989 participants, 77% were female; 54% were Black, 18% Latino, 9% Chicano, and 9% White; 64% of the students' mothers had some formal or higher education compared to 45% of the fathers; and 66% indicated that a sibling had either gone to college or graduated. Program participants indicated that they had improved their vocabularies, English grammar skills, and writing skills, and that the program gave them a better sense of their capabilities as well as the motivation to continue their education. (VVC)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Southern California Community Coll. Institutional Research Association, Los Angeles.
Authoring Institution: California Univ., Los Angeles. Office of Academic Interinstitutional Programs.