ERIC Number: ED324085
Record Type: RIE
Publication Date: 1990-Jul
Reference Count: N/A
CCP Student Transfer Outcomes at LaSalle University. Institutional Research Report #54.
Focusing on student admission, academic performance, and persistence patterns, this two-part report examines transfer outcomes data on students who attended the Community College of Philadelphia (CCP) and transferred to LaSalle University. The first section presents former CCP student application patterns to LaSalle day and evening divisions between spring 1987 and fall 1989. The second section examines programs of study, grade point average (GPA), credit hour accumulation, last semester of enrollment, and awarded degrees for all former CCP students who attended LaSalle between fall 1983 and fall 1989. Study results included the following: (1) enrollments in 1986-87 showed a substantial increase over previous semesters; (2) 80% of all CCP applicants who applied in spring 1987 and fall 1989 were accepted for admission to LaSalle, with highest acceptance rates (89.9%) among students formerly in the CCP Nursing program; (3) between 1987 and 1989, enrollments among transfers were greatest in LaSalle's Nursing, Finance and Undecided-Business programs; (4) of the 832 CCP transfers included in the study, 8.7% earned degrees by fall 1989, 66% left LaSalle prior to degree completion, and the remainder were still enrolled; (5) transfer students in the LaSalle Nursing program accounted for 23.3% of the students who experienced an unsuccessful first semester; and (6) 62.4% of the transfers maintained a GPA of at least 2.0, with one-third earning between a 3.0 and 4.0 GPA. (GFW)
Descriptors: Academic Achievement, Academic Persistence, College Credits, College Transfer Students, Community Colleges, Comparative Analysis, Followup Studies, Higher Education, Outcomes of Education, School Holding Power, Student Attrition, Two Year College Students, Two Year Colleges, Universities, Withdrawal (Education)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Philadelphia Community Coll., PA. Office of Institutional Research.