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ERIC Number: ED333927
Record Type: RIE
Publication Date: 1991-Mar
Pages: 22
Abstractor: N/A
A Look at Transfer Rates and Programs Which Promote Transfer in American Community Colleges.
Heaney, Barbara M.
Drawing from data collected by the Center for the Study of Community Colleges (CSCC), this paper discusses the issue of community college student transfer, describes the CSCC's role in promoting a definition of transfer that would provide a reasonable definition of "transfer students" and that would result in the ability to provide consistent and comparable transfer data, review preliminary findings, and highlight particularly successful transfer programs. After introductory comments underscore the need for community colleges to improve their record in helping minority students transfer to four-year institutions, the paper reviews the CSCC's efforts to obtain nationwide transfer data. This section discusses the CSCC's transfer indicator and the rationale for limiting "transfer students" to those first-time community college students who complete at least 12 transferrable credits and take at least one four-year college course. After presenting preliminary CSCC data on transfer rates, indicating that only 21.4% of all students who earn 12+ credits at a community college eventually transfer, and that rates for Blacks, Hispanics, and American Indians are even lower, the paper highlights exceptional transfer rates and some institutional factors that might be associated with them. Next, brief descriptions are provided of the Ford Southwest Transfer Educational Research Project, the success of tribal colleges in promoting transfer among American Indians, and the Urban Demonstration Model. Elements common to all three models are identified. Concluding comments stress the importance of continuing efforts to improve and evaluate the community college transfer function. (JMC)
Publication Type: Reports - Descriptive; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A