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ERIC Number: ED452895
Record Type: RIE
Publication Date: 2001-Apr
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Community College Reverse Transfer Students: A Discriminant Analysis of Completers and Noncompleters.
Winter, Paul A.; Harris, Michael R.; Ziegler, Craig H.
This paper describes a study conducted on a group of reverse transfer students (students that enroll at two-year colleges after attending a four-year baccalaureate institution) to increase knowledge about this growing population and address the shortcomings of previous research. Almost 1,400 reverse transfer students were sent surveys. According to N.K. Renkiewicz, there are two types of reverse transfer students: the completers (degree-earners before transfer) and the non-completers (non-degree earners). The study's response rate was 63.5% (885 students), 149 completers and 736 non-completers. Findings include: (1) non-completers gave significantly more importance to completing an associate's degree, improving basic skills, completing courses for academic transfer, and improving grade point average; (2) completers gave more importance to acquiring skills for a career change, obtaining training related to a current job, and attending a college close to the work place; (3) completer students, whose mean age was 37, were significantly older than non-completers, whose mean age was 29; and (4) students from both groups had high grade point averages and appeared to be making progress toward program completion. In addition, the researchers confirmed through factor analysis and two-group stepwise discriminant analysis that the instrument is valid for use in reverse transfer research. The author discusses recruitment and student services implications based on the study's results. The survey is appended. Contains 20 references and 4 tables. (CJW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Louisville Univ., KY. School of Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association in Seattle, WA, April 10-14, 2001).