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ERIC Number: ED547602
Record Type: Non-Journal
Publication Date: 2012
Pages: 111
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-5403-4
The Relationship between Credit Acceptance and Baccalaureate Degree Persistence for Transfer Students
Turk, Kimberly Tisdale
ProQuest LLC, Ed.D. Dissertation, Western Carolina University
Articulation agreements were created to make transferring from a state-supported community college to a state-supported university a smoother process while reducing the higher education costs for the state. This ex-post facto study examined the relationship between the pathway North Carolina community college students used to complete the general education core and post-transfer outcomes. All of the 27,155 students included this study completed at least 44 transferrable credit hours in the community college system, the equivalent of the general education core, although completion of the specific courses included in the core could not be established. Associate degree completers took elective hours beyond the general education core to complete an associate degree. The archival data used in this study included students who transferred from a North Carolina community college to a University of North Carolina institution between the years 2000 and 2006. In this study the general education core pathway did not statistically significantly impact baccalaureate degree persistence, but it did impact credits earned in the university. It took associate degree completers on average one credit hour more than non-completers to finish a baccalaureate degree. The interaction of general education core pathway and degree major declared upon entrance to the university had a statistically significant impact upon credits accumulated in the university but not on degree persistence. Majoring in a social science degree significantly impacted the relationship between general education pathway and credit accumulation. Majoring in a business, education, science, mathematics, humanities/fine arts, or a career/technical degree did not statistically significantly impact credit accumulation. These results can be used by community college advisors, the universities accepting transfer students, and the governing boards of both higher education entities in North Carolina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina