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1、Lumina Urban Transfer Research Network,Findings & Questions for Discussion,Lumina Urban Transfer Research,Four Research Questions that Guided the Lumina Transfer Research Study,What pathways through community college and university lead to or hinder successful baccalaureate completion?How do transfe
2、r and degree attainment rates of various sub-groups differ?What are the major contributors to discrepancies in attainment rates?How are the patterns similar or different across sites, and how do state, regional or institutional policy contexts contribute to those differences?,Four Research Questions
3、 that G,Research Design,Focused on students who begin at local-area community colleges and exhibit characteristics and behavior consistent with preparing for transfer to a baccalaureate-granting institutionSupplemented with faculty, staff, administrator, and student interviews at both PSU and urban
4、community colleges in Oregon.,Research DesignFocused on stud,Summary of Findings,Enrolling as close to full-time as possible is a positive predictor of success.Students who enroll in developmental credits during Year 1 are less likely to transfer.Efficacy of swirling depends on type of swirling and
5、discipline area.Associate degree facilitates transfer, but not baccalaureate completion.Asian students are most likely to transfer; Hispanic/Latino students are least likely to transfer.,Summary of FindingsEnrolling a,Predictors of Transfer and Bachelors Attainment,Total Terms FT CC,Transfer(1 = Tra
6、nsferred to Univ 0 = No Transfer),Credits/Term CC,Bachelors Degree(1 = Univ Degree 0 = No Univ Degree),Enrl Pattern,Note: Covariates include age, gender, need-based aid,Type of Credits,Transfer/Other Degree,Predictors of Transfer and Bac,Factors Contributing to Transfer,Factors Contributing to Trans
7、f,Factors Contributing to Bachelors Degree for Transfer Students,Factors Contributing to Bachel,Findings: Course Taking Behavior,Students who take more lower-division college credits during Year 1 are associated with greater successStudents who take more developmental credits are associated with low
8、er rates of success,Findings: Course Taking Behav,Questions to Consider,How do the findings from this study help inform us about ways to improve outcomes for transfer-oriented students?How will the findings impact future inter-institutional communication and relationships between community colleges
9、and universities?How can the CCs and OUS institutions work together to improve student completion and persistence in Oregon?,Questions to ConsiderHow do t,Policy Questions: Course Taking Behavior,What can CC/OUS institutions offer to reduce the time or amount of developmental education courses that
10、prepare students for lower-division transfer courses? What math completion level at the community college would best serve transfer-bound students?What math completion level should be required for transfer-bound students with majors in non-math intensive disciplines/fields?,Policy Questions: Course
11、Ta,Findings: Financial Aid,Financial Aid information was available for approximately 20% of community college students (the rest did not apply for financial aid)Despite earning more credits during year one, students who receive need-based aid at the community college (31%) are less likely to transfe
12、r than other students (35%),Findings: Financial AidFinanc,Policy Questions: Financial Aid,What can CC/OUS institutions do to discourage loan debt prior to transferring to a four-year college or university?What state-level policy discussions need to occur to reduce students/family reliance on student
13、 loans?,Policy Questions: Financial A,Findings: Enrollment & Degree Pathways,Most students (79%) never leave their home community collegeBased on Logistic Regression:Students who are able who take more credits per term are more successfulTaking more lower-division college credits during Year 1 is as
14、sociated with greater successStructured pathways are the most productive pathways to baccalaureate success,Findings: Enrollment & Degree,Policy Questions: Enrollment & Degree Pathways,How long should students stay at a community college prior to transfer and how can transfer policy encourage them to
15、 earn some kind of valuable credential prior to transfer?Should Oregon community college students be encouraged/required to earn the Oregon Transfer Module (OTM) prior to being admitted to the Oregon University System?,Policy Questions: Enrollment,Findings: Attainment of Associate Degree,Most studen
16、ts (87%) do not earn an associate degree at the community collegeMost students (81%) who transfer have not earned an associate degreeFew students (6% ) earned a transfer degreeBased on logistic regression, earning a transfer degree facilitates transfer, while other types of associate degrees do not.
17、,Findings: Attainment of Assoc,Policy Questions: Attainment of Associate Degree,What can Oregon do to improve Associates degree completion rates?What can Oregon learn from the Arizona findings?How can enrollment in dual credit courses in high school improve degree/certificate completion rates in Oregon?,Policy Questions: Attainment,
