1、Lumina Urban Transfer Research NetworkFindings&Questions for DiscussionFour 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 transfer and degree attainment rates of va
2、rious 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?Research Design Focused on students who begin at local-area c
3、ommunity colleges and exhibit characteristics and behavior consistent with preparing for transfer to a baccalaureate-granting institution Supplemented with faculty,staff,administrator,and student interviews at both PSU and urban community colleges in Oregon.Summary of Findings Enrolling as close to
4、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 discipline area.Associate degree facilitates transfer,but not baccalaureate completion.Asian students a
5、re most likely to transfer;Hispanic/Latino students are least likely to transfer.Predictors of Transfer and Bachelors Attainment Total Terms FT CCTransfer(1=Transferred to Univ 0=No Transfer)Credits/Term CCBachelors Degree(1=Univ Degree 0=No Univ Degree)Enrl PatternNote:Covariates include age,gender
6、,need-based aidType of CreditsTransfer/Other DegreeFactors Contributing to TransferFactorTotal Terms FT CC&Average Credits/Term+Year 1 Dev Credits-Year 1 Prof/Tech Credits-Year 1 Transfer Credits+Year 1 Other Credits-Earned Transfer Degree+Earned Other Assoc+Transfer module onlyNAReceived CC Need-Ba
7、sed Aid-Age-Hispanic/Latino-Black/African AmericanNSNative AmericanNSAsian+Female v.MaleNSFactors Contributing to Bachelors Degree for Transfer StudentsFactorTotal Terms FT CC&Average Credits/Term+Year 1 Dev CreditsNSYear 1 Transfer Credits+Year 1 Other CreditsNSEarned Transfer DegreeNSEarned Transf
8、er Module OnlyNAStructured Swirl v.Linear+Received CC Need-Based Aid-Age+Hispanic/Latino&Native American&AsianNSBlack/African AmericanNSFemale v.MaleNSFindings:Course Taking Behavior Students who take more lower-division college credits during Year 1 are associated with greater success Students who
9、take more developmental credits are associated with lower rates of successQuestions 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 bet
10、ween community colleges and universities?How can the CCs and OUS institutions work together to improve student completion and persistence in Oregon?Policy Questions:Course Taking Behavior What can CC/OUS institutions offer to reduce the time or amount of developmental education courses that prepare
11、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?Findings:Financial Aid Financial Ai
12、d 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 transfer than other students(35%)Policy Questions:F
13、inancial 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 loans?Findings:Enrollment&Degree Pathways Most students(79%)never leave thei
14、r home community collegeBased on Logistic Regression:Students who are able who take more credits per term are more successful Taking more lower-division college credits during Year 1 is associated with greater success Structured pathways are the most productive pathways to baccalaureate successPolic
15、y Questions:Enrollment&Degree Pathways How long should students stay at a community college prior to transfer and how can transfer policy encourage them to earn some kind of valuable credential prior to transfer?Should Oregon community college students be encouraged/required to earn the Oregon Trans
16、fer Module(OTM)prior to being admitted to the Oregon University System?Findings:Attainment of Associate Degree Most students(87%)do not earn an associate degree at the community college Most students(81%)who transfer have not earned an associate degree Few students(6%)earned a transfer degree Based
17、on logistic regression,earning a transfer degree facilitates transfer,while other types of associate degrees do not.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?
