A Multi-Campus Study of Academic Performance and Cognitive Growth among Native Freshman, Two-Year Transfers, and Four-Year Transfers. AIR 2000 Annual Forum Paper.

Autor/inn/en	Volkwein, J. Fredericks; Valle, Sondra; Parmley, Kelli; Blose, Gary; Zhou, Ying
Titel	A Multi-Campus Study of Academic Performance and Cognitive Growth among Native Freshman, Two-Year Transfers, and Four-Year Transfers. AIR 2000 Annual Forum Paper.
Quelle	(2000), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Academic Records; Bachelors Degrees; Cognitive Development; College Graduates; Evaluation Criteria; Grades (Scholastic); Higher Education; Nongraded Student Evaluation; Outcomes of Education; Performance Factors; Predictor Variables; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; 'Bachelor''s degrees'; Bachelor-Studiengang; Kognitive Entwicklung; Hochschulabsolvent; Hochschulabsolventin; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Leistungsindikator; Prädiktor
Abstract	This study examined factors that affect student learning and growth in four student populations: seniors who began as freshmen immediately after high school, students who transferred from two-year colleges, students who transferred from four-year colleges, and students who entered Bachelor of Arts programs after military service or work. The data examined 2,500 graduating seniors at 20 state colleges and universities in 1997; data was broken down into four categories: background and demographic information, including age; class year; sex; ethnicity; employment; major; financial aid; residence; admissions test scores; high school grades and class rank; student plans, goals, and reasons for attending; level of student satisfaction with campus services and facilities, as well as campus academic environment; and cognitive and noncognitive experiences and outcomes, including classroom experiences and self-reported growth. Results indicate that the best academic outcomes were among the group who enter Bachelor of Arts programs after work or military experience. Differences in outcomes between the two transfer populations were not significant. For all students the best predictor of cumulative grade point average was Scholastic Assessment Test score and student effort. The best predictor of cognitive growth across all four populations on the 20 campuses was favorable classroom experiences. (CH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC