Precollege Factors and Leading Indicators: Increasing Transfer and Degree Completion in a Community and Technical College System

Autor/in	Davidson, J. Cody
Titel	Precollege Factors and Leading Indicators: Increasing Transfer and Degree Completion in a Community and Technical College System
Quelle	In: Community College Journal of Research and Practice, 39 (2015) 11, S.1007-1021 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.919619
Schlagwörter	Community Colleges; Educational Finance; Financial Support; Academic Achievement; Technical Institutes; Graduation Rate; Student Characteristics; Correlation; Regression (Statistics); Educational Indicators; College Credits; College English; Summer Programs; Predictor Variables; Two Year College Students; Kentucky + Suchen Sie Ihr Suchwort? Community college; Community College; Bildungsfonds; Finanzielle Förderung; Schulleistung; Technische Fakultät; Korrelation; Regression; Regressionsanalyse; Educational indicato; Bildungsindikator; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Sommerkurs; Prädiktor
Abstract	Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student success metrics are important to the fiscal health of community colleges. In an effort to better identify the likelihood of meeting these metrics, some scholars have suggested "leading indicators." The purpose of this study was to examine the effects of leading indicators on transfer to a four-year institution and associate degree completion for community and technical college students at Kentucky's two-year public institutions for groups based on student characteristics. Logistic regression analyses showed that leading indicators do predict transfer to a four-year institution and associate degree completion, but with varying levels of affect. Earning 30 credit hours by the end of the first year, passing a summer class and completing a college-level English class had the greatest effect on transfer to a four-year institution and associate degree completion. For performance-based funding models to be most effective and fair, policies and practices should consider precollege factors in their models. Also, these findings have implications for institutional level policy-making and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01