Academic Performance of PHCC Students Transferring to Institutions of Higher Education.

Autor/inn/en	Mohammadi, John; und weitere
Institution	Patrick Henry Community Coll., Martinsville, VA.
Titel	Academic Performance of PHCC Students Transferring to Institutions of Higher Education.
Quelle	(1995), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Articulation (Education); College Credits; College Transfer Students; Community Colleges; Educational Mobility; Enrollment; Followup Studies; Grade Point Average; Grades (Scholastic); Questionnaires; School Demography; Student Attitudes; Success; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Bildungsmobilität; Einschulung; Follow-up studies; Kontaktstudium; Notenspiegel; Fragebogen; Schulbesuchsrate; Schülerverhalten; Erfolg
Abstract	In September 1993, Patrick Henry Community College (PHCC), in Virginia, conducted a study of the characteristics and academic performance of students who transferred to four-year institutions during the fall semesters of 1990 and 1993. Two sources of data were used: student records from 18 four-year institutions and responses to a questionnaire mailed to former PHCC students. Results of the study indicated the following: (1) while white and most minority students were proportionally represented among transfer students, African American transfers were slightly lower than the percentage of head count enrollment for the same period; (2) approximately 87% of the students who responded to the survey indicated that their intended educational goal at PHCC had been to attain an associate degree or transfer; (3) 95% of respondents indicated that they had met their educational goals to some extent (31%) or to a great extent (64%); (4) three-fourths of students had earned over 37 semester hours before transferring, with 44% earning 60 or more hours and 21% earning 75 or more hours; (5) the average number of credit hours earned by respondents was 53.5 and the average number of transfer credits accepted by senior institutions was 47, indicating that students lost few credits upon transfer; and (6) faculty performance, instructional quality, and faculty/student interaction rated highest among students. (Data tables and the survey instrument are appended.) (MAB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC