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| Autor/in | Senecal, Molly Frances |
|---|---|
| Titel | An Analysis of Access and Success of Students via the Associate Degree of Transfer Pathway within a California Community College District |
| Quelle | (2017), (116 Seiten)
PDF als Volltext Ed.D. Dissertation, University of California, Davis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3696-1662-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Two Year Colleges; Two Year College Students; Community Colleges; Associate Degrees; Achievement Gap; College Transfer Students; Educational Change; Transfer Programs; Transfer Policy; Statistical Analysis; Comparative Analysis; Nontraditional Students; Educational Legislation; State Legislation; California |
| Abstract | The introduction of SB-1440 in 2010, also known as the Student Transfer Achievement Reform Act, appeared to be an opportunity for California educators and policy makers to address the achievement gap among community college students with the introduction of the streamlined associate degree for transfer (ADT) (Padilla, 2010). If implemented appropriately, SB 1440 could benefit community college students who want to transfer to a CSU by providing a clear pathway towards an associate degree that will enable the student to start at a junior status at a CSU within two years. This is noteworthy given that 51% of CSU graduates start at a community college (CCCCO, 2015). Effects on equality of outcomes could be ambiguous. SB 1440 could improve equity of outcomes by lessening student reliance on informal sources of information to navigate degree pathways and transfer policies, since informal sources of information are often less accessible to non-traditional students, such as first-generation college students. However, SB 1440 does not explicitly take into consideration that all students may not have an equal opportunity to participate in an ADT pathway; specifically, nontraditional students, raising the possibility that SB 1440 could potentially have the unintended effect of exacerbating inequality in transfer and completion outcomes. This study used quantitative methods to uncover what differences exist among students groups using the ADT pathway as compared to the non-ADT pathway. The first two research questions looked at student outcomes and characteristics of those who initially declared an intent to obtain an ADT verses those who initially declared an intent to obtain a traditional associate degree and transfer. The final research question looked at student characteristics for those who actually obtained an ADT as compared to those who obtained a traditional associate degree with a declared intent to transfer. The key findings of this research showed that declaring a goal of ADT was not more predictive of persistence, satisfactory progress or enrolling full time; however, it was more predictive for completion and transfer compared to students who did not declare a goal of ADT. Additionally, ADT recipients appear to take more units and take slightly longer to graduate. Non-traditional students were actually more likely to pursue ADT degrees than were traditional students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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