Academic Performance of Community College Transfers: Psychological, Sociodemographic, and Educational Correlates

Autor/in	Wang, Xueli
Titel	Academic Performance of Community College Transfers: Psychological, Sociodemographic, and Educational Correlates
Quelle	In: Community College Journal of Research and Practice, 36 (2012) 11, S.872-883 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668920903504976
Schlagwörter	College Transfer Students; Grade Point Average; Community Colleges; Academic Achievement; Least Squares Statistics; Gender Differences; Race; Ethnicity; Self Concept; Longitudinal Studies; Remedial Instruction; Mathematics Instruction; Educational Policy; Enrollment; Correlation + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Schulleistung; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Förderkurs; Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Einschulung; Korrelation
Abstract	This study focuses on the academic performance of community college transfer students at four-year institutions. It uses a nationally representative sample from the National Education Longitudinal Study of 1988 (NELS: 88/2000) and the Postsecondary Education Transcript Study (PETS). Results from an Ordinary Least Squares regression model suggest that community college transfers' academic performance can be explained by gender, race/ethnicity, self-concept, GPA at community colleges, remediation in math, college involvement, and simultaneous enrollment. These findings have important implications for policy-makers and practitioners at community colleges and four-year institutions. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10