Year
2007
Season
Summer
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Education
First Advisor
Dr. Joyce T. Jones
Second Advisor
Dr. Larry G. Daniel
Third Advisor
Dr. Steven K. Paulson
Fourth Advisor
Dr. George Perkins
Fifth Advisor
Dr. Christine W. Webb
Department Chair
Dr. Joyce T. Jones
College Dean
Dr. Larry G. Daniel
Abstract
The purpose of this concurrent mixed methods study was to explore how well Florida's 2+2 articulation agreement and transfer student services meet the needs of students. Phase I employed quantitative methodology to compare the academic success and persistence to graduation of a single cohort (n = 2,612) of Florida public community college Associate in Arts graduates (n = 1,738) and native (n = 874) juniors (60-to-70 credit hours) who entered the same universities as FTIC. Discriminant analysis results yielded statistically significant differences in the academic success and persistence of community college transfer and native student graduates and dropouts. On average, native students graduated with twice as many lower level credit hours and cumulative credit hours than community college transfers. Discriminant analysis results did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. However, the results of the chi -square tests of independence indicated that a greater percentage of native students graduated and a greater percentage of community college transfer students dropped out of academic degree programs. These findings support the conclusion that community college students are as academically capable as native students but may benefit from services that promote student engagement.
The qualitative component provided a context for enhancing the interpretation of quantitative findings and for addressing the structure of articulation services, availability of transfer student services, compliance with the statewide articulation agreement, and advocacy of transfer students on each campus. Interviews with 15 current and previous administrators led to the identification of three significant issues related to the rapidly evolving universities and their primary feeder community colleges.
Suggested Citation
Falconetti, Angela M. Garcia, "Articulation, Academic Progress, and Graduation: A Comparison of Community College Transfer and Native Students in Selected Florida Universities" (2007). UNF Graduate Theses and Dissertations. 335.
https://digitalcommons.unf.edu/etd/335