Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sarah Inkpen

Abstract

The problem that was addressed through this study is that the credential completion rate for transfer-in students (TIS) is lower than for first-time, full-time students (FTFT) at Peninsula Community College (PCC, a pseudonym). The purpose of this quantitative study was to determine if the completion input (gender, race/ethnicity, age) and environment (number of transfer credits accepted) variables predict credential completion for credential-seeking TIS at PCC. Astin’s input-environment-outcome model served as the framework, in which a student’s success is a function of the student’s background before enrolling and the experiences while attending college. Deidentified archival data for TIS enrolled in fall 2013 were retrieved (n = 565). A logistic regression model showed the input variables, which are common predictors of FTFT completion, were not indicative of completion for TIS. The only statistically significant finding (p = 0.002) was Black TIS were 2.19 times less likely to complete a credential than White TIS. A second logistic regression model showed the environment variable, a completion predictor for 2-to-4-year transfer students, was statistically significant (p < 0.001) in predicting completion of TIS. The analysis determined TIS do not have the same completion predictors as FTFT and may need additional or focused support services to improve completion rates. The study resulted in a policy paper proposing recommendations to support TIS: success coach for Black TIS, review how transfer credits are accepted, improve communication with TIS, and engage in consistent evaluation of TIS success. Completing a college credential could mean a better employment for TIS who did not finish a credential the first time they went to college. TIS can be better supported by creating an awareness of the unique needs of the population.

Download

Share

 
COinS