COMMUNITY COLLEGE TO UNIVERSITY

Transfer scholars from Community school to University

Transfer Students from Community College to University

Literature Review

The community college transfer function continues to be a problematic portion of the institutional mission (Intersegmental Coordinating Council, 1992). Structural changes in the economy and societal pressures have reduced the traditional importance of vocational education and placed student transfer at the forefront of concerns about the ability of community colleges to fulfill their comprehensive mission. The recent obsession with calculating a viable transfer rate for accountability purposes is one manifestation of renewed emphasis on the transfer function ( McIntyre, 1984; Bourque, 1994; Hirose, 1994). Much of the criticism regarding students transferring from community colleges to senior institutions is aimed at community colleges (Adelman, 1988). In fact, Brint and Karabel declared that, "The very fact of attending a two-year rather than a four-year institution lowers the likelihood that a student will obtain a bachelor's degree" (1989, p. 227). The transfer onus is placed on the community college. Low transfer rates (regardless of how the rate has been determined) are considered a community college problem (Dougherty, 1992). The critics of the community college often perceive the entering community college freshmen in the transfer program as similar to their university counterparts-if not in academic ability, then in other characteristics associated with college attendance. Frequently, they also speculate that community college students will progress through their lower divisional academic work in a pattern similar to that of their university peers (Brint & Karabel, 1989). The study recounted herein viewed move from the peak down. That is, this study involved a review of community college transfers after they received bachelor's degrees. The academic backgrounds and attendance patterns of these successful transfer students were studied to determine if they fit the stereotype of the community college transfer student as one who enrolls in college immediately after high school graduation, attends the community college for two years, and then transfers to the university.

State principle on school Transfer

Virginia's scheme of public schools and universities has expanded higher learning throughout the Commonwealth from to the east seashore to large-scale Stone Gap and from Fairfax to Southside. The system gives students ready access to college and enables them to choose from among many two- and four-year institutions. The Commonwealth has conceived a amazing scheme proposed to provide an educated, responsible citizenry and well-trained professionals. For Virginia to accomplish these goals fully, particularly in a time of economic stringency, the system should function as efficiently and competently as possible. Areport issued by the organisation for Higher learning shows the significance of powerful move principle in the efficiency of higher learning in the context of state government. The report, State principle and Community College-Baccalaureate Transfer, connections strong move principle with decreasing state appropriations per degree. Moreover, the report notes that strong transfer policy reduces “achievement disparities that prevent low-income and minority students from obtaining the baccalaureate degree.” Some students begin college at a community college and subsequently transfer to a senior college or university to achieve their ...