The Relationship between Environmental Conditions and Transfer Rates of Selected Rural Community Colleges: A Pilot Study.Defining external and internal environmental conditions as independent variables and institutional transfer rate as the dependent variable, the authors investigate the relationship between transfer rates and conditions that are beyond an institution's control (such as service area demographics The attributes of people in a particular geographic area. Used for marketing purposes, population, ethnic origins, religion, spoken language, income and age range are examples of demographic data. and the degree of specificity in state articulation articulation In phonetics, the shaping of the vocal tract (larynx, pharynx, and oral and nasal cavities) by positioning mobile organs (such as the tongue) relative to other parts that may be rigid (such as the hard palate) and thus modifying the airstream to produce speech and transfer policies). Based on a three-phase
The estimated relationship between a dependent variable and more than one explanatory variable. , factor analyses Verb 1. factor analyse - to perform a factor analysis of correlational data factor analyze analyse, analyze - break down into components or essential features; "analyze today's financial market" , and two-tailed Two-tailed may refer to: In entomology:
Transfer--that function of the comprehensive community college that facilitates the movement of students to four-year colleges and universities for baccalaureate degree attainment--was one of the founding purposes of the two-year college nearly a century ago. Arguably ar·gu·a·ble adj. 1. Open to argument: an arguable question, still unresolved. 2. That can be argued plausibly; defensible in argument: three arguable points of law. , transfer remains one of the most important mission components, offering students opportunities for access to and acquisition of the social and economic benefits that can be obtained through a baccalaureate. Moreover, transfer is generally considered the most prestigious function as it serves to position the community college in the graded system of higher education higher education Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. (Cross, 1985). Yet of all the varied mission components (which typically include vocational and career education, remediation, adult education, and community service), the effectiveness of the transfer function likely remains the most difficult to assess. Thwarting thwart tr.v. thwart·ed, thwart·ing, thwarts 1. To prevent the occurrence, realization, or attainment of: They thwarted her plans. 2. the evaluation of the transfer function are difficulties in arriving at causal causal /cau·sal/ (kaw´z'l) pertaining to, involving, or indicating a cause. causal relating to or emanating from cause. relationships between the myriad Myriad is a classical Greek name for the number 104 = 10 000. In modern English the word refers to an unspecified large quantity. The term myriad is a progression in the commonly used system of describing numbers using tens and hundreds. variables that can potentially influence the transfer process and transfer itself. Assessment is further complicated by a lack of reliable trend data in the form of transfer rates, including a consistent definition of what actually constitutes transfer. And although most studies have been concerned with the magnitude of transfer rates and the characteristics of those students who typically transfer, only a few have quantitatively examined the institutional conditions that promote transfer success (Palmer & Eaton Eaton may refer to: Buildings
In one of the earliest of these studies, Alkin and Hendrix Hen·drix , Jimi Originally James Marshall Hendrix. 1942-1970. American musician whose innovative electric guitar playing greatly influenced the development of rock music. Noun 1. (1967) examined the relationship between transfer rates and measures of financial support and community characteristics of 15 California California (kăl'ĭfôr`nyə), most populous state in the United States, located in the Far West; bordered by Oregon (N), Nevada and, across the Colorado River, Arizona (E), Mexico (S), and the Pacific Ocean (W). community colleges. McIntyre (1987) studied the effects of 15 student, college, and community characteristics upon the transfer rates of 100 California community colleges. Berman and Weiler (1990, p. 21) explored the "environmental contexts" of 28 institutions across 13 states, noting the "legal, fiscal, economic, demographic, regulatory, and social factors" that can either limit or enhance transfer activity. Banks (1992) also studied environmental factors, examining 78 community colleges located across 15 states. What these researchers did not do, however, was to frame their examinations on the basis of a particular community college type. As Palmer and Eaton note, "Most studies treat community colleges as a unitary unitary pertaining to a single object or individual. and hence homogenous homogenous - homogeneous entity. Thus, the question of whether a student's probability of transfer is affected by the community college that he or she attends remains largely unanswered" (1991, p. 32). The purpose of this exploratory study was to investigate specific environmental conditions to determine their relationship to the transfer rates of selected rural community colleges. Such institutions have been described in the literature as most closely resembling the model of "comprehensiveness" first proposed by the early community college pioneers. Offering both transfer and vocational curricula, rural community colleges are often the only centers for the fine arts and the singular SINGULAR, construction. In grammar the singular is used to express only one, not plural. Johnson. 2. In law, the singular frequently includes the plural. forums for political debate and civic discussion in their respective service areas--areas, which are usually of considerable size (Atwell & Sullins, 1984; Killacky & Valadez, 1995). Rural community colleges also enroll nearly 1.8 million of the 5.6 million students attending community colleges in the U.S. Although their enrollments constitute approximately one-third of all students attending two-year institutions, their institutional numbers make up two-thirds of all publicly controlled community colleges (Katsinas & Lacey lac·ey adj. Variant of lacy. , 1996). Yet, there is a paucity pau·ci·ty n. 1. Smallness of number; fewness. 2. Scarcity; dearth: a paucity of natural resources. of literature describing the qualities that make them different from their larger, urban counterparts--the colleges upon which research and the resulting literature typically focus. In the main, the available literature pertaining per·tain intr.v. per·tained, per·tain·ing, per·tains 1. To have reference; relate: evidence that pertains to the accident. 2. to rural community colleges suggests that these institutions experience diminished di·min·ish v. di·min·ished, di·min·ish·ing, di·min·ish·es v.tr. 1. a. To make smaller or less or to cause to appear so. b. status and visibility in comparison to their larger urban peers. They receive less attention from the organizations to which they belong and tend to have less clout with legislative bodies and regulatory agencies regulatory agency Independent government commission charged by the legislature with setting and enforcing standards for specific industries in the private sector. The concept was invented by the U.S. than do larger, more prosperous colleges (Cohen cohen or kohen (Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the First Temple of Jerusalem. The biblical priesthood was hereditary and male. , 1978; Killacky & Valadez, 1995; McNutt, 1994; Vineyard vineyard, land on which cultivation of the grape—known as viticulture—takes place. As many as 40 varieties of grape, Vitis vinifera, are known. , 1978). "Many [administrators] in the smaller institutions feel that even accrediting bodies are dominated by their larger metropolitan counterparts. Rules and formulae for division of funds for operations and for facilities fail to consider their unique problems and circumstances CIRCUMSTANCES, evidence. The particulars which accompany a fact. 2. The facts proved are either possible or impossible, ordinary and probable, or extraordinary and improbable, recent or ancient; they may have happened near us, or afar off; they are public or " (Vineyard, 1978, p. 35). For example, state funding tends to be predicated on student enrollment; consequently, the small size of rural two-year colleges results in a generally inadequate financial base. Furthermore, the rural nature of these institutions presents problems of recruiting and staffing both full- and part-time faculty (Cohen, 1978; Hall, 1968; McNutt, 1994). The study described in this report was designed to clarify the relationship between selected external conditions and the transfer rates of rural institutions. In an era of institutional assessment and accountability, this is a necessary and logical precursor precursor /pre·cur·sor/ (pre´kur-ser) something that precedes. In biological processes, a substance from which another, usually more active or mature, substance is formed. In clinical medicine, a sign or symptom that heralds another. to any comprehensive examination of internal conditions such as transfer curricula, programs, and initiatives, not to mention the influence that institutional culture and climate may play upon the transfer function and its outcomes. A secondary objective was to pilot Katsinas and Lacey's recently developed community college classification system (1996). Styled after the Carnegie Classifications of Institutions of Higher Education (Carnegie Foundation
The Carnegie Foundation ("Carnegie Stichting" in Dutch) is an organization based in The Hague, The Netherlands. for the Advancement of Teaching, 1994) that assign all two-year institutions to a singular entry of "Associate of Arts Associate of arts and Associate of science are two-year undergraduate degrees offered by many community colleges or junior colleges in the United States. Such degrees transfer to four-year institutions which offer full bachelor of arts and bachelor of science degrees. Colleges," the Katsinas and Lacey scheme extends this category by distinguishing between the diverse types of community colleges (see Table 1). Katsinas and Lacey recognized that a lack of differentiation impedes what can be known about these institutions. In a project sponsored by the Ford Foundation, they devised a classification system for community colleges based on data used in the development of the Carnegie classifications--as well as the U.S. Department of Commerce, Bureau of the Census Noun 1. Bureau of the Census - the bureau of the Commerce Department responsible for taking the census; provides demographic information and analyses about the population of the United States Census Bureau . Their aim was to construct a scheme that would find utility and meaningfulness for "community college practitioners in the field, professors who specialize spe·cial·ize v. 1. To limit one's profession to a particular specialty or subject area for study, research, or treatment. 2. To adapt to a particular function or environment. in research related to community colleges, and to external policymakers in the public sector and in think tanks and foundations" (Katsinas & Lacey, 1996, pp. 26-27). For the purposes of this study, sample institutions were identified as rural via the above classification system. Table 1 A Classification System for Community Colleges
Number of
Number of Students
Institutions Served
Publicly controlled two-year
institutions 1,070 5,509,280
Rural community colleges 736 1,773,066
Small (less than 1,000 students) 216 116,124
Medium (1,000 - 2,499 students) 245 426,191
Large (2,500 or more students) 275 1,230,751
Suburban community colleges 211 1,920,034
Single-campus 171 1,196,073
Multi-campus 40 723,961
Urban community colleges 123 1,816,180
Single-campus 65 417,744
Multi-campus 58 1,398,436
Privately controlled two-year
institutions 836 338,195
Private, nonprofit 116 73,179
Proprietary 720 265,016
Federally chartered and special use 595 133,544
Tribal colleges 29 13,938
Special use institutions 566 119,606
Total 2,501 5,981,019
Adapted from Katsinas & Lacey, 1996, p. 60 Data Collection The study assessed both external and internal environmental conditions that a number of authorities (for example, Banks, 1992; Berman & Weiler, 1990; Cohen, 1993) consider influential in shaping community college transfer rates. These conditions can also be characterized char·ac·ter·ize tr.v. character·ized, character·iz·ing, character·iz·es 1. To describe the qualities or peculiarities of: characterized the warden as ruthless. 2. as largely immutable IMMUTABLE. What cannot be removed, what is unchangeable. The laws of God being perfect, are immutable, but no human law can be so considered. and beyond an institution's direct control (see Table 2). Data sources for the 28 independent variables included the County and City Data Book: A Statistical Abstract Supplement (U. S. Department of Commerce, Bureau of the Census, 1994); The Higher Education Publications Directory (1996); Kintzer's taxonomy taxonomy: see classification. taxonomy In biology, the classification of organisms into a hierarchy of groupings, from the general to the particular, that reflect evolutionary and usually morphological relationships: kingdom, phylum, class, order, of state articulation and transfer policies and practices (Kintzer, 1989); IPEDS IPEDS Integrated Postsecondary Education Data System IPEDS Interactive Public Exhibits and Digital Signage reports (National Center for Education Statistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies , 1994); and a brief questionnaire sent to representatives of the sample institutions to assess proximity of the sample rural community colleges to four-year publicly controlled senior institutions. Table 2 Legend for Variables
Dependent Variable
RATE Community college transfer rate
Independent Variables
External environmental conditions of the college (within service
area unless indicated otherwise):
SAWHT % of population reported as White
SABLK % of population reported as Black
SAAI % of population reported as Amer. Indian, Eskimo,
or Aleut
SAA % of population reported as Asian
SAHISP % of population reported as Hispanic
SAMALES Number of males per 100 females
SAAGE Median age
SAPOP Number of individuals per square mile
SAHS % of adults with a high school degree
SANOHS % of adults with no high school degree
SABA % of adults with a baccalaureate degree or higher
SAINC Median family income
SAUNEMP % of population reported as unemployed
SAPOV % of population living below the poverty level
PROX1 Number of public senior institutions within 30 miles
PROX2 Number of public senior institutions within
31-75 miles
COST Difference in average tuition of receiving vs.
sending institution
POLICY Type of prevailing state articulation and transfer
policy
Internal environmental conditions of the college:
FTF % of faculty reported as full-time
EXPEND Expenditures per full-time enrollment
UND25 % of student body under age 25
CWHT % of student body reported as White and
enrolled full-time
CBLK % of student body reported as Black and
enrolled full-time
CAI % of student body reported as Amer. Indian,
Eskimo, or Aleut and enrolled full-time
CA % of student body reported as Asian and
enrolled full-time
CHISP % of student body reported as Hispanic and
enrolled full-time
CMALES % of student body reported as male and
enrolled full-time
FTE % of full-time enrollment
The institutional transfer rates (the dependent variable) were those of 97 rural community colleges that were among the institutions participating in the 1995 Transfer Assembly conducted by the Center for the Study of Community Colleges (CSCC CSCC Calgary Sports Car Club (Alberta, Canada) CSCC Clemson Sports Car Club CSCC Columbus State Community College (Ohio) CSCC Classic Sports Car Club (UK) ). Since 1989, the Assembly's ongoing objective has been to collect transfer rate data on a national scale based upon a valid method of defining and calculating transfer rates. Its secondary aim has been to encourage colleges and universities to take a proactive stance on the issue of transfer by collecting and reporting such data via the Assembly's definition: "all students entering a two-year college in a given year who have no prior college experience and who complete at least 12 college credit units, divided into the number of that group who take one or more classes at a university within four years" (Cohen, 1991, p. 3). Rates were based on the fall 1990 first-time freshman cohorts of 221 community colleges. The 97 sample institutions comprised all the Assembly participants defined as rural in accordance Accordance is Bible Study Software for Macintosh developed by OakTree Software, Inc.[] As well as a standalone program, it is the base software packaged by Zondervan in their Bible Study suites for Macintosh. with the three publicly controlled rural subcategories of Katsinas and Lacey's two-year college classification scheme (1996). Although the total sample of institutions captures 13% of the 736 publicly controlled community colleges classified as rural by the above typology typology /ty·pol·o·gy/ (ti-pol´ah-je) the study of types; the science of classifying, as bacteria according to type. typology the study of types; the science of classifying, as bacteria according to type. , a stratified stratified /strat·i·fied/ (strat´i-fid) formed or arranged in layers. strat·i·fied adj. Arranged in the form of layers or strata. random sample could not be developed from the Transfer Assembly data set as Assembly participants were self-selecting, choosing to take part in the CSCC project. Thus, generalizability of the findings which follow can only be made to the 97 rural community colleges in the study. Data Analyses Statistical analyses were conducted in three parts. The first involved the regression regression, in psychology: see defense mechanism. regression In statistics, a process for determining a line or curve that best represents the general trend of a data set. of the dependent variable (transfer rate) against 28 independent variables. The second employed factor analysis and the regression of the dependent variable against five emerging factors. In the third part of the study, two-tailed t test comparisons were made between mean transfer rates reported by colleges operating within the contexts of different state articulation guidelines guidelines, n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. . The studies that have investigated environmental conditions affecting transfer (Alkin & Hendrix, 1967; McIntyre, 1987; Berman & Weiler, 1990; Banks, 1992) all employed stepwise stepwise incremental; additional information is added at each step. stepwise multiple regression used when a large number of possible explanatory variables are available and there is difficulty interpreting the partial regression multiple regression analyses, with transfer rates of the sample colleges serving as the dependent variable. The present study, however, was unlike those previous in that it attempted to quantitatively measure a greater number of environmental variables (a total of 28). It was also different in that it focused on a particular community college type (the rural two-year college) for which there is a scant scant adj. scant·er, scant·est 1. Barely sufficient: paid scant attention to the lecture. 2. Falling short of a specific measure: a scant cup of sugar. research base. Moreover, the study's sample was developed through a yet-to-be-proven classification scheme. Given all the above, the present study was considered exploratory in nature, and for such investigations an appropriate preliminary technique is stepwise multiple regression (Aron & Aron, 1997). Multiple Regression Analysis The effects of the selected environmental conditions on transfer rates were analyzed an·a·lyze tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es 1. To examine methodically by separating into parts and studying their interrelations. 2. Chemistry To make a chemical analysis of. 3. by zero-order correlations and stepwise multiple regressions, with the linear model tested for violations of assumptions. Table 3 (next page) displays the zero-order correlations in the regression analyses, whereas Table 4 below presents the entry order of the variables for the transfer rate equations. Betas or standardized coefficients Standardized coefficient or beta coefficient is the estimate of an analysis performed on variables that have been standardized so that they have variances of 1. This is usually done to answer the question which of the independent variables have a greater effect on the are used to describe the relationships among the independent variables and the variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial. In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality they share with the dependent variable. Table 3 Correlation Matrix Noun 1. correlation matrix - a matrix giving the correlations between all pairs of data sets statistics - a branch of applied mathematics concerned with the collection and interpretation of quantitative data and the use of probability theory to estimate population for Variables in Regression Models (RATE = Dependent Variable)
RATE SAWHT SABLK SAAI
RATE 1.000
SAWHT 0.114 1.000
SABLK -0.107 -0.852(***) 1.000
SAAI 0.181 0.083 -0.218(*) 1.000
SAA -0.077 -0.065 -0.198 -0.050
SAHISP -0.146 -0.146(***) -0.297(**) -0.077
SAMALES -0.037 0.032 -0.103 -0.428(***)
SAAGE -0.034 0.443(***) -0.283(**) 0.068
SAPOP -0.072 0.043 0.038(*) -0.120
SANOHS -0.202(*) -0.456(***) 0.344(**) 0.039
SAHS 0.188 0.451(***) -0.335(**) -0.050
SABA 0.138 0.224(*) -0.221(*) -0.068
SAINC -0.107 0.252(*) -0.062 -0.324(**)
SAUNEMP 0.004 -0.115 -0.243(*) 0.108
SAPOV -0.103 -0.061 -0.216(*) 0.017
PROX1 0.111 -0.040 0.034 -0.038
PROX2 -0.105 -0.078 0.256(*) -0.116
COST -0.100 0.181 -0.093 -0.195
POLICY 0.241(*) 0.336(**) -0.198 -0.186
FTF 0.236(*) 0.024 -0.145 0.185
EXPEND -0.441(***) -0.016 0.121 -0.212(*)
UND25 0.501(***) -0.082 -0.002 0.270(**)
CWHT 0.207(*) 0.701(***) -0.349(***) 0.080
CBLK -0.172 -0.789(***) 0.928(***) -0.192
CAI 0.299(**) -0.209(*) 0.078 0.487(***)
CA -0.044 -0.055 -0.185 -0.066
CHISP -0.178 -0.116 -0.294(**) -0.083
CMALES 0.036 0.438(***) -0.467(***) -0.022
FTE 0.287(**) 0.061 -0.165 -0.079
SAHS SABA SAINC SAUNEMP
SAHS 1.000
SABA 0.725(***) 1.000
SAINC 0.494(***) 0.388(***) 1.000
SAUNEMP -0.167 -0.174 -0.509(***) 1.000
SAPOV 0.066 0.072 -0.249(*) 0.387(***)
PROX1 -0.052 0.168 0.105 -0.074
PROX2 -0.192 -0.315(**) 0.143 -0.380(***)
COST 0.249(*) 0.057 0.324(**) 0.073
POLICY 0.172 0.117 -0.031 0.009
FTF -0.066 -0.077 -0.294(**) 0.215(*)
EXPEND 0.052 0.006 0.171 -0.199(*)
UND25 -0.276(**) -0.155 -0.509(***) 0.161
CWHT 0.500(***) 0.180 0.387(***) -0.499(***)
CBLK -0.318(*) -0.261(**) -0.048 -0.246(*)
CAI -0.097 -0.089 -0.389(***) 0.130
CA 0.246(*) 0.233(*) 0.240(*) 0.272(**)
CHISP -0.296(**) 0.001 -0.283(**) 0.637(***)
CMALES 0.240(*) 0.280(**) 0.123 0.021
FTE 0.255(*) 0.419(***) 0.260(*) 0.156
EXPEND UND25 CWHT CAI
EXPEND 1.000
UND25 -0.556(***) 1.000
CWHT 0.037 -0.071 1.000
CBLK 0.113 -0.079 -0.359(***) 1.000
CAI -0.191 0.357(***) -0.147 -0.054
CA -0.002 -0.192 -0.128 -0.186
CHISP -0.063 0.045 -0.743(***) -0.296(**)
CMALES -0.182 0.120 0.198 -0.410(***)
FTE -0.449(***) 0.221(*) -0.084 -0.205(*)
SAA SAHISP SAMALES
RATE
SAWHT
SABLK
SAAI
SAA 1.000
SAHISP 0.296(**) 1.000
SAMALES 0.216(*) 0.152 1.000
SAAGE -0.185 -0.287(**) -0.244(*)
SAPOP 0.076(**) -0.123(***) 0.087
SANOHS -0.231(*) 0.219(*) -0.289(**)
SAHS 0.238(*) -0.223(*) 0.300(**)
SABA 0.250(*) 0.018 0.152
SAINC 0.177 -0.232(*) 0.164
SAUNEMP 0.315(**) 0.581(***) 0.077
SAPOV 0.341(**) 0.508(***) 0.173
PROX1 -0.106 0.023(***) -0.031
PROX2 -0.139 -0.347(***) -0.051
COST 0.171 -0.098 0.062
POLICY -0.407(***) -0.019 0.026
FTF -0.108 0.154 0.009
EXPEND 0.007 -0.056 -0.055
UND25 -0.244(*) -0.023 -0.039
CWHT -0.148 -0.665(***) -0.065
CBLK -0.176 -0.296(**) -0.067
CAI -0.039 0.080 -0.063
CA 0.905(***) 0.262(**) 0.238(*)
CHISP 0.211(*) 0.907(***) 0.112
CMALES 0.065 0.129 0.157
FTE 0.365(***) 0.192(*) 0.177
SAPOV PROX1 PROX2
SAHS
SABA
SAINC
SAUNEMP
SAPOV 1.000
PROX1 -0.167 1.000
PROX2 -0.281(**) -0.231(*) 1.000
COST -0.068 -0.188 0.079
POLICY -0.124 -0.012 -0.103
FTF 0.081 -0.064 -0.003
EXPEND 0.150 -0.078 0.011
UND25 -0.074 0.150 -0.117
CWHT -0.315(**) -0.120 0.161
CBLK -0.212(**) -0.017 0.346(***)
CAI 0.078 0.057 -0.100
CA 0.316(**) -0.050 -0.147
CHISP 0.429(***) 0.126 -0.371(***)
CMALES 0.119 0.035 -0.104
FTE -0.081 0.239(*) -0.220(*)
CA CHISP CMALES
EXPEND
UND25
CWHT
CBLK
CAI 1.000
CA -0.014 1.000
CHISP -0.094 0.182 1.000
CMALES -0.055 0.103 0.088
FTE -0.102 0.378(***) 0.229(*)
SAAGE SAPOP SANOHS
RATE
SAWHT
SABLK
SAAI
SAA
SAHISP
SAMALES
SAAGE 1.000
SAPOP -0.201(*) 1.000
SANOHS -0.013 -0.137 1.000
SAHS 0.019 0.146 -0.997(***)
SABA -0.145 0.249(*) -0.723(***)
SAINC 0.006 0.407(***) -0.453(***)
SAUNEMP -0.029 -0.251(*) 0.162
SAPOV -0.084 -0.176 -0.075
PROX1 -0.129 0.458(***) 0.056
PROX2 0.012 -0.030(**) 0.198
COST 0.279(**) -0.045 -0.236(*)
POLICY 0.019 -0.136 -0.176
FTF -0.062 -0.066 0.051
EXPEND 0.205(*) -0.057 -0.042
UND25 -0.003 -0.028 0.246(*)
CWHT 0.462(***) 0.058 -0.499(***)
CBLK -0.265(**) 0.035 0.326(**)
CAI -0.092 -0.144 0.083
CA -0.171 0.181 -0.237(*)
CHISP -0.256(*) -0.060 0.292(**)
CMALES 0.021 0.053 -0.252(*)
FTE -0.296(**) 0.289(**) -0.252(*)
COST POLICY FTF
SAHS
SABA
SAINC
SAUNEMP
SAPOV
PROX1
PROX2
COST 1.000
POLICY 0.003 1.000
FTF -0.073 0.273(**) 1.000
EXPEND 0.224(*) -0.257(*) -0.359(***)
UND25 -0.207(*) 0.124 0.400(***)
CWHT 0.231 0.173 -0.158
CBLK -0.062 -0.211 -0.125
CAI -0.231(*) -0.191 0.156
CA 0.202(*) -0.409(***) -0.055
CHISP -0.152 0.056 0.214(*)
CMALES 0.119 0.221(*) 0.142
FTE 0.078 0.198 0.121
FTE
EXPEND
UND25
CWHT
CBLK
CAI
CA
CHISP
CMALES 1.000
FTE 0.323(**) 1.000
(*) p < .05 (**) p < .01 (***) p < .001 Table 4 Standardized standardized pertaining to data that have been submitted to standardization procedures. standardized morbidity rate see morbidity rate. standardized mortality rate see mortality rate. Regression Coefficients Regression coefficient Term yielded by regression analysis that indicates the sensitivity of the dependent variable to a particular independent variable. See: Parameter. regression coefficient of Transfer Rate Models (N=97)
Beta after Step
Entry Variables [R.sup.2] 1 2 3 4
1 UND25 .25 .50 .60 .49 .51
2 SAHS .37 .35 .33 .38
3 EXPEND .39 -.19 -.21
4 CMALES .41 -.15
5 SAPOP .43
6 SAINC .45
7 SAMALES .46
Parameters of final model
[R.sup.2] .46 S.E.E. 8.19
Beta after Step
Entry Variables [R.sup.2] 5 6 7
1 UND25 .25 .51 .56 .56(***)
2 SAHS .37 .41 .31 .35(***)
3 EXPEND .39 -.21 -.25 -.26(**)
4 CMALES .41 -.14 -.20 -.19(*)
5 SAPOP .43 -.13 -.24 -.25(*)
6 SAINC .45 -.22 .23
7 SAMALES .46 -.14
Parameters of final model
[R.sup.2] .46 S.E.E. 8.19
(*) p<.05 (**) p<.01 (***) p<.001 Variables not entering the equations: SAWHT, SABLK, SAAI SAAI Southern African Acoustics Institute SAAI South African Association of Indiana SAAI Standard Aero Alliance Inc (Maryville, Tennessee) SAAI Suburban Appraisal Associates, Inc. (Gaithersburg, MD) , SAA (Systems Application Architecture) A set of interfaces designed to cross all IBM platforms from PC to mainframe. Introduced by IBM in 1987, SAA includes the Common User Access (CUA), the Common Programming Interface for Communications (CPI-C) and Common Communications , SAHISP, SAAGE, SABA, SANOHS, SAUNEMP, SAPOV, PROX n. 1. "The ticket or list of candidates at elections, presented to the people for their votes." Adj. 1. prox - in or of the next month after the present; "scheduled for the 6th prox" proximo 1, PROX2, COST, POLICY, FTF FTF Face To Face (in person) FTF Freescale Technology Forum FTF Fair Trade Federation FTF First Things First (Chattanooga, TN family strengthening program) FTF First to Find , CWHT, CBLK CBLK Current Block , CAI (1) (Computer-Assisted Instruction) Same as CBT. (2) See CA. CAI - Computer-Aided Instruction , CA, CHISP, FIE fie interj. Used to express distaste or disapproval. [Middle English fi, from Old French, of imitative origin. . Findings As indicated, younger community college students (UND UND University of North Dakota UND University of Notre Dame UND University of Natal-Durban (South Africa) UND Urgency of Need Designator UND Union Nationale et Démocratique 25) and high percentages of service area adults with high school degrees (SAHS SAHS Sleep apnea/hyponea syndrome. See Sleep apnea syndrome. ) have strong, positive associations with transfer rates. Variables entering at Steps 3, 4, and 5 respectively are expenditures per full-time enrollment (EXPEND ex·pend tr.v. ex·pend·ed, ex·pend·ing, ex·pends 1. To lay out; spend: expending tax revenues on government operations. See Synonyms at spend. 2. ), percentage of college males (CMALES), and service area population (SAPOP). Each of these variables indicate negative influences on transfer rates. Median family income of the service area (SAINC) enters at Step 6 with a positive effect. Providing a negative, weaker effect is the number of service area males per 100 females variable (SAMALES) that enters at Step 7. The full model demonstrates that these external and institutional variables explain 46% of the variation in transfer rates. The very strong, positive relationship of younger students (UND25) to transfer rates is consistent with the results and conclusions drawn by other researchers (Banks, 1992; Illinois Illinois, river, United States Illinois, river, 273 mi (439 km) long, formed by the confluence of the Des Plaines and Kankakee rivers, NE Ill., and flowing SW to the Mississippi at Grafton, Ill. It is an important commercial and recreational waterway. Community College Board, 1990; Lee & Frank 1990; Velez & Javalgi, 1987). In particular, it underscores the theory advanced by Kempner and Kinnick (1990) in their study of the interactive effects of timing (when one enters higher education), gender, and educational goals upon educational outcomes. These researchers determined that baccalaureate degree attainment hinges Hinges may refer to:
Due to limitations in the reporting of U.S. census data, it is of little surprise that the percentage of service area adults with a high school degree (SAHS) would have such a strong association to transfer rates. Possession of a high school diploma A high school diploma is a diploma awarded for the completion of high school. In the United States and Canada, it is considered the minimum education required for government jobs and higher education. An equivalent is the GED. , as defined and derived from the U.S. Bureau of the Census, not only includes the percentage of the service area adults eligible to attend the community college, but also the percentage of adult students presently attending or who are graduates of the community college (some of whom have presumably pre·sum·a·ble adj. That can be presumed or taken for granted; reasonable as a supposition: presumable causes of the disaster. transferred)--as well as the percentage of those holding a bachelor's or higher degree. In essence, this variable represents that total percentage of the service area adult population possessing at the very least the basis for acquiring the "cultural capital" necessary to negotiate college-going (Valadez, 1993). The expenditures per full-time enrollment variable (EXPEND) contributed a negative effect on transfer rates. In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke" put differently , the higher the expenditures per full-time enrollment, the lower the transfer rates at rural institutions and vice versa VICE VERSA. On the contrary; on opposite sides. . The negative influence of such expenditures may indicate the prevalence of higher cost vocational and technical curricula, as well as the prevalence of greater percentages of students in need of costly developmental and remedial REMEDIAL. That which affords a remedy; as, a remedial statute, or one which is made to supply some defects or abridge some superfluities of the common law. 1 131. Com. 86. The term remedial statute is also applied to those acts which give a new remedy. Esp. Pen. Act. 1. programming. As the results in Table 4 indicate, the percentage of male FTEs (CMALES) contributed a significantly negative influence on transfer rates. Given that the percentage of males enrolled full-time represents a substantive portion of the potential transfer pool, this finding was unexpected because previous studies delving into the characteristics of transfer students (such as Grubb, 1990; Illinois Community College Board, 1990; Kempner & Kinnick, 1990; Lee & Frank, 1990) have found that males attending community colleges are more likely to transfer than females. Why a negative relationship exists at rural community colleges is unclear, but one explanation might be that male students find greater utility in the offered vocational and career education programs as a means of advancing in presently held jobs within the community. Female students, on the other hand, may be using the college to prepare for entry into new occupations (a contention held by Cross, 1981) and, in turn, taking greater advantage of transfer opportunities that are offered. There was a significant negative relationship between the size of the population within the primary service areas of rural community colleges (SAPOP) and the transfer rates of these institutions (the more dense the population within the rural community college service area, the lower the transfer rate and vice versa). This finding is contrary to the positive relationship reported by Alkin and Hendrix (1967). Ostensibly os·ten·si·ble adj. Represented or appearing as such; ostensive: His ostensible purpose was charity, but his real goal was popularity. , a negative influence on transfer rates appears counter-intuitive, and this is especially so when one considers the vastness of many of the service areas and the distance that separates the homes of rural people. One of the sample institutions, Trinidad Community College in Colorado, can be offered as an example. This institution has an assigned as·sign tr.v. as·signed, as·sign·ing, as·signs 1. To set apart for a particular purpose; designate: assigned a day for the inspection. 2. service area of eight counties--a region encompassing 14,559 square miles A square mil is a unit of area, equal to the area of a square with sides of length one mil. A mil is one thousandth of an international inch. This unit of area is usually used in specifying the area of the cross section of a wire or cable. (nearly twice the combined land mass of Connecticut Connecticut, state, United States Connecticut (kənĕt`ĭkət), southernmost of the New England states of the NE United States. It is bordered by Massachusetts (N), Rhode Island (E), Long Island Sound (S), and New York (W). , Delaware Delaware, state, United States Delaware (dĕl`əwâr, –wər), one of the Middle Atlantic states of the United States, the country's second smallest state (after Rhode Island). , and Rhode Island Rhode Island, island, United States Rhode Island, island, 15 mi (24 km) long and 5 mi (8 km) wide, S R.I., at the entrance to Narragansett Bay. It is the largest island in the state, with steep cliffs and excellent beaches. ) with an average of only four residents per square mile. A possible explanation for the above negative relationship may be that larger rural community colleges (associated with more densely populated pop·u·late tr.v. pop·u·lat·ed, pop·u·lat·ing, pop·u·lates 1. To supply with inhabitants, as by colonization; people. 2. service areas) possess a greater array of adult education, career programs, and services. This may also be tied to finances. Because rural community colleges as a group receive a smaller share of their total revenues from local property taxes as compared to community colleges as a whole, and the smaller rural community colleges receive even less, rural community colleges may lack the capacity to offer a truly comprehensive curriculum (Johnson, 1999). The smaller rurals that are located in service areas less densely populated may need to focus their limited resources on transfer education, serving greater numbers of full-time, traditionally aged students who enroll in college immediately after high school. It follows that these institutions, because of their size and location, would also have fewer nonformal educational offerings (such as community services and workforce training programs). Still, the meaning of the negative influence of service area population density on transfer rates is not readily discernible dis·cern·i·ble adj. Perceptible, as by the faculty of vision or the intellect. See Synonyms at perceptible. dis·cern  i·bly adv. , and
this variable may indeed have added "noise" to the statistical
analyses as population density is related in varying degrees to numerous
other environmental conditions examined in this study. This lack of
discriminatory dis·crim·i·na·to·ry adj. 1. Marked by or showing prejudice; biased. 2. Making distinctions. dis·crim power was also the rationale rationale (rash´  nal´),n the fundamental reasons used as the basis for a decision or action. used for not incorporating the population density variable into the factor analysis portion of the study. The median family income variable (SAINC) entered the stepwise regression In statistics, stepwise regression includes regression models in which the choice of predictive variables is carried out by an automatic procedure.[1][2][3] but was statistically nonsignificant non·sig·nif·i·cant adj. 1. Not significant. 2. Having, producing, or being a value obtained from a statistical test that lies within the limits for being of random occurrence. . This finding is at odds with that found by Alkin and Hendrix (1967) as well as by Banks (1992). In the Banks study, median family income was the most influential external environmental condition, contributing 29% of the explained variation in transfer rates. McIntyre (1987) also studied the influence of income (real per capita [Latin, By the heads or polls.] A term used in the Descent and Distribution of the estate of one who dies without a will. It means to share and share alike according to the number of individuals. ) on transfer rates, concluding that there was no perceptible per·cep·ti·ble adj. Capable of being perceived by the senses or the mind: perceptible sounds in the night. [Late Latin perceptibilis, from Latin perceptus relationship. However, he believed a problem with income as a variable was its high correlation (multicollinearity) with other independent variables. There was no relationship to transfer rates found for the variable pertaining to students enrolled full-time (FTE FTE Full-Time Equivalent FTE Full-Time Employee FTE Full-Time Equivalency FTE Full Time Employment FTE Foundation for Teaching Economics FTE Full Time Enrollment FTE For the Enterprise (SQL) FTE Fund for Theological Education ) as it failed to enter the regression in Table 4. This was another unexpected finding because previous research has demonstrated quite the opposite (for example Illinois Community College Board, 1990; Lee & Frank, 1990; Velez & Javalgi, 1987). Nevertheless, the present study's finding is consistent with that of Banks's (1992) examination of FTE, a variable that failed to enter into her transfer rate regression analysis In statistics, a mathematical method of modeling the relationships among three or more variables. It is used to predict the value of one variable given the values of the others. For example, a model might estimate sales based on age and gender. . Banks, whose study also used transfer rate data collected by the Transfer Assembly, offered a plausible explanation: The Assembly's transfer rate formula, which uses the number of students with 12 or more credit hours in its denominator denominator the bottom line of a fraction; the base population on which population rates such as birth and death rates are calculated. denominator , served to control for the influence of full-time students Full-Time Student A status that is important for determining dependency exemptions. An individual enrolled in a post-secondary institution may be eligible for certain tax breaks. Notes: The full-time status is based on what the individual's school considers full time. in a regression of transfer rates on FTE. Because the present study also used data derived through the above formula, it can be presumed that this feature of the transfer rate calculation has rendered a similar effect. There was no significant relationship found between the percentage of full-time faculty and the transfer rates of rural community colleges as this variable also failed to enter the stepwise regression in Table 4. This finding conflicts with that found by Banks (1992). In her study, greater percentages of full-time faculty were positively associated with transfer, as well as correlated cor·re·late v. cor·re·lat·ed, cor·re·lat·ing, cor·re·lates v.tr. 1. To put or bring into causal, complementary, parallel, or reciprocal relation. 2. with greater percentages of younger students--students who are more likely to attend full-time than older students. Banks hypothesized that full-time faculty presumably have greater contact with students over time to encourage transfer and to translate requirements. Knoell (1990), who compared articulation and transfer trends in 11 states over a span of 20 years, also notes that an overall direction toward enhancing the transfer function has been for greater faculty participation. According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. Knoell, full-time faculty are more likely to take part in developing articulation agreements with senior institutions and thus have a greater understanding and interest in transfer requirements and opportunities. At present, however, there is a dearth of empirical evidence to suggest that greater percentages of full-time faculty influence transfer, let alone other student outcomes (Banachowski, 1996). Factor Analysis The multicollinearity of many of the independent variables exhibited in the zero-order correlation matrix in Table 3 (with coefficients well above the .5 level) indicated that these variables are perhaps different measures of other more general variables or factors. A factor analysis was thus performed in an effort to summarize sum·ma·rize intr. & tr.v. sum·ma·rized, sum·ma·riz·ing, sum·ma·riz·es To make a summary or make a summary of. sum the many environmental variables into several underlying constructs. Transfer rates were then regressed on the derived factor scores. Table 5 displays the rotated rotated turned around; pivoted. rotated tibia see rotated tibia. factor matrix, and Table 6 offers the factor groupings of the original variables along with their positive or negative loadings. Table 5 Rotated Factor Matrix
Factor 1 Factor 2 Factor 3 Factor 4 Factor 5
COST .00273 .01004 -.11930 .31090 .66534
EXPEND -.02346 .01131 -.85706 .00194 .10277
FTE .41555 .19727 .66854 -.09137 .39375
FTF -.10321 .11894 .52762 .18344 -.25366
SAA .35449 .61314 -.00075 -.08460 .31191
SAAI -.01598 -.03093 .19423 .23862 -.61716
SABA .88339 .04804 .04504 .00956 .02993
SABLK -.20003 -.29044 -.11505 -.88030 .03696
SAHISP -.13569 .83167 .08362 .00629 .02825
SAHS .89688 -.07269 -.08675 .28367 .08244
SAINC .49482 -.31159 -.20265 .04485 .61341
SANOHS -.89389 .06709 .07277 -.29099 -.05282
SAPOV .12589 .74748 -.25537 .02995 -.29985
SAUNEMP -.24860 .76553 .24789 .12465 -.02880
SAWHT .24529 -.16459 -.00480 .90941 .05221
UND25 -.23040 -.07986 .73275 -.01735 -.34948
Table 6 Factor Analysis Grouping of Variables and Loadings
Factor Variables Loadings
Educational attainment SA adults with no high school -.89389
degree
SA adults with a high school .89688
degree
SA adults with a baccalaureate .88339
or higher degree
Unemployment-poverty SA unemployment level .76553
/Asian & Hispanic SA residents below poverty .74748
populations level
SA Asian population .61314
SA Hispanic population .83167
Institutional Full-time enrolled students .73275
conditions under age 25
Expenditures per full-time -.85706
enrollment
Full-time enrollment .66854
Full-time faculty .52762
Black/White populations SA Black population -.88030
SA White population .90941
Economic well-being/ SA median family income .61341
cost SA Amer. Indian, Eskimo, or -.61716
Aleut pop.
Difference in average tuitions .66534
of receiving and sending
institutions
SA = Service Area It should be noted that a number of variables were not included in the factor analysis. Service area population (SAPOP) was omitted because of its general association with many other independent variables. The college race and gender variables (CWHT, CBLK, CAI, CA, CHISP, and CMALES) were not included as they generally tend to mirror their respective service area variables. Proximity variables (PROX1 and PROX2) and the variable concerning the number of males within the service area (SAMALES) proved nonsignificant in preliminary analyses and were therefore excluded. Finally, service area age (SAAGE) and state articulation and transfer policy (POLICY) were not considered due to their coding because factor analysis is not suited for ranked or dummy variables This article is not about "dummy variables" as that term is usually understood in mathematics. See free variables and bound variables. In regression analysis, a dummy variable . Table 7 presents the entry order of factors for the transfer rate equations. Betas for each factor remain constant throughout stepping because of the normalization In relational database management, a process that breaks down data into record groups for efficient processing. There are six stages. By the third stage (third normal form), data are identified only by the key field in their record. of factor scores. Table 7 Factor Regression Coefficients of Transfer Rate Models (N=97)
Beta after Step
Entry Factors [R.sup.2] 1 2
1 Institutional conditions .29 .54 .54
2 Educational attainment .34 .23
3 Economic well-being/cost .37
4 Unemployment-poverty/Asian .38
& Hispanic populations
5 Black/White populations .40
Beta after Step
Entry Factors 3 4 5
1 Institutional conditions .54 .54 .54(***)
2 Educational attainment .23 .23 .23(**)
3 Economic well-being/cost -.17 -.17 -.17(*)
4 Unemployment-poverty/Asian -.13 -.13
& Hispanic populations
5 Black/White populations .11
Parameters of Final Model
[R.sup.2] .40 S.E.E. 8.21
(*) p < .05 (**) p < .01 (**) p < .001 Findings Entering first into the transfer rate models is the Institutional Conditions factor, and the second factor to enter is Educational Attainment Educational attainment is a term commonly used by statisticans to refer to the highest degree of education an individual has completed.[1] The US Census Bureau Glossary defines educational attainment as "the highest level of education completed in terms of the . The Economic Well-being/Cost and the Unemployment-Poverty/Asian & Hispanic Hispanic Multiculture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere Populations factors enter respectively at Steps 3 and 4, with both demonstrating negative effects on transfer rates. Finally, the Black/ White Populations factor enters at Step 5 but proves to be nonsignificant. The full factor score regression explains 40% of the variation in transfer rates for the sample of rural community colleges. The Institutional Conditions factor (a composite of the following variables: FTE, full-time enrolled students under 25 years of age, full-time faculty, and expenditures per FTE) contributed approximately 75% of the total explained variation in transfer rates followed by the Educational Attainment factor, contributing another 13%. These factors demonstrate the greatest positive influence on transfer rates and are consistent with both the step order and general type of independent variables that entered me earlier multiple regression (Table 4). The remaining three factors mat emerge in this analysis, however, suggest somewhat different dimensions of influence and effect on transfer rates than that found in the earlier regression. For example, the Economic Well-Being/Cost factor offered a surprising negative effect on transfer rates. This suggests that poor economic health of the service areas along with high tuition For tuition fees in the United Kingdom, see . Tuition means instruction, teaching or a fee charged for educational instruction especially at a formal institution of learning or by a private tutor usually in the form of one-to-one tuition. differentials between rural community colleges and receiving institutions appear to increase rather than decrease transfer rates. Perhaps this reflects an outmigration of students fleeing economically depressed areas, using transfer as a vehicle toward greater economic opportunity elsewhere. It is also possible that rural community colleges (especially the smaller ones) located in areas of poor economic health are unable to rely on local property taxes or workforce training dollars and, therefore, must focus their limited energies and financial resources on the delivery of lower cost transfer education. Moreover, when the tuition differential between the sending rural community college and the receiving four-year institutions is high, this cost may be mediated me·di·ate v. me·di·at·ed, me·di·at·ing, me·di·ates v.tr. 1. To resolve or settle (differences) by working with all the conflicting parties: to some degree by greater amounts of financial aid extended to students coming from lower income families. Whatever the case, the above finding suggests that rural community colleges are transfer institutions. Conversely con·verse 1 intr.v. con·versed, con·vers·ing, con·vers·es 1. To engage in a spoken exchange of thoughts, ideas, or feelings; talk. See Synonyms at speak. 2. , conditions of strong economic health within service areas (which depress de·press v. 1. To lower in spirits; deject. 2. To cause to drop or sink; lower. 3. To press down. 4. To lessen the activity or force of something. transfer rates according to the study) may be affording individuals readily available employment opportunities either before or after obtaining a two-year associate's degree as·so·ci·ate's degree n. An academic degree conferred by a two-year college after the prescribed course of study has been successfully completed. , thus obviating ob·vi·ate tr.v. ob·vi·at·ed, ob·vi·at·ing, ob·vi·ates To anticipate and dispose of effectively; render unnecessary. See Synonyms at prevent. the need or desire to transfer. It is also possible that state policy to promote access by providing for lower community college tuition The examples and perspective in this article may not represent a worldwide view of the subject. Please [ improve this article] or discuss the issue on the talk page. College tuition than at four-year public universities is in conflict with the reality that students attending a rural community college face--due to higher non-tuition-related expenditures (Katsinas, 1996). This is true for students in need of child care and particularly transportation because a reliable car is mandatory in areas without publicly subsidized sub·si·dize tr.v. sub·si·dized, sub·si·diz·ing, sub·si·diz·es 1. To assist or support with a subsidy. 2. To secure the assistance of by granting a subsidy. mass transit mass transit, public transportation systems designed to move large numbers of passengers. Types and Advantages Mass transit refers to municipal or regional public shared transportation, such as buses, streetcars, and ferries, open to all on a . These higher non-tuition-related expenses significantly limit the effectiveness and impact of low tuition cost differentials at the state level, and may actually make them to be of little consequence altogether. Additional research in this area, especially studies that examine the financial aid component, are much needed. The other economic condition entering the above factor score regression was the Unemployment-Poverty/Asian & Hispanic Populations factor, interpreted as a dimension of severely depressed economic status. Although this factor was statistically nonsignificant, it is interesting to note that through the factor analysis it became a separate construct when at least two of its elements (unemployment and poverty) would seem to find a more logical grouping with variables constituting the Economic Well-being/Cost factor. The delineation between these two factors may reflect the extreme economic spans that characterize rural America, "ranging from very high income resort areas such as Aspen, Colorado The City of Aspen is a Home Rule Municipality that is the most populous city and the county seat of Pitkin County, Colorado, United States. According to 2006 Census Bureau estimates, the population of the city is 5,804. , down to some of the poorest communities and neighborhoods in the nation" (Hobbs, 1992, p. 24). The Black/White Populations factor, entering on the last step of the factor score regression, also was statistically nonsignificant. This was rather surprising in light of the numerous studies indicating race as either a direct or indirect predictor of transfer. Perhaps this lack of influence on rural community college transfer' rates is the result of uneven distribution (or in some instances the virtual absence) of minority populations both within and between many of the service areas of the rural institutions under study. It also may serve to reinforce the oft-stated observation of Cohen and Brawer that institutions that are good at transfer are good at transfer, and therefore orient o·ri·ent v. 1. To locate or place in a particular relation to the points of the compass. 2. To align or position with respect to a point or system of reference. 3. their programs and services to promote and facilitate transfer (Cohen & Brawer, 1987). Two-tailed t Test Comparisons Two-tailed t tests were employed to examine the influence that various state articulation and transfer polices have upon transfer rates. Using a taxonomy of policy types developed by Kintzer (1989), three sub-samples were constructed--each reflecting those rural colleges from states where each type of policy (legally mandated, state system, or voluntary) prevails. Kintzer's (1989) taxonomy of policy types is graduated in terms of greater-to-lesser formalization for·mal·ize tr.v. for·mal·ized, for·mal·iz·ing, for·mal·iz·es 1. To give a definite form or shape to. 2. a. To make formal. b. and specificity. The respectively assigned categories are: (I) legally based policies, where transfer is authorized au·thor·ize tr.v. au·thor·ized, au·thor·iz·ing, au·thor·iz·es 1. To grant authority or power to. 2. To give permission for; sanction: in the state constitution or in legislation and where general education requirements are presented in detail; (II) policies not legislatively mandated where articulation and transfer are less formal and prescriptive pre·scrip·tive adj. 1. Sanctioned or authorized by long-standing custom or usage. 2. Making or giving injunctions, directions, laws, or rules. 3. Law Acquired by or based on uninterrupted possession. ; (III) formal agreements or informal arrangements negotiated between institutions or segments and that are not binding; and (IV) policies having detailed agreements on vocational-technical course and credit transfer. This last and least formal category did not apply to any of the sample colleges in the present study. Table 8 displays the means and standard deviations In statistics, the average amount a number varies from the average number in a series of numbers. (statistics) standard deviation - (SD) A measure of the range of values in a set of numbers. for the institutional transfer rates and environmental conditions of the total sample, including the three sub-samples of colleges operating under the different types of state articulation and transfer policies. Again, the sub-sample averages were compared by two-tailed t tests to further explore the influence of policy on transfer rate outcomes, as well as to assess variations in environmental conditions between and among the states. Table 8 Means and Standard Deviations for Transfer Rates and Environmental Conditions for Total Sample & Policy I, II, III Colleges Samples RATE SAWHT Total (N=97) M 19.52 80.49 SD 10.29 14.17 Policy I (N=32) M 22.95(**)III 88.38(***)II/(**)III SD 9.07 8.75 Policy II (N=56) M 18.47 76.41 SD 10.85 15.32 Policy III (N=9) M 13.87 77.79 SD 7.31 11.26 Samples SABLK SAAI Total (N=97) M 14.01 2.04 SD 15.03 4.74 Policy I (N=32) M 5.78(***)II .39(*)II /(***)III SD 6.25 .46 Policy II (N=56) M 20.37(**)III 3.01 SD 16.53 6.02 Policy III (N=9) M 3.76 1.90 SD 2.78 1.29 Samples SAA SAHISP Total (N=97) M .82 6.90 SD 1.42 15.32 Policy I (N=32) M .65(*)II/(***)III 11.44(**)II SD .75 21.17 Policy II (N=56) M .41(***)III 1.40(***)III SD .40 2.24 Policy III (N=9) M 4.02 5.05 SD 2.87 19.47 Samples SAMALES SAPOP Total (N=97) M 94.52 100.90 SD 12.17 110.02 Policy I (N=32) M 99.67 78.02 SD 6.59 82.96 Policy II (N=56) M 92.38 109.76 SD 14.85 97.96 Policy III (N=9) M 100.19 127.07 SD 2.91 221.83 Samples SANOHS Total (N=97) M 32.32 SD 8.56 Policy I (N=32) M 28.66(***)II SD 9.11 Policy II (N=56) M 34.96(*)III SD 6.98 Policy III (N=9) M 28.98 SD 10.43 Samples SAHS SABA Total (N=97) M 67.50 12.91 SD 8.51 4.23 Policy I (N=32) M 71.16(***)II 14.06(*)II SD 9.06 4.90 Policy II (N=56) M 64.94(*)III 12.09 SD 6.91 3.70 Policy III (N=9) M 71.02 13.89 SD 10.43 4.02 Samples SAINC SAUNEMP Total (N=97) M 27718 6.64 SD 5174 2.44 Policy I (N=32) M 28088 7.48(***)II/(*)III SD 4987 2.57 Policy II (N=56) M 27113 5.69(***)III SD 5202 1.71 Policy III (N=9) M 30173 9.52 SD 5385 2.76 Samples SAPOV PROX1 Total (N=97) M 5.19 .51 SD 4.8 .74 Policy I (N=32) M 6.14(**)II/(**)III .41 SD 6.21 .61 Policy II (N=56) M 3.47(***)III .61 SD 1.22 .82 Policy III (N=9) M 12.46 .22 SD 5.79 .44 Samples PROX2 COST Total (N=97) M 1.99 1555 SD 1.36 1069 Policy I (N=32) M 1.56(*)II 1818(**)II SD 1.11 1037 Policy II (N=56) M 2.34(*)III 1256(**)III SD 1.43 879 Policy III (N=9) M 1.33 2483 SD 1.12 1538 Samples CWHT Total (N=97) M 77.64 SD 18.24 Policy I (N=32) M 80.00 SD 23.14 Policy II (N=56) M 78.25(*)III SD 13.58 Policy III (N=9) M 65.78 SD 21.61 Samples CBLK CAI Total (N=-97) M 12.37 2.05 SD 12.11 5.04 Policy I (N=32) M 5.62(***)II .31(*)II/(***)III SD 4.16 .64 Policy II (N=56) M 17.46(**)III 3.04(*)III SD 13.43 6.40 Policy III (N=9) M 4.67 2.11 SD 4.64 1.54 Samples CA CHISP Total (N=-97) M .88 7.00 SD 1.54 17.42 Policy I (N=32) M .69(***)III 13.28(***)II SD .6924 .87 Policy II (N=56) M .43(***)III .82(***)III SD .60 1.21 Policy III (N=9) M 4.33 23.11 SD 3.04 22.74 Samples CMALES EXPEND Total (N=-97) M 41.78 8886 SD 7.21 2905 Policy I (N=32) M 45.10(**)II 8058(*)III SD 5.32 2375 Policy II (N=56) M 39.61 9056 SD 7.70 2691 Policy III (N=9) M 43.43 10770 SD 5.13 4763 Samples UND25 FTE Total (N=-97) M 30.56 1280 SD 8.70 906 Policy I (N=32) M 30.84 1704(***)II SD 8.90 1100 Policy II (N=56) M 31.38(*)III 981(**)III SD 8.60 616 Policy III (N=9) M 24.50 1637 SD 6.84 1033 Samples FTF Total (N=-97) M 34.01 SD 13.47 Policy I (N=32) M 39.66(**)II SD 16.77 Policy II (N=56) M 31.41 SD 11.18 Policy III (N=9) M 30.08 SD 5.96 Policy I: Legally based policies, where transfer is authorized in the state constitution or in legislation, and where general education requirements are presented in detail (Colorado, Illinois, and Texas). Policy II: Policies not legislatively mandated, where articulation and transfer is less formal and prescriptive (North Carolina North Carolina, state in the SE United States. It is bordered by the Atlantic Ocean (E), South Carolina and Georgia (S), Tennessee (W), and Virginia (N). Facts and Figures Area, 52,586 sq mi (136,198 sq km). Pop. and Oklahoma). Policy III: Formal agreements or informal arrangements negotiated between institutions or segments and which are not binding (California). Environmental conditions not included: POLICY and SAAGE. Legend: 88.38(***)II/(**)III indicates that this mean differs from the respective Policy II mean at the .001 level of significance; it also differs from the respective Policy III mean at the .01 level. (*) p < .05 (**) p < .01 (***) p < .001 Findings As Table 8 indicates, there are significant differences in transfer rates between Policy I (legally mandated) and Policy III (voluntary agreement) colleges. Policy I colleges that are located in Illinois, Colorado, and Texas demonstrated a transfer rate average of 22.95% whereas Policy III colleges located in California averaged 13.87%. There has been no consistent evidence that high institutional transfer rates positively correlate with articulation and transfer agreements (Eaton, 1994). The present study, however, suggests that the type of policy may be of key importance. Comparisons via two-tailed t testing of the three sub-samples of colleges operating under the different state articulation and transfer policy types indicated a significant difference in mean transfer rate outcomes for Policy I colleges and Policy III colleges. The respective means for Policy I and Policy III colleges were 22.95 versus 13.87, a difference significant at the 0.01 confidence level. It should be noted that the Policy I mean closely approximates the national transfer rate of 23%, a figure derived through the Transfer Assembly Project (Cohen, 1993). Banks (1992) also employed Kintzer's taxonomy in her study of environmental conditions. She, too, found more formalized for·mal·ize tr.v. for·mal·ized, for·mal·iz·ing, for·mal·iz·es 1. To give a definite form or shape to. 2. a. To make formal. b. articulation and transfer policy as a significant external condition influencing transfer, second only in importance to service area income. Recommendations for Future Research A number of the environmental conditions investigated in the present study have already been examined in previous research concerning transfer. Chief among them are conditions of service area population density, median family income, state articulation and transfer policy, as well as the internal conditions of full-time faculty, full-time enrollment, and racial and gender characteristics. Research that focuses on these conditions and their effects on transfer should be continued through the employment of the Katsinas and Lacey typology. It is recommended that a stratified random sample be selected of publicly controlled rural community colleges using the small, medium, and large categorization criteria; of course, such an examination could be broadened by including urban and suburban colleges to further test the classification scheme's usefulness. Investigations concerning transfer should also turn inward in·ward adj. 1. Located inside; inner. 2. Directed or moving toward the interior: an inward flow. 3. , determining not only how organizational features differ among the community college types but how they influence transfer outcomes. Cohen (1993) has suggested that those community colleges that demonstrate concerted effort and commitment to promoting transfer and that put into play a number of programs and policies to enhance transfer, in turn, effect greater transfer rates. Thus, qualitative case study approaches should be undertaken to examine curricula, transfer programs, policies, and initiatives; collaborative efforts between secondary and senior institutions; governance Governance makes decisions that define expectations, grant power, or verify performance. It consists either of a separate process or of a specific part of management or leadership processes. Sometimes people set up a government to administer these processes and systems. structures; student services; institutional climate; and the general institutional ethos e·thos n. The disposition, character, or fundamental values peculiar to a specific person, people, culture, or movement: "They cultivated a subversive alternative ethos" Anthony Burgess. toward the transfer function. Turning outward, state policy clearly does matter, and states serious about implementing "seamless" K-16 education systems should seriously re-examine re·ex·am·ine also re-ex·am·ine tr.v. re·ex·am·ined, re·ex·am·in·ing, re·ex·am·ines 1. To examine again or anew; review. 2. Law To question (a witness) again after cross-examination. their transfer policies to promote better interinstitutional articulation and transfer. Foundations and the federal government should consider supporting research related to these issues. Finally, studies are needed that examine transfer between two- and four-year institutions within academic areas that have been traditionally defined as vocational or terminal. Site visits by one of the co-authors to some 200 community colleges in 33 states over the past decade suggests that the transfer of students in traditionally vocational areas is significant, and that technology, which after all drives vocational curricula, is making more of these curricula transferable to four-year institutions. Previous studies that have examined the effects of environmental conditions on transfer rates (Alkin & Hendrix, 1967; Banks, 1992; Berman & Weiler, 1990; McIntyre, 1987) all used multiple regression as the principal statistical method of analysis. The present study of transfer variables, however, is the first to incorporate factor analysis; and this approach is recommended as either a primary or supplemental procedure for future investigations. Aside from addressing the problems of multicollinearity that may surface (especially in the use of numerous types of demographic and economic data), the constructs developed through the factor analysis reduction allow an investigator to determine how variables are related via their groupings and loadings. One interesting example from this study was the Unemployment-Poverty/Asian & Hispanic populations factor that demonstrated the linkage linkage In mechanical engineering, a system of solid, usually metallic, links (bars) connected to two or more other links by pin joints (hinges), sliding joints, or ball-and-socket joints to form a closed chain or a series of closed chains. of rural Asian and Hispanic populations to economic marginality. Concluding Remarks The community college transfer function has been heavily criticized in recent years as a number of studies have pointed to its apparent deterioration de·te·ri·o·ra·tion n. The process or condition of becoming worse. . Whether such negative appraisal is warranted given that transfer is but one of many roles performed by the community college, it has undoubtedly exacerbated the scrutiny of state and federal agencies and legislatures concerned with institutional assessment, effectiveness, and accountability at the postsecondary level. Unfortunately, past evaluation policy and imperatives established by these entities have not always been applicable to colleges located in rural settings. Alfred and Peterson (1990) remind us that although transfer has become a national assessment issue, it still operates within a local context. Illuminating il·lu·mi·nate v. il·lu·mi·nat·ed, il·lu·mi·nat·ing, il·lu·mi·nates v.tr. 1. To provide or brighten with light. 2. To decorate or hang with lights. 3. the differences in rural versus urban and suburban contexts--the differences in demographic, geographic, economic, and institutional conditions--as they affect transfer can only lead to more informed policy by outside agencies, including wiser programmatic pro·gram·mat·ic adj. 1. Of, relating to, or having a program. 2. Following an overall plan or schedule: a step-by-step, programmatic approach to problem solving. 3. additions or changes on the part of the colleges themselves. It is hoped that this study will spur future investigations toward that end. References American Association American Association refers to one of the following professional baseball leagues:
Alfred, R. L., & Peterson, R. O. (1990). Keeping transfer in perspective. Community, Technical, and Junior College Journal, 60(6), 26-30. Alkin, M. C., & Hendrix, V. L. (1967). Input-output relationships in a sample of California public junior colleges. University of California, Los Angeles UCLA comprises the College of Letters and Science (the primary undergraduate college), seven professional schools, and five professional Health Science schools. Since 2001, UCLA has enrolled over 33,000 total students, and that number is steadily rising. : Center for the Study of Evaluation of Instructional Programs. (ERIC Document Reproduction Service No. ED 014 989) Aron, A., & Aron, E. N. (1997). Statistics for the behavior and social sciences. Upper Saddle River Saddle River may refer to:
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This article is about reference works. For the subnotebook computer, see .
1 City (1990 pop. 26,265), Johnson co., central Ind.; settled 1822, inc. as a city 1960. A residential suburb of Indianapolis, Greenwood is in a retail shopping area. Manufactures include motor vehicle parts and metal products. . Grubb, W. N. (1990). The decline of community college transfer rates: Evidence from national longitudinal surveys The National Longitudinal Surveys (NLS) are a set of surveys conducted by the US Department of Labor's Bureau of Labor Statistics, designed to gather information at multiple points in time on significant life events of several population samples of US citizens, especially their . Berkeley, CA: The University of California The University of California has a combined student body of more than 191,000 students, over 1,340,000 living alumni, and a combined systemwide and campus endowment of just over $7.3 billion (8th largest in the United States). . Hall, G. L. (1968). 100,000 and under: Occupational education in the rural community junior college. Washington, DC: American Association of Community and Junior Colleges. Higher Education Publications (1996). The HEP higher education directory. Falls Church Falls Church, independent city (1990 pop. 9,578), NE Va., a residential suburb of Washington, D.C.; inc. as a town 1875, as a city 1948. There is diverse light manufacturing, including telecommunications equipment. , VA: Author. Hobbs, D. (1992). The rural context for education: Adjusting the images. In M.W. Galbarith (Ed.), Education in the rural community: A lifelong process (pp. 21-41). Malabar, FL: Krieger. Illinois Community College Board (1990). A study of fall 1980 Illinois Community college freshmen earning baccalaureate degrees from Illinois public universities (1980-1988). (ERIC Document Reproduction service No. ED 322 963) Johnson, J. L. (1999). An empirical assessment of institutional capacity at rural community colleges: Does size matter? Unpublished doctoral dissertation, University of Toledo National recognition In its 125-year history UT has garnered several national accolades. The University’s programs, faculty and facilities have been highlighted in the media, including , Ohio. Katsinas, S. G., & Lacey, V. A. (1996). A classification of community colleges in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. : A technical report. (Education and Culture Program Grant No. 930-579). Unpublished report to the Ford Foundation. Kempner, K., & Kinnick, M. (1990). Catching the window of opportunity: Being on time for higher education. Journal of Higher Education, 61(5), 535-547. Killacky, J., & Valadez, J. R. (1995). Portrait of the rural community college. San Francisco: Jossey-Bass. Kintzer, F. C. (1989). Articulation and transfer: A review of current literature on statewide and interinstitutional program models and trends. Trenton: New Jersey State Department of Higher Education, 1989. (ERIC Document Reproduction Service No. ED 311 946) Knoell, D. M. (1990). Transfer, articulation, and collaboration Working together on a project. See collaborative software. : Twenty-five years later. Washington, DC: American Association of Community and Junior Colleges. Lee, V. E., & Frank, K. A. (1990). Student characteristics that facilitate transfer from two-year to four-year colleges. Sociology of Education The sociology of education is the study of how social institutions and individual experiences affect educational processes and outcomes. Education has always been seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment. , 63(2) 178-193. McIntyre, C. (1987). Assessing community college transfer performance. 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Washington, DC: American Council on Education Established in 1918, the American Council on Education (ACE) is a United States organization comprising over 1,800 accredited, degree-granting colleges and universities and higher education-related associations, organizations, and corporations. . U. S. Department of Commerce, Bureau of the Census. (1994). County and city data book: A statistical abstract supplement. Washington, DC: U.S. Government Printing Office. Valadez, J. R. (1993). Cultural capital and its impact on the aspirations aspirations npl → aspiraciones fpl (= ambition); ambición f aspirations npl (= hopes, ambition) → aspirations fpl of nontraditional community college students. Community College Review, 21(3), 30-43. Valadez, J. R., & Killacky, J. (1995). Opening the shutter (1) An opaque window that is moved in one direction to let light in and in another to close off the light. In fixed-lens cameras, one shutter often suffices for aperture and speed. . In J. Killacky & J. R. Valadez (Eds.), Portrait of the rural community college (pp. 5-7) San Francisco: Jossey-Bass. Velez, W., & Javalgi, R. G. (1987). Two-year to four-year college: The likelihood of transfer. American Journal of Education Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. Published by the University of Chicago Press, AJE , 96(1), 81-94. Vineyard, E. E. (1978). AACJC AACJC American Association of Community and Junior Colleges task force report: The rural community college. Community College Review, 6(3), 29-45. C. Steven Higgins coordinates developmental education at The Ohio State University Ohio State University, main campus at Columbus; land-grant and state supported; coeducational; chartered 1870, opened 1873 as Ohio Agricultural and Mechanical College, renamed 1878. There are also campuses at Lima, Mansfield, Marion, and Newark. at Lima, Ohio Lima (IPA pronunciation: [laɪmə]) is a city in the U.S. state of Ohio and the county seat of Allen CountyGR6. . (higgins.2@osu.edu) Stephen G. Katsinas is an associate professor in the Department of Educational Leadership at the University of Toledo in Toledo, Ohio
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