An analysis of articulation and transfer procedures for four Tennessee Board of Regents institutions: The effect on baccalaureate attainment
Abstract
Investigation of articulation and transfer practices and the impact on baccalaureate attainment for two pair of community colleges and universities in Tennessee was the focus of this study. The matriculation process of transfer students from Shelby State Community College to the University of Memphis and Motlow State Community College to Middle Tennessee State University was examined in an effort to provide more insight into processes contributing to the baccalaureate graduation rate of community college transfer students. Thoroughly reviewing the literature and analyzing studies by experts accomplished this goal. Additionally, prevalent demographic and socioeconomic factors, barriers and challenges, and transfer, persistence, and graduation rates surrounding the development of articulation agreements were identified. This research included a quantitative study examining transfer and graduation rates of fulltime, first time 1991 and 1995 cohorts of students by race, gender, and age. An analysis was conducted to determine a relationship between institutional practices and student performance. Student performance was measured using number of credit hours obtained pre- and post-transfer, completion of program, and number of years to completion. The methodology consisted of a quantitative critique exploring whether statistically significant differences existed for transfer and graduation rates as a result of institutional practices via parametric statistical tests. Frequency distributions described pertinent characteristics of the sample population. Two paired t-tests were used to detect if relationships existed for students who used articulation process or course equivalency process. The results provided insight into baccalaureate outcomes. The conclusion of the study offered recommendations to academicians and policy makers so that students who begin their college career in community colleges have the ability to obtain a baccalaureate degree.
Subject Area
School administration|Higher education
Recommended Citation
Gladys Athryn Jones,
"An analysis of articulation and transfer procedures for four Tennessee Board of Regents institutions: The effect on baccalaureate attainment"
(2007).
ETD Collection for Tennessee State University.
Paper AAI3277895.
https://digitalscholarship.tnstate.edu/dissertations/AAI3277895