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Higher Education Coordinating Board October 27, 2009 University of Washington Tacoma

The Role of Transfer in the Attainment of Bachelor’s Degrees at Washington Public Baccalaureate Institutions, Class of 2006. Higher Education Coordinating Board October 27, 2009 University of Washington Tacoma. Method and Questions. Used combined PCHEES & SBCTC data files

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Higher Education Coordinating Board October 27, 2009 University of Washington Tacoma

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  1. The Role of Transfer in the Attainment of Bachelor’s Degrees at Washington Public Baccalaureate Institutions, Class of 2006 Higher Education Coordinating Board October 27, 2009 University of Washington Tacoma

  2. Method and Questions • Used combined PCHEES & SBCTC data files • Conducted by Paul Stern, Kirby Pitman, and Dave Pavelchek, SESRC – Puget Sound Division • Examined academic and background characteristics of 2006 Public Baccalaureate Graduates (n=19,272), including by: • campus type – (main, branch, and center) • % transfer vs. direct entry • type of two-year degree earned • enrollment in pre-college English or math • successful degree completion (by 6 broad major areas)

  3. Limitations Some variables were not available in the developing database (e.g. earned credits, etc.) Some data were missing, particularly transfer credits from institutions other than Washington Community and Technical Colleges Some data were collected inconsistently by colleges (e.g. dual credit)

  4. Public degree production has grown rapidly at centers, branch campuses, and other off-campus locations

  5. Most graduates enrolled in courses at two or more colleges

  6. Transfer Status by Age at Graduation 10,000 30+ 25-29 7,500 Under 25 5,000 2,500 0 Direct Entry CTC Transfers Other Transfer (9,191) (7,278) (2,797) Direct entry students tended to be younger (under 25) than transfer students

  7. Campus Type by Age at Graduation 100% 7% 11% 14% 14% 38% 18% 18% 75% 50% 50% 27% 79% 24% 71% 68% 25% 35% 26% 0% Center (N=1,321) Total (N=19,266) Regional Comp. (N=6,721) Research Univ (N=9,291) Branch Campus (N=1,933) Under 25 25-29 30+ The student population at branches and centers are older . . .

  8. Transfer Status by Campus Type Research Univ 29% 11% 59% (N=9,292) Regional Comp 34% 14% 52% (N=6,726) Branch Campus 71% 27% 2% (N=1,933) 67% 23% 11% Center (N=1,321) 0% 25% 50% 75% 100% CTC Transfers Other Transfer Direct Entry . . . and more are transfer students

  9. The majority of CTC transfer students successfully completed remedial coursework and went on to complete a Bachelor’s degree

  10. More than 4,500 students successfully completed remedial coursework at a CTC in English or Math and progressed to a bachelor’s degree 35% of STEM graduates (n=232) and 50% of business graduates (n=505) took pre-college math

  11. Majors by Campus Type 100% 7% 6% 9% 12% 22% 24% 31% 27% 75% 12% 33% 14% 25% 11% 5% 20% 50% 3% 17% 4% 16% 2% 15% 2% 4% 5% 9% 24% 9% 1% 25% 17% 13% 31% 23% 17% 16% 13% 0% Overall Research Univ Regional Comp Branch Campus Center Other Arts and Letters Soc Sci & Psych Health Education STEM Business Mission Matters: Different types of institutions tend to specialize in particular majors Distribution of Majors by Campus Type

  12. Median Credits Attempted/Earned Toward Business Degree 242.0 208.5 credits 211.0 207.0 199.5 Total Business DTA No AA Technical (N=1,211) DTA (N=923) Earned and Other (N=44) (N=175) Degree (N=69) Transfer Pathways seem to be effective 48 out of 53 students completing the Business DTA/MRP earned a bachelor’s degree in business

  13. Transfer Pathways seem to be effective • 145 out of 152 students completing an A. S. Track 2 (engineering/physics) completed a bachelor’s degree in a STEM-related major • 68 out of 83 students earning an A. S. Track 1 (biology/chemistry) majored in either STEM or health

  14. Next Steps • Continue working with Education Research and Data Center (ERDC) to improve PCHEES data set. • Capture earned as well as attempted credits • Identify core questions for longitudinal studies about transfer, as well as any additional questions more suitable for periodic studies. • Consider the pro’s and con’s in integrating the two transfer studies we currently conduct into one report.

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