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THE EFFECT OF ACADEMIC

FACTORS ON TRANSFER
STUDENT PERSISTENCE AND
GRADUATION: A COMMUNITY
COLLEGE TO LIBERAL ARTS
COLLEGE CASE STUDY
a b
Brent D. Cejda , Kirsten L. Rewey & Alice J.
b
Kaylor
a
College of Education , Texas Tech University ,
Lubbock, Texas, USA
b
Department of Saint Vincent College ,
Latrobe, Pennsylvania, USA
Published online: 03 Aug 2006.

To cite this article: Brent D. Cejda , Kirsten L. Rewey & Alice J. Kaylor (1998)
THE EFFECT OF ACADEMIC FACTORS ON TRANSFER STUDENT PERSISTENCE AND
GRADUATION: A COMMUNITY COLLEGE TO LIBERAL ARTS COLLEGE CASE STUDY,
Community College Journal of Research and Practice, 22:7, 675-686, DOI:
10.1080/1066892980220705

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 THE EFFECT OF ACADEMIC FACTORS ON
TRANSFER STUDENT PERSISTENCE AND
GRADUATION: A COMMUNITY COLLEGE TO
LIBERAL ARTS COLLEGE CASE STUDY

Brent D. Cejda
College of Education, Texas Tech University, Lubbock, Texas,
Downloaded by [The UC Irvine Libraries] at 15:54 03 November 2014

USA

Kirsten L. Rewey and Alice J. Kaylor

Department of Saint Vincent College, Latrobe, Pennsylvania,
USA

Critics contend that enrollment in a community college lessens the likelihood that a
student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number
of studies have examined personal, demographic, and environmental character-
istics that influence the academic performance of community college transfer stu-
dents. This research has included characteristics that are not readily available to
admissions representatives at four-year institutions, and studies have not con-
sidered the private, liberal arts college as the senior institution.
The purpose of this study was to identify easily ascertainable characteristics that
occur prior to transfer and to assess the relationship of these characteristics to
persistence and baccalaureate attainment at a private, liberal arts college. Two
academic factors related to persistence and graduation were included in the meth-
odology: completion of the associate (AA) degree and community college grade
point average (GPA) The subjects for the study were 200 students who completed
the AA degree and transferred from one of three community colleges to a private,
liberal arts college over a 5-year period.
Results indicated that whereas completion of the AA degree resulted in a higher
persistence/graduation rate, completion of the AA degree with a community college
GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to
that of native students.

The role of the community college in baccalaureate education has

been questioned. Using data from the National Longitudinal Study of
the Class of 1972, Adelman (1992) found that only 30% who had com-
pleted an associate degree went on to earn a bachelor's degree.
Address correspondence to Brent D. Cejda, College of Education, Texas Tech Uni-
versity, Lubbock, Texas 79409-1071.

Community College Journal of Research and Practice, 22: 675-686, 1998

Copyright © 1998 Taylor & Francis
1066-8926/98 $12.00 + .00 675
 676 B. D. Cejda el al.

Pincus and Archer (1989) estimated that the national transfer rate
declined from approximately 33% in the 1960s to between 15 and 25%
during the late 1980s. Additional studies also warned of increasing
declines in both the number of transfer students and their attainment
of the bachelor's degree (Bernstein, 1986; Dougherty, 1987; Grubb,
1991; Rendon & Mathews, 1989). Critics have declared failure in
achieving the transfer mission and contend that enrollment in a com-
munity college substantially reduces a student's chances of baccalau-
reate attainment (Brint & Karabel, 1989; Dougherty, 1992; Pascarella
& Terenzini, 1991).
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Community colleges, however, have continued to attract an

increasing percentage of students. Since 1990, more than 50% of all
first-time students have enrolled in community colleges, and com-
petition, for the "transfer market" has increased (Keener, 1994). More-
over, a review of proposals for the state-level restructuring of higher
education displays continued initiatives to improve transferability
and to utilize the community college as a means to improve access to
baccalaureate education (Marcus, 1997).
Townsend, McNerny, and Arnold (1993) categorized research con-
cerning transfer and degree completion rates into three types: (1)
student-centered explanations, (2) institutional-centered explana-
tions, and (3) societal analyses. Student-centered studies have exam-
ined both academic and personal characteristics and behaviors (e.g.,
Anglin, Davis, & Mooradian, 1995; Graham & Hughes, 1994; Lee &
Frank, 1990). Institutional-centered studies have focused on culture,
practices, and cooperation (e.g., Bender, 1990; Knoell, 1990; To-Dutka
& Weinman, 1991). Societal analyses have indicated economic and
political factors that have reduced that prominence of transfer educa-
tion at community colleges (Bernstein, 1986; Clowes & Levin, 1989;
Dougherty, 1994).
Townsend et al. (1993) emphasized the importance of student-
centered research from the perspective of senior institutions that
actively recruit community college transfers. These authors also
pointed to studies that included characteristics "not easily ascertain-
able by senior institutions" (p. 434) and recommended easily ascer-
tainable characteristics in future research. Graham and Hughes
(1994) stressed the importance of student-centered explanations to
admissions, counseling, and advising personnel charged with assist-
ing students in the transfer process. Only a few studies, however,
have been conducted regarding the relationship between transfer stu-
dents' characteristics and completion of a bachelor's degree. More-
over, a review of research included in the Educational Resources
Information Center (ERIC) database revealed two studies that
 The Effect of Academic Factors 677

included private institutions in state-wide analyses and one study

incorporating a private university as the receiving institution. No
examinations of the topic were found that involved a private, liberal
arts college as the senior institution.

PURPOSE
The purpose of this study was twofold. The first purpose was to
review the student-centered literature to identify easily ascertain-
able, pre-transfer characteristics that directly influence academic
success (defined as persistence and the completion of the bachelor's
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degree). An assessment of the relationship between the identified

characteristics and the completion of the baccalaureate degree at a
private, liberal arts college was the second purpose of the study.

METHOD

Characteristics That Affect Academic Success

We searched the ERIC database from January 1965 to December 1996
to identify characteristics that are related to the academic success of
community college transfer students. Academic achievement, college
transfer students, community colleges, grade point average (GPA),
predictor variables, student characteristics, and two-year college stu-
dents were used as descriptors in the search. From this literature, we
sought to identify pre-transfer characteristics that could be easily
ascertained by personnel involved in admissions decisions and aca-
demic advising.
The vast majority of characteristics that have been found to
predict the academic success of community college transfer students
were not included in this study. A significant number were excluded
because they did not meet the easily ascertainable or pre-transfer cri-
teria. These include academic and social integration at the four-year
institution (Pascarella, Smart, & Ethington, 1986); the external
factors of family, job, and financial resources (Johnson, 1987); the
personal factors of high self-motivation, clear goals, and high level of
involvement in community college life (Kinnick & Kempner, 1988)
and the behavior of frequent consultation with community college
faculty outside of class (Graham & Hughes, 1994). The characteristics
of high school GPA and class rank, gender, and ethnicity were
excluded because of dissimilar findings of both significance
(Pascarella, et al., 1986; Baldwin, 1993) and non-significance (Anglin
et al., 1995, Baldwin, 1993; Graham & Hughes, 1994).
Two academic factors from the review of literature were incorpor-
 678 B. D. Cejda et al.

ated in the methodology of this study; upper division status (denned

as completion of the associate degree or at least 60 credits) and com-
munity college grade point average. Research studies have consis-
tently found a relationship between both of these factors and degree
persistence and completion. In addition, upper division status and
community college GPA occur prior to transfer and are easily ascer-
tainable by personnel in admissions and advising.
A number of studies have revealed a relationship between upper
division status and degree persistence and/or completion. This
research is grounded on the phenomenon of "transfer shock," the
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decline in GPA experienced by community college transfer students

during their first semester at a four-year institution (Hills, 1965).
Findings concerning the academic performance of upper division
community college transfers have ranged from transfer shock that
was less than that experienced by lower division transfers (House,
1989; Keeley & House, 1993; Graham & Hughes, 1994; Richardson &
Doucette, 1980) to no significant difference between the GPAs of
junior transfers and native juniors (Best & Gehring, 1993; Miller,
Janawsky, & Katz, 1977). The only study that incorporated tests of
significance (Graham & Hughes, 1994) found a consistent pattern
between completion of an AA degree and higher grades at the four-
year institution. These authors concur that upper division status is
directly related to academic performance and, thus, persistence.
Two studies carried persistence through to graduation and found
statistical significance between the graduation rates of upper divi-
sion and lower division transfers. In one study, 40% of the upper divi-
sion transfers graduated, compared to 30.9 % of the lower division
transfers (Best & Gehring, 1993). A more markedly higher graduation
rate, 68.8 percent for upper division transfers versus 49.7 percent for
lower division transfers, was evidenced in the second study (House,
1989).
Additional research has indicated a relationship between com-
munity college and four-year college GPA. The common research
method employed in such investigations has been the grouping of stu-
dents by pre-transfer GPA (i.e., 2.0-2.49, 2.5-2.99, 3.0-3.49, 3.5-4.0) and
the comparison of each group to an achieved post-transfer GPA of 2.0.
Miller et al. (1977) reported increasing percentages (83 to 91 to 96 to
98) in the pre-transfer GPA groups that realized a junior year post-
transfer GPA of 2.0 or higher and concluded that community college
GPA indicated the likelihood of satisfactory academic performance at
four-year institutions. Subsequent research efforts have attempted to
correlate community college GPA with the achievement of a first
semester, post-transfer GPA of 2.0 or greater. Based on percentages of
 The Effect of Academic Factors 679

accomplishment, findings have indicated that a post-transfer GPA of

2.0 or higher requires a pre-transfer GPA of 2.61 and 3.0 (Baldwin,
1993; Britton, 1969). Townsend et al. (1993) identified 2.5 as the
minimum pre-transfer GPA but utilized post-transfer GPA means
rather than percentages in the methodology. These authors contend
that persistence and degree completion rates increase when the com-
munity college GPA required for admission is at least that which
indicates the likelihood of satisfactory academic performance.

Sample
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To assess the relationship of upper division status and community

college GPA to persistence and completion of the bachelor's degree at
a private, moderately selective liberal arts college, we considered a
population of students and then gathered data on a sample of that
population. The population included all traditional aged (18-22), full-
time students who completed an AA degree and transferred from one
of three public community colleges to a nearby private, liberal arts
college between the fall of 1990 and the fall of 1995. Traditional aged
students were selected to match the demographics of the liberal arts
college (92% traditional aged). Full-time students were selected for
the two following reasons. The student population of the liberal arts
college attends predominately full-time (94%) and part-time enroll-
ment has been identified as a barrier to degree completion (Pincus &
DeCamp, 1989). Completion of the AA degree, rather than a certain
number of credit hours, was incorporated to eliminate "gypsy
student" or multiple transfer behavior (Kearney & Townsend, 1991).
These limitations attempted to reduce the influence of other charac-
teristics that may or may not hinder persistence and degree com-
pletion.
An initial population of 263 students was identified. On the basis of
community college GPA, this population was placed in one of the
following four groups: 2.0 to 2.49 (n = 51), 2.5 to 2.99 (n = 54), 3.0 to
3.49 (n = 76), and 3.5 to 4.0 (n = 82). We decided to take an "equal
numbers" approach, and we used random sampling to select 50 stu-
dents from the population of each group. Using records from the
liberal arts college, we identified the three following academic char-
acteristics for each of the 200 students in the sample: (1) cumulative
community college GPA; 2) first-semester GPA at the liberal arts
college; and 3) persistence (i.e., graduated, still enrolled, left).
For the purposes of comparison, the liberal arts college provided
us with three additional pieces of information. First, graduation/
persistence percentages for native students entering their junior year
 680 B. D. Cejda et al.

during the time of this study (fall 1990 to fall 1995) were provided to
enable comparison of native and transfer graduation rates. Second,
the total number of students who transferred from the respective com-
munity colleges during the years included in this study was provided.
By eliminating the population considered for this study, we were able
to compare persistence rates between upper division and lower divi-
sion transfers. Third, graduation/persistence rates for all transfer stu-
dents from the respective community colleges were provided. We
were able to use this information to compare degree completion
between the sample and the total transfer population from the com-
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munity colleges.

Data Analyses
To test the relationship between community college GPA and liberal
arts college GPA, we computed difference scores on pre- and post-
transfer GPA for each student in the study. A negative difference
indicated the student had a higher cumulative GPA at the community
college, whereas a positive difference score indicated the student had
a higher first semester GPA at the liberal arts college. Means of the
GPA difference scores, with standard deviations in parentheses, for
the respective groups were as follows: 3.5-^4.0 GPA = —.3122 (.4741);
3.0-3.49 GPA = -.0544 (.4438); 2.5-2.99 GPA = .0258 (.6220); and 2.0-
2.49 GPA = .2006 (.4485).
An analysis of variance (ANOVA) was performed on the difference
scores, using the groups of community college GPAs as the indepen-
dent variable. The results of the ANOVA indicated a significant dif-
ference in the GPA difference scores for the different groups, F(3,
196) = 9.0072, p < 0.01, MSe = .2524. A Tukey's HSD post hoc test
showed that the GPA difference scores of two groups were signifi-
cantly different from a third group. Specifically, the difference scores
of the 2.0-2.49 and 2.5-2.99 groups were significantly different from
the difference scores of the 3.5-4.0 group, Tukey's Q a .05 = 3.67.
There were no other significant differences between groups.
It was possible that the data contained several "outlying points,"
which may have skewed the ANOVA results. In order to identify
potential outliers, we made a comparison between the GPA groups at
the community college and similar groups at the liberal arts college
(see Table 1). Although there was movement throughout the GPA
ranges in each of the groups, more than three-fourths of the sample
remained in the same group or moved to the next corresponding GPA
range (higher or lower). Thus, we determined that there was not a
sufficient number of outliers to skew the results.
 The Effect of Academic Factors 681

T A B L E 1 Comparison of Grade Ranges at the Community College and

Grade Ranges at the Liberal Arts Institution

Liberal arts GPA range

Community college
GPA range 3.5-4.0 3.0-3.49 2.5-2.99 2.0-2.49 Below 2.0

53.5-4.0 (N = 50) 52% 34% 10% 4% 0%

3.0-3.49 (N = 50) 30% 34% 30% 4% 2%
2.5-2.99 (N = 50) 14% 20% 28% 30% 8%
2.0-2.49 (N= 50) 6% 6% 28% 54% 6%
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Note. GPA = grade point average.

We computed Pearson product moment correlations to further

example the relationship between community college and liberal arts
college GPA (see Table 2). The Pearson correlations show signifi-
cance between community college and liberal arts GPA for students
in the 3.0-3.49 and 3.5-1.0 GPA groups. There is no significant
relationship between GPA at the community college and GPA at the
liberal arts college for students whose GPA at the community college
is below 2.99.
To test the relationship between community college GPA and per-
sistence and graduation, we examined official records from the liberal
arts college at the end of the spring 1997 semester and identified
whether students in the sample had graduated, were still enrolled, or
had left the college. As the sample entered the liberal arts college
between the fall of 1990 and the fall of 1995, this provided between 2
and 7 years to complete the bachelor's degree. Percentages of
graduation/continued persistence, with number of students in par-
entheses, for the respective community college GPA groups were as
follows: 3.5-4.0 GPA = 84% (42); 3.0-3.49 GPA = 86% (43); 2.5-2.99
GPA = 74% (37); and 2.0-2.49 GPA = 70% (35). We determined three
following persistence/graduation percentages for comparison

TABLE 2 Pearson Product Moment Corre-

lations Between GPA at Community
College and GPA of a Liberal Arts Institu-
tion for each Grade Range
Community college GPA Correlation p

3.5-1.0 (N = 50) .2799 .05

3.0-3.49 (N = 50) .3071 .03
2.5-2.99 (N = 50) .1765 .22
2.0-2.49 (N = 50) .1341 .35
Note. GPA = grade point average.
 682 B. D. Cejda et al.

between the sample, the native population, and the total transfer
population: total sample = 78.5%; students with community college
GPA of 3.0 or higher = 85%; students with community college GPA of
2.99 or lower = 72%.
At the end of the spring 1997 semester, 86% of the native students
entering the junior year during the time of this study had graduated
or were still enrolled. This is a greater percentage than the sample
used in this study, but it is virtually the same percentage as the trans-
fer groups with a community college GPA of 3.0 or higher. A total of
406 students transferred from the respective community colleges and
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completed at least one semester at the liberal arts college during the
years included in this investigation. Thus, 143 students transferred
prior to the completion of the AA degree. Of the 406 transfer stu-
dents, 239 completed the bachelor's degree or were still enrolled at
the end of the spring 1997 semester, a graduation/persistence rate of
58.9%. Thus, the graduation/persistence rate for the sample is mark-
edly higher than that for the total population of transfer students.

DISCUSSION
The purpose of this study was to identify easily ascertainable, pre-
transfer characteristics that influence the academic success of com-
munity college transfer students and to assess the relationship
between these characteristics and the completion of the baccalau-
reate degree at a private, liberal arts college. We conducted a review
of the ERIC database to identify the characteristics and examined
data concerning a sample of 200 transfer students to assess the
relationship with baccalaureate degree completion.
A significant number of characteristics identified through the lit-
erature review were not considered in this study. These included
characteristics that were not easily ascertainable, did not occur prior
to transfer, or which disparate findings had been revealed through
previous research. The literature review revealed two academic
factors that met the criteria of easily ascertainable and pre-transfer
and have been found to influence the academic success of community
college transfers. These two factors, upper division status and com-
munity college GPA, were considered in the methodology of this
study. Based on the strong evidence from previous studies, upper divi-
sion status was an assumption of the methodology. In other words,
GPA data were collected only for those transfer students who had
completed an associate's degree.
Transfer shock was experienced by community college transfers in
both the 3.5-4.0 and 3.0-3.49 GPA groups, with mean declines of .3122
 The Effect of Academic Factors 683

and .0544 respectively. Community college transfers in both the 2.0-

2.49 and 2.5 to 2.99 GPA groups, however, experienced mean GPA
increases during the first semester at the liberal arts college. As
shown in Table 1, there was considerable movement between GPA
groups for all students in this study. Of particular note is that 12% of
the students in the 2.0-2.49 community college GPA group earned
GPAs between 3.0 and 4.0 at the liberal arts college. In addition, 4%
of the students in both the 3.5-4.0 and 3.0-3.4 community college GPA
groups realized GPAs in the 2.0-2.49 range at the liberal arts college.
This research lends support to previous findings that academic per-
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formance at the four-year institution is associated with the com-

munity college GPA. Statistical analysis revealed a significant
relationship between a community college GPA of 3.0 or higher and
the first semester GPA at the liberal arts college. Further evidence of
the importance of community college GPA was found in the rate of
persistence and graduation. The percentage of students with a com-
munity college GPA of 3.0 or higher who persisted and graduated was
essentially the same as for native students; it was 13% higher than
that of students with a community college GPA lower than 3.0.
Furthermore, this study also supports previous findings that upper
division status at the time of transfer is related to baccalaureate
attainment. The graduation/persistence rate for this sample (AA
degree completed) was substantially higher than for the total transfer
population—78.5 to 58.9%. When completion of the AA degree is com-
bined with a GPA level at statistical significance (3.0 or higher), the
graduation/persistence rate increased to equal that of native stu-
dents.

IMPLICATIONS FOR PRACTICE

Because this study is aninstitutional one, focusing on the academic
success of transfer students from particular community colleges to a
particular liberal arts college, it has a number of limitations that call
for caution to be taken in drawing broad, generalized implications for
practice. First, voluntary articulation agreements exist between each
respective community college and the liberal arts college. These
agreements were developed by the faculty of the respective institu-
tions, are regularly reviewed and updated, and encourage the com-
pletion of the AA degree prior to transfer. In instances where such
agreements are not in place, the same results should not be assumed.
Second, the sample used in this study was traditional aged and was
limited to students enrolled on a full-time basis. Institutions with a
non-traditional age and/or part-time transfer population should
 684 B. D. Cejda et al.

review the results with caution. Third, this study focused on com-
munity college transfer students who completed the first semester.
Data for those who did not complete the first semester were not
included in the study. Finally, graduation/persistence rates were com-
pared between a sample, with specific limitations, and a population
without limitations.
This study does provide support to previous research, which found
a relationship between the factors of upper division status and com-
munity college GPA and academic performance at the four-year insti-
tution. The results indicate that completion of the AA degree
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increases the chances of degree completion and that completion of

the AA degree with a 3.0 or higher GPA results in a rate of persist-
ence and baccalaureate attainment that is equal to native students.
This finding is counter to critics who claim that the community
college has failed to meet its transfer mission and argue that attend-
ing the community college lessens the likelihood of baccalaureate
degree completion.
Visual inspection of movement between GPA groups and Person
correlations indicates, however, that there is not a high level of
relationship between community college GPA and first semester GPA
at the four-year institution. Most certainly, any number of character-
istics excluded from this study might impact the students' academic
success. This finding calls for a change in current practices and indi-
cates that admissions representatives and academic advisors may
need to gather information on a complex set of variables regarding
transfer students. Factors, characteristics, and behaviors from an
academic, personal, and external perspective may be required in
order to adequately prepare and guide the student through the trans-
fer process.
From the perspective of the institutions involved in this study, the
findings do have specific implications for practice. Transfer coun-
selors, academic advisors, and admissions representatives should rec-
ognize the key aspects of associate degree completion and a 3.0 or
higher GPA at the community college, reinforce the importance of
achieving and maintaining a high GPA to those community college
students who are interested in transferring to the liberal arts college,
and exercise extra care in working with students from these institu-
tions with lower GPAs. Students from these community colleges with
a GPA of 3.0 or higher can have a good estimate of their GPA at the
liberal arts college by adjusting downward between .05 and .32. Most
important, additional research is recommended to identify possible
causes for lower graduation rates among transfers with lower GPAs
and to develop strategies to address these causes.
 The Effect of Academic Factors 685

Success cannot be measured simply by the number of community

college students that transfer to four-year institutions, but by their
subsequent academic performance, persistence, and completion of the
bachelor's degree. Differences between and among community col-
leges and four-year institutions emphasize the importance of similar
studies incorporating these differing institutional types and cultures.
Moreover, the continuing role of the community college in baccalau-
reate education calls for an ongoing research agenda focused on the
academic performance and success of community college transfer stu-
dents at four-year institutions.
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