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TCSG to USG Transfer Study Preliminary Results from Pilot Survey

TCSG to USG Transfer Study Preliminary Results from Pilot Survey. Research & Policy Analysis University System of Georgia Board of Regents. Trends on TCSG Transfer Students. A large numbers of students transfer into USG institutions from TCSG institutions each year

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TCSG to USG Transfer Study Preliminary Results from Pilot Survey

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  1. TCSG to USG Transfer StudyPreliminary Results from Pilot Survey Research & Policy Analysis University System of Georgia Board of Regents

  2. Trends on TCSG Transfer Students • A large numbers of students transfer into USG institutions from TCSG institutions each year • Largest percentages of TCSG transfers are located in State Colleges, State Universities and Two-Year Colleges.

  3. Articulation Agreement • 27 General Education courses which transfer between TCSG and USG. • Encourage pursuit of baccalaureate degree opportunities • Questions of interest • Which courses transfer most frequently? • How do students perform in subject-specific follow up courses? • How do TCSG transfers compare to non-transfers? • Are there differences across TCSG sending institutions?

  4. Pilot Survey • Five Participating Institutions • Kennesaw, Georgia Highlands, Valdosta, Clayton, Columbus • Record course-taking behavior of TCSG transfer students. • Start with students that transferred into USG in Fall 2012 • Follow for 1 year • Data provided • Course name and grade received in each transfer course • Course name and grade received in subject-specific follow-up course • Average grade received by peers in follow-up course

  5. Data Overview • For this study, we focused on: • 544 students that transferred 1,086 courses from TCSG to USG

  6. Take-Away • TCSG transfer students: • Perform worse in follow-up courses than in transfer courses • Likely due to higher difficulty level of follow-up courses • Are more likely to withdraw from follow-up courses. • Those that remain in class perform better than their classmates. • Suggests differential attachment to courses which could be driven by characteristics of transfer students.

  7. Finding 1:TCSG transfer students transfer anywhere from 1-6 articulated courses. The average is 1.95. The number of courses transferred varies only slightly by sending institution.

  8. Finding 2:Among the articulated courses, Math (1111/1113) and English (1101/1102) are the most often transferred.

  9. Finding 3 (see Table 1): • On average, TCSG transfer students earn lower grades in follow-up courses than in transfer courses • Not unexpected given that follow-up courses are often higher-level classes (see Appendix Table 1). • English and Math: Follow-up course performance is typically 0.2-0.3 points lower. Largest difference for Psychology and Sociology courses, however note small sample size. • Transfer students have high withdrawal rates in some subjects. • Math: 20% withdrew from follow-up course • English: 10% withdrew from follow-up course

  10. Finding 3 (see Table 1): • Those that remain in the follow-up course earn higher grades than their classmates. • Math and English: Transfer students earn grades 0.3 points higher than average classmate. Finding 4 explores whether these behaviors are specific to transfer students.

  11. *There are some inconsistencies across schools with respect to whether WF grades are included/excluded from the calculation of class average. Interpret with caution.

  12. Finding 4 (see Tables 2 and 3): • We compared the performance of students in the TCSG Pilot Study to non-transfer students using additional institutional data. • We examined transfer and non-transfer students that took the following set of courses: • English: 1101 (initial) and 1102 (follow-up) • Math: 1111/3 (initial) and 1190 (follow-up)

  13. Finding 4 (continued): • Like transfer students, non-transfers do worse in follow-up courses, although to a slightly smaller degree. • This suggests that it is the higher difficulty level of follow-up courses that leads to lower grades after transfer, and not lower ability among TCSG transfer students. • However, withdrawal rates in follow-up courses are twice as high among transfer students compared to non-transfers. • Transfer students may feel less pressure to continue with course, or are better at predicting their likelihood of success.

  14. Finding 4 (continued): • Demographic and academic characteristics of transfers may contribute to differences in course attachment • Older • More likely to be female • Enroll for more credit hours than non-transfer students. Despite their higher withdrawal rates, they still earn a higher number of credit hours.

  15. Finding 5: No strong evidence of differential outcomes across TCSG sending institutions. Withdrawal rates close to 14% at largest institutions.

  16. Questions? • Future research • Larger sample size • Involve more institutions • Detailed comparison between transfers and non-transfers

  17. Data Sources • Figure 1: University System of GeorgiaUndergraduate Student Transfer Report; SRPT200; Multiple Years • Figures 2-3, Tables 1-4, Appendix Table : TCSG to USG Pilot Survey • Tables 2-3: USG Institutional Data

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