COMMUNITY COLLEGE OF PHILADELPHIA

Transcription

1 COMMUNITY COLLEGE OF PHILADELPHIA Dual Admissions Program Transfer Report OFFICE OF INSTITUTIONAL RESEARCH Report #145 March 2005

2 Dual Admissions Program Transfer Report March 2005 Introduction The Office of Institutional Research recently issued IR Report # 142, titled, Impact of Community College of Philadelphia's Transfer Program on the Philadelphia Region, documenting that approximately 151,000 former CCP students have transferred to other colleges and universities. This follow-up report focuses on the Dual Admissions Program at CCP. Dual admission agreements, one of many efforts to facilitate transfer opportunities for CCP students, were established between CCP and regional colleges and universities beginning in The Dual Admissions Program staff at CCP administers these agreements, enrolls students into the program, and provides additional support services to help students prepare for a successful transfer experience. Looking closely at the students who enrolled in the Dual Admissions Program, their demographics, their academic achievement at CCP, and subsequent transfer success, this report's findings include: More than 26 % of the students enrolled in Dual Admissions w/ Temple, departing CCP between Fall 1999 and Spring 2001, graduated and transferred to another institution of higher education compared to only 6.7 % of non-dual Admissions students. See Figure 4. The trend for Dual Admissions transfer students to earn an Associates Degree prior to transfer increased from 25.0 % in Fall 1999 to 59.4 % in Spring 2001 while the trend for non-dual Admissions transfer students remained stable at an average of 21.9 % for the same period. See Figure 5. Transfer rates for students of all racial backgrounds increased for Dual Admissions students over non-dual Admissions students with the most notable difference being an increase of 37.6 % for Hispanic students in the program with Temple. See Figure 8. 1

3 Dual Admissions Program In support of the College's mission to provide a coherent foundation for transfer through liberal arts and transfer programs that facilitate successful preparation for the baccalaureate experience, Community College of Philadelphia has collaborated with regional colleges and universities to establish dual admissions programs. Participation in dual admissions agreements began in 1997 with the Blue Gold Connection, a partnership between Community College of Philadelphia and Drexel University. Designed to facilitate entry of Philadelphia high school graduates into higher education, the agreement provided for financial incentives and additional student supports including the opportunity to work with Drexel advisors while attending CCP. Originally, students applied to Drexel and were referred to the College. An alternate pathway for the Blue Gold Connection was established later so that students who first enrolled at Community College of Philadelphia and completed a specified number of credits with acceptable GPA could apply for the benefits of dual admissions. A partnership with Temple University was established in 1998 and subsequent agreements with Peirce College (2000), Eastern University (2001), La Salle University (2002) and Cabrini College (2002) were developed. While there is some variation in the agreements, all provide the opportunity for ease of transition to the baccalaureate institution. Students are supported throughout the process by a network of services coordinated through the Division of Educational Support Services. Graduates of designated CCP associate degree programs who maintain the specified grade point average are eligible for renewable scholarship awards. 2

4 A total of students enrolled in a Dual Admissions program between Fall 1997 and Spring Additional information is available on the Dual Admissions web site which can be found at: Each Dual Admissions partner school maintains GPA standards, earned Credit Hour requirements, eligible transfer majors, and program specific details that students must meet at the time they submit their application for enrollment 1. Educational Support Services, at CCP, provides information and advises students regarding Dual Admissions program details and academic requirements. Enrollment in Dual Admissions at CCP functions as intent to transfer notification to both CCP and the partner institution. When verification has established that the student meets the specified program requirements, students are conditionally accepted by the transfer institution. During the semester prior to graduation, Educational Support Services assists students with completing their transfer process and arranges for an official Community College of Philadelphia transcript to be sent to the selected transfer school, at no cost to the students. Other benefits to students enrolled in Dual Admissions include: Opportunities to meet with transfer school advisors, faculty and staff Opportunity to enter the transfer institution with Junior status upon graduation from CCP Detailed program information and course requirements from the transfer institution Waiver of transfer institutions' admission application fees 1 See Appendix for complete details of individual Dual Admissions program requirements. 3

5 Scholarship awards from the transfer institution based on enrollment status (parttime, full-time) and GPA at time of transfer To date, the majority of students enrolled in the Dual Admissions have been associated with the Temple and Drexel programs. The following analysis focuses on students in these two programs. 4

6 Dual Admissions Program Enrollments By Age Partnership agreements with Temple and Drexel have been available to students for several years and will therefore be the primary focus of this section of the report. More than eighty percent (80 %) of all CCP Dual Admissions students were under the age of 30 at the time they enrolled in the program. Students enrolling in the Drexel Dual Admissions program are representative of traditional college-age students with ninety-seven percent (97 %) under that age of 25 at the time of their enrollment. More age-diverse students enrolled in Dual Admissions with Temple; only twenty percent (20 %) were nineteen year of age or younger and thirty-six percent (36 %) of these students were over twenty-five years of age at the time of their enrollment. Figure 1 Age Distribution of CCP Students Enrolled in the Temple and Drexel Dual Admissions Programs Fall 1997 Spring or Younger or Older TEMPLE DREXEL

7 Dual Admissions Program Enrollments By Race Dual Admissions Programs are reasonably reflective of the ethnic diversity of the College. Small differences include: A slightly higher percentage of Black students are enrolled in the Dual Admissions program with Temple University than are represented in the College-wide enrollments. The percentage of Asian students enrolled in the Dual Admissions Program with Drexel is more than twice that of the College-wide and program with Temple University enrollments. The percentage of white students, in both the Temple and Drexel Dual Admissions Programs, is slightly lower than the College-wide enrollments. Figure 2 Race Distribution of CCP Students Enrolled in the Temple and Drexel Dual Admissions programs Fall 1999 Spring Black Asian Hispanic White College Wide Temple Drexel

8 Dual Admissions Program Enrollments By Gender Male and female students enrolled in the Dual Admissions program with Temple University are nearly proportional to the gender diversity of the College of 35 % male and 65 % female. In contrast, the Drexel program's gender diversity of 52.7 % male and 47.3 % females is the inverse with a higher proportion of males to females. Figure 3 Gender Distribution of CCP Students Enrolled in the Temple and Drexel Dual Admissions programs Fall 1999 Spring Male Female College-wide Temple Drexel

9 Persistence, Graduation, and Transfer The objectives of the Dual Admissions Programs are to promote persistence, graduation at CCP, and transfer subsequent to departing CCP. In considering the success of the Program's pursuit of these objectives, this section of the report looks at students who enrolled in at least one college-level course and departed CCP after completing the Fall 1999, Spring 2000, Fall 2000, or Spring 2001 semesters. These students have not enrolled, for any credit courses, at CCP, in any subsequent semester through Fall Accessing the National Student Loan Clearinghouse database, the Office of Institutional Research was able to track departing students' subsequent enrollments to more than 2,800 participating institutions. Figure 5 illustrates that students enrolled in the Temple and Drexel Dual Admissions Programs were more likely to earn a CCP degree than students not participating in Dual Admissions. The overall transfer rate 2 for students departing the College from the Temple program exceeded the overall transfer rate for non-dual Admissions students by 20.5 % and students departing the College from the Drexel program exceeded the transfer rate for non-dual Admissions students by 8.4 %. 2 Rates calculated using National Student Loan Clearinghouse (NSLC) may under report some transfers due to non-participating schools. 8

10 Figure 4 Overall CCP Completion Status For Students Departing the College Between Fall 1999 and Spring 2001 non-dual Admissions Enrollment Dual Admissions w/ Temple Dual Admissions w/ Drexel Departed Without Graduating and Without Transfer 63.3 % 43.4 % 61.2 % Graduate Only 6.3 % 5.7 % 0 Transfer Only 23.7 % 24.2 % 25.9 % Graduate and Transfer 6.7 % 26.7 % 12.9 % Transfer Rates For All Departing Students 30.4 % 50.9 % 38.8 % The National Center for Education Statistics (NCES) report on Community College Student's Goals, Academic Preparation, and Outcomes Analysis of the Beginning Postsecondary Students Longitudinal Study (BPS:96/01), dated June 2003 (available at: ), found that among students who had reported bachelor's degree intentions when they first enrolled in Fall 1996, 51 % had transferred within 6 years of their enrolling in a community college; and among those that transferred, approximately 20 % earned an Associate Degree before transferring. Not all Community College of Philadelphia students are seeking a Bachelors Degree; however enrollment in a Dual Admissions Program is a clear indicator of a strong intention to do so. Dual Admissions students who earn an Associate Degree prior to transfer compares favorably to this national statistic for students who begin their academic career at a community college. Figure 6 illustrates that an increasing percent of Dual Admissions students are earning their Associate Degree prior to transfer and are consistently above this national 9

11 average. The percent of CCP transfer students, not enrolled in the Dual Admissions, who earned a degree prior to transfer, is comparable to the national average of 20 %. Figure 5 Percent of Transfer Students That Earned an Associate Degree Prior to Transfer Fall 1999 Spring Fall 1999 Spring 2000 Fall 2000 Spr 2001 Dual Admission non-dual Admission National Average The trend for non-dual Admissions transfer students awarded a degree prior to transfer remained stable during the semesters represented in Figure 6 while the trend for Dual Admissions students demonstrated a progressive increase. Since the Dual Admissions program began in 1997, this is an expected outcome as the numbers of participants increased and they cumulatively approached points of program completion. Other important incentives for Dual Admissions students to complete their programs and graduate from CCP prior to transfer is the guaranteed admission and acceptance of CCP credits at their transfer institution, the program guidance and advising services provided to Dual Admissions students, and the generous scholarship and tuition incentives available to Dual Admissions students who complete their program at CCP prior to transfer. 10

12 Persistence The Dual Admissions program provides student support mechanisms that reinforce students' academic goals and expectations, leading to increased persistence and subsequent transfer. Additional support services available to Dual Admissions students include transfer focused orientation and special information meetings as well as focused advising sessions with CCP advisors and transfer school representatives, both of which supply additional mentoring and feedback opportunities from faculty and staff. These student-focused support mechanisms encourage student involvement in their academic success. Persistence can be observed in the departing success of Temple and Drexel Dual Admissions students. Departing success was established as a College-wide indicator of student persistence, beginning Fall 1995, as an institutional performance indicator and subsequently incorporated in the College's Institutional Effectiveness Reports beginning in This standardized measure of departing students' success is defined as: Departing Students are defined as students enrolled in at least one college-level course 3 and departed CCP after completing the Fall 1999, Spring 2000, Fall 2000, or Spring 2001 semesters. These students have not enrolled, for any credit courses, at CCP, in any subsequent semester through Fall Short Term Success is defined as not having graduated and departed CCP with a cumulative GPA of greater than or equal to 2.0 and less than 12 earned credit hours. Long Term Success is defined as not having graduated and departed CCP with a cumulative GPA of greater than or equal 2.0 and greater than or equal to 12 earned credit hours. 3 Excludes students who departed without completing a College-level course 11

13 Graduated is defined as having completed their CCP program. Unsuccessful is defined as departing CCP with a cumulative GPA below Figure 6 Success Distribution for Students Departing CCP Fall 1999 Spring 2001 Graduated Long term success Short term success Unsuccessful Temple Drexel Non-Dual Admission Figure 6 illustrates that: Students departing CCP from the Program with Temple achieved graduate and longterm success status that exceeded both that of Drexel and non-dual Admission students. Students in this Drexel Cohort achieved a graduate and long-term success status that was comparable to that for non-dual Admissions students and exceeded the percentage of students departing unsuccessfully for both Temple and non-dual Admissions students. It is recommended that this unexpected outcome be monitored in future cohorts to determine if the pattern persists. 12

14 Transfer Rates 4 An objective of Dual Admissions is to encourage students to persist at CCP through graduation and successfully transfer to a four-year institution. Transfer rates for students enrolled in Dual Admissions programs with both Temple and Drexel exceeded the non-dual Admissions transfer rate for students departing CCP between Fall 1999 and Spring The transfer rate of 51 % for students enrolled in Dual Admissions with Temple University illustrates the success of the Program in providing access and bridging the gap for students between secondary education and baccalaureate programs. Figure 7 Transfer Rates for Dual Admissions and non-dual Admissions Students Departing CCP Between Fall 1999 Spring % 40.00% 20.00% 0.00% non-dual Admission Dual Admission with Temple Dual Admissions with Drexel Transfer Rates 30.40% 50.90% 38.80% 4 As calculated accessing NSLC database 13

15 Transfer Rates by Race The Dual Admissions program endeavors to increase transfer success for participating students by providing a structure and incentives that encourage students' transition to four-year schools. In looking at transfer rates by racial/ethnic groups, the evidence demonstrates that the transfer rates improved for almost all racial/ethnic groups participating in a Dual Admissions programs over students not participating in Dual Admissions. The most significant improvement was for Hispanic students enrolled in the program with Temple University where the likelihood for Hispanic students to transfer increased 37.6 % over the Non-Dual Admissions transfer rate. Similarly, the likelihood of transfer for Black students participating in the Dual Admissions program with Temple increased over the non-dual Admissions transfer rate by 18.8%. Figure 8 Ethnic Transfer Rates for Dual Admissions and non-dual Admissions Students Departing CCP Between Fall 1999 and Spring 2001 non-dual Admissions Dual Admissions w/ Temple Dual Admissions w/ Drexel Asian 43.8 % 62.5 % 50.0 % Black 27.2 % 46.0 % 25.0 % Hispanic 23.3 % 60.9 % 27.3 % White 30.2 % 55.9 % 53.8 % 14

16 Transfer Rates by Gender In looking at transfer rates by gender groups, the evidence demonstrates that the transfer rates improved for both males and females participating in a Dual Admissions programs. Figure 10 illustrates that enrollment in the Dual Admissions program with Temple increased the likelihood to transfer for both males and females over students not enrolled in Dual Admissions and was evenly distributed for males and females in the Temple Dual Admissions program. Enrollment in the Dual Admissions program with Drexel increased the likelihood to transfer for both males and females over students not enrolled in Dual Admissions; and females in the program with Drexel achieved a higher transfer rate than males. Figure 9 Gender Transfer Rates for Dual Admissions and non-dual Admissions Students Departing CCP Between Fall 1999 and Spring 2001 non-dual Admissions Dual Admissions w/ Temple Dual Admissions w/ Drexel Female 31.7 % 50.7 % 40.0 % Male 28.3 % 50.7 % 36.3 %. 15

17 Dual Admissions Transfer Students' Last Curriculum at CCP The following table categorizes transfer students' last program of record at Community College of Philadelphia into general areas of study. Students departing from the Dual Admissions program with Temple were enrolled in a wider range of programs than those students departing from the Dual Admissions program with Drexel with the most significant differences seen between the concentration of Social, Behavioral Science and Education curriculums and Science and Technology curriculums. Approximately one-third of the students in the Temple Program depart from Social, Behavioral Science and Education programs while approximately one-third of the students in the Drexel Program depart from Science and Technology programs. Temple Dual Admissions Program Figure 11 Dual Admissions Transfer Students Last CCP Curriculum % of Total Transfers Drexel Dual Admissions Program % of Total Transfer Liberal Studies 31.1 Liberal Studies 26.3 Liberal Arts, General Option 19.6 Liberal Arts, General Option 24.6 Liberal Arts, Social and Behavioral Science Option 6.2 Associate in Science 1.8 Associate in Science 2.2 Liberal Arts, International Studies Option 1.3 Liberal Arts, Humanities Option 0.9 Liberal Arts, Early Childhood Education Interest 0.4 Liberal Arts, Paralegal Interest 0.4 Business 28.0 Business 29.8 Business 21.3 Business 22.8 Accounting 4.4 Accounting 3.5 Management 1.3 Management 1.8 Finance 0.9 Business Transfer-Temple 1.8 Social, Behavioral Science and Social, Behavioral Science and 30.2 Education Education 5.3 Education 18.2 Education 3.5 Communication-Speech 4.9 Communication-Speech 1.8 Criminal Justice 3.1 Behavioral Health/Human 1.8 Services Paralegal Studies 1.3 Communication-Theater Arts

18 Early Childhood Education 0.4 Science and Technology 8.0 Science and Technology 33.3 Culture, Science and Computer Science 1.8 Technology 10.5 Culture, Science and 1.8 Computer Science Technology 5.3 Electronics Engineering Tech- 1.3 CST-Computer Science Interest Digital Communications 5.3 CIS-Internet Operations and 0.4 Engineering Science Development Option 5.3 CST-Computer Science Interest 0.4 Architectural Technology 1.8 Engineering Science 0.4 Construction Technology 1.8 Architecture & Interior Design Construction Technology 0.4 Architecture Option. 1.8 Architecture & Interior Design Electronics Engineering Tech- 0.4 Architecture Opt. Digital Communications 1.8 Architecture & Interior Design Interior Design Opt. 0.4 CST - Assoc in Science Interest 0.4 Other 2.7 Other 5.3 Music Performance Option 0.9 Art 1.8 General Studies 0.9 CST - Dental Interest 1.8 Art 0.4 General Studies 1.8 CST - Nursing Interest

19 Foundation for Transfer Admission to Temple University is a selective process governed by institutional and specific departmental policies. Temple's Annual Transfer College Profile for Community College of Philadelphia, Fall 2003 indicates that 82.5 % of completed CCP transfer applications were accepted, see Figure 12. Additional evidence of the quality of transfer preparation for students in the Dual Admissions Program is illustrated in Figure 12. The overall rate of application acceptance from CCP transfer students at Temple is 82.5 % while the rate of acceptance for CCP Dual Admissions students was a 98.3 % for the Fall 2003 semester. Figure 12 Temple University's Community College of Philadelphia Transfer College Profile Comparison of Applications Accepted Fall 2003 Applications Received from All CCP Transfer Students Applications received from CCP Dual Admissions Students Completed Applications Received Admission Denied % Denied Admission Accepted % Accepted % % % % 18

20 Transfer Schools Not all Dual Admissions students elected to enroll at Temple or Drexel University. The following table reports the transfer schools attended by Dual Admissions students after departing CCP, between Fall 1999 and Spring Figure 13 5 Schools Attended by Students Transferring From the Temple and Drexel Dual Admissions Programs Fall 1999 Spring 2001 DUAL ADMISSIONS STUDENTS' TRANSFER INSTITUTIONS Dual Admissions with Temple Dual Admissions with Drexel TOTAL TEMPLE UNIVERSITY DREXEL UNIVERSITY PEIRCE COLLEGE CHESTNUT HILL COLLEGE CAMDEN COUNTY COLLEGE UNIVERSITY OF PHOENIX WEST CHESTER UNIVERSITY CHEYNEY UNIVERSITY OF PENNSYLVANIA ROSEMONT COLLEGE BUCKS COUNTY COMMUNITY COLLEGE ST. JOSEPHS UNIVERSITY MOORE COLLEGE OF ART AND DESIGN PENNSYLVANIA STATE UNIVERSITY DELAWARE COUNTY COMMUNITY COLLEGE HOLY FAMILY UNIVERSITY MANSFIELD UNIVERSITY MCP HAHNEMANN UNIVERSITY MONTGOMERY COUNTY COMMUNITY COLLEGE ROSE STATE COLLEGE LA SALLE UNIVERSITY RUTGERS UNIVERSITY NEUMANN COLLEGE UNIVERSITY OF MASSACHUSETTS ABINGTON MEMORIAL HOSP DIXON SCHOOL OF N AIKEN TECHNICAL COLLEGE ATLANTIC CAPE COMMUNITY COLLEGE BRENAU UNIVERSITY BRYN MAWR COLLEGE CALIFORNIA STATE UNIVERSITY - SACRAMENTO Transfer schools identified accessing NSLC database 19

21 CHESTNUT HILL COLLEGE ACCELERATED ESSEX COUNTY COLLEGE FAIRLEIGH DICKINSON UNIVERSITY FLORIDA ATLANTIC UNIVERSITY HARRISBURG AREA COMMUNITY COLLEGE HESSER COLLEGE - CE 8 WEEK ITT TECHNICAL INSTITUTE MADISON AREA TECHNICAL COLLEGE MILLERSVILLE UNIVERSITY OF PENNSYLVANIA PARK UNIVERSITY PENSACOLA JUNIOR COLLEGE PHILADELPHIA UNIVERSITY SETON HILL COLLEGE SPARTANBURG TECHNICAL COLLEGE UNIVERSITY OF THE ARTS VILLANOVA UNIVERSITY WIDENER UNIVERSITY WILMINGTON COLLEGE TIDEWATER COMMUNITY COLLEGE CHUBB INSTITUTE-CHERRY HILL GWYNEDD-MERCY COLLEGE KUTZTOWN UNIVERSITY THADDEUS STEVENS COLLEGE OF TECHNOLOGY THOMAS NELSON COMMUNITY COLLEGE UNIVERSITY OF NORTH CAROLINA-CHARLOTTE VALENCIA COMMUNITY COLLEGE

22 Appendix 21

23 Community College of Philadelphia - Dual Admissions Programs Students can earn an associate's degree at Community College of Philadelphia followed by enrollment at one of the four-year colleges below for completion of a bachelor's degree. Support services and financial incentives are built in to give students the best chance for success. Cabrini Drexel "Blue-Gold Connection" Eastern LaSalle Peirce Temple Intent Form By 30 Credits (flexible) Commitment when apply to Drexel or credits at CCP with 2.75 GPA By 30 credits By 45 credits By 30 credits By 30 credits GPA (nursing = 2.75) Application (Fee waived) Enrollment Date Scholarship After 45 credits Semester Graduating 60 days prior to start date (regular app.) Before 45 credits Semester graduating Semester graduating Within one year Within two years Within one year Within one year Full-Time Student 3.0 to 4.0 GPA = $4,000 to 7,000 per year 2.5 to 2.9 GPA = $2,500 to 3,500 per year Full-Time Student Achievement Grant based on CCP tuition Dean's Scholarship 3.2 to 4.0 GPA = $4,000 to $9,000 per year (renewable with GPA of 3.0) 3.5 to 4.0 GPA = 20% tuition discount 3.0 to 3.49 GPA= 15% tuition discount 2.0 to 2.9 GPA = 10% tuition discount upon completion of term 3.0 GPA and above =$5,000 to $10,000 per year Full-Time Student 3.0 GPA = $3,000 (renewable) Part-Time Student (minimum 6 credits) 3.0 GPA = $1,500 (renewable) Full-Time Student 3.65 to 4.0 GPA = $2,000 up to 3 years 3.3 to 3.64 GPA = $1,000 Part Time Student 3.65 to 4.0 GPA = $1,000 up to 3 years 3.3 to 3.64 GPA = $500 22

24 Other Information/advising meetings with Cabrini Staff Students must be a Philadelphia resident; orientation meetings at CCP and Drexel; advising days at CCP with Drexel advisors; Drexel ID Information meetings with Eastern faculty and staff Max of 70 credits transfer; Meetings with LaSalle staff at CCP Special events and activities at Peirce; access to Peirce educational facilities; Peirce ID Recruiting days at CCP; information meetings with Temple staff and faculty 23