THE ACHIEVEMENT OF TWO‐YEAR TRANSFER STUDENTS IN FOUR‐YEAR INSTITUTIONS: A CASE STUDY

Abstract

This study investigated the academic achievement of two‐year college transfer students as compared to their native counterparts who were admitted directly from high schools into similar programs at the University of Nebraska‐Lincoln (UNL). G.P.A. and A.C.T. composite scores were utilized as the indexes for assessing subjects’ achievement. A total of 60 transfer students and 60 native students were involved in this study. Results revealed that there was no significant difference in achievement between transfer and native students. Moreover, results indicated that age, high school quartile (H.S.Q.), college, transferred grade point average (G.P.A.), American College Test score (A.C.T.), level at transfer time, high school location, and year in college exerted no significant impact on transfer students’ achievement. However, gender was found a highly significant variable affecting transfer students’ achievement. Investigation revealed that female transfer students achieved significantly higher than male transfer students. Likewise, results revealed that transfer students’ achievement dropped significantly upon transferring to UNL.