Improving Graduation Rates in the Two-to-Four Pathway to Bachelor's Degrees

2021 ◽  
pp. 1-58
Author(s):  
Zhengren Zhu
Keyword(s):  
Degree Attainment ◽  
Bachelor's Degree ◽  
Attrition Rate ◽  
Institutional Reforms ◽  
University System ◽  
University System Of Georgia ◽  
The Us ◽  
Bachelor's Degrees ◽  
Bachelor's Degree Attainment ◽  
The University

Abstract In the US, transferring from a two-year program to a four-year program has become an increasingly important route towards a bachelor's degree. However, the pathway has an extremely high attrition rate. Utilizing two recent institutional reforms in the University System of Georgia, I show that allowing community colleges to offer bachelor's degrees and consolidating institutions increase two-year students’ bachelor's degree attainment by around 3 percentage points, which represents a 20% improvement. Both reforms increased two-to-four transfer rate, and institutional consolidations also increased bachelor's degree attainment, conditional on transferring. Moreover, I find evidence that reduced loss of credits during transfer is the driving force of the improvements. In particular, the reforms reduced credits lost during transfer by around 36%.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

How Does High School Extracurricular Participation Predict Bachelor’s Degree Attainment? It is Complicated

2020 ◽  
Vol 30 (3) ◽  
pp. 753-768
Author(s):  
Margo Gardner ◽  
Stephen Hutt ◽  
Donald Kamentz ◽  
Angela L. Duckworth ◽  
Sidney K. D’Mello
Keyword(s):  
High School ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Extracurricular Participation ◽  
Bachelor's Degree Attainment

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

Perspectives on the draft ICH-M10 guidance: an interview with John Kadavil

Bioanalysis ◽  
2019 ◽  
Vol 11 (22) ◽  
pp. 2027-2028
Author(s):  
John Kadavil
Keyword(s):  
Bachelor's Degree ◽  
Public Consultation ◽  
Baltimore County ◽  
University Of Maryland ◽  
Scientific Investigations ◽  
School Of Medicine ◽  
The Us ◽  
Good Laboratory ◽  
Us Fda ◽  
The University

Biography Dr Kadavil received his bachelor's degree in biochemistry from the University of Maryland, Baltimore County. He then received his PhD in molecular pharmacology and experimental therapeutics from the University of Maryland, Baltimore, School of Medicine. Following his PhD, he joined the US FDA as a pharmacologist. He first worked in the Office of Scientific Investigations – Division of Bioequivalence & Good Laboratory Practice under the Office of Compliance at CDER. During his 8 years at the Office of Scientific Investigations, he conducted foreign and domestic bioanalytical and clinical inspections for bioequivalence, bioavailability, pharmacokinetic and GLP studies. In 2011, he joined the Division of Human Food Safety at CVM as a pharmacologist, where he conducted reviews of residue chemistry studies and directed method trials. In 2014, he returned to CDER to become the team lead for the Collaboration, Risk Evaluation and Surveillance Team under the Office of Study Integrity and Surveillance. In September 2018, he became the Deputy Director for the Division of Generic Drug Bioequivalence Evaluation in Office of Study Integrity and Surveillance. This interview was conducted by Sankeetha Nadarajah, Managing Commissioning Editor of Bioanalysis, at the AAPS ICH-M10 Public Consultation Workshop (MD, USA).

Assessment of general education in the university system of Georgia

1993 ◽  
Vol 5 (2) ◽  
pp. 5-7
Author(s):  
Mary F. Estes ◽  
Cathie M. Hudson ◽  
Thomas Z. Jones
Keyword(s):  
General Education ◽  
University System ◽  
University System Of Georgia ◽  
The University

scholarly journals Universities as Embedded Knowledge Hubs and the Challenge of Local Development. The US Lessons and the Italian Case

2010 ◽  
Vol 16 (2) ◽  
pp. 5-22 ◽  
Author(s):  
Lorenzo Ciapetti
Keyword(s):  
Local Development ◽  
New Paradigm ◽  
Modal Shift ◽  
University System ◽  
Italian Case ◽  
Development Section ◽  
Johns Hopkins University ◽  
The Us ◽  
Recent Project ◽  
The University

This article discusses the claim of a new paradigm in the knowledge production and diffusion process, and the need to assess the regional and local implications of this modal shift. After introductory remarks included in the first part of the paper, its next section introduces the theme of localisation of knowledge as a source of regional development; section three examines the lessons we can extract from the US university system (with a particular regard to the case of Johns Hopkins University and the recent project for a biotech park in the city of Baltimore); in section four an illustration of the Italian University system leads to a description of the current evolution of the University of Bologna toward a new entrepreneurial role. The last part of the paper discusses the embedded role of universities in the light of the two cases presented in the previous sections and draws the conclusions in terms of regional policy.

Sign in / Sign up

Export Citation Format

Share Document