A Study of the Performance and Persistence of Occupational Education Transfers At One Four-Year Institution (Michigan).

Abstract

The purpose of this study was to compare the success, as measured by grade point average and graduation rates, of two groups of community college transfer students (general and occupational education) and native students who were enrolled at The University of Michigan-Dearborn between 1975 and 1982. The study consisted of a survey, which included questions regarding students' personal and background characteristics, academic background, educational plans and goals. Respondents' grade point averages and record of graduation were obtained from their transcripts. Of 1,512 mailed surveys, 564 responded. It was predicted that (1) the decision to begin one's education as either a native, general education, or occupational education transfer student would be related to success (grade point average and graduation), with the latter tending to do less well; (2) a number of background characteristics would also be related to success; and (3) when the background characteristics were controlled, differences in success between the three groups would tend to disappear. Using the ANOVA and Chi-Square statistics, it was determined that occupational education transfers earned approximately the same grades as members of the other two groups of students, but were significantly less likely to graduate. Using Multiple Classification Analyses, the lower graduation rates of occupational education transfers were found to be somewhat a reflection of background characteristics, particularly age, rather than following as a consequence of having initially enrolled in an occupational education program. Five previous studies of occupational education transfer students in four-year institutions reported conflicting evidence on success as measured by grade point averages and degree completion. This study, conducted in a single institution, cannot settle the question, but its findings strengthen the case for believing that occupational education transfers in general perform academically in ways approximating those of other students. Furthermore, the data suggest that four-year institutions should be sensitive to background characteristics of occupational education transfer students since these characteristics appeared to account for their lower degree completion rates.