Quantitatively Assessing Student Transitions and Pathways to a Four-Year Higher Education Institution from High Schools and Community Colleges
Daniel Adrian Doss, Russ Henley, David McElreath, Linda Taylor & Harli Standish
Abstract
This case study examined the routes taken to attending college and the performances of 1,136 undergraduate students enrolled at a Southern, rural U.S. institution of higher education and who completed their respective bachelor degrees. The pathways to higher education admission and progression were examined with respect to both traditional high schoolers and community college students who transferred to a four-year university. An outcome of the study showed that the performance of the two groups did not depend on the path they took to attend the university. Thus, it appeared that the pathways experienced by high school admittees and community college transfer students toward collegiate enrollment did not affect their performance after admission.