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A Methodology for Determining the Transferability Rate of Courses. Kelly Perez-Vergara, Mike Kramer, Kelly Patel and Martin Orlowski. Three main points. We talk a lot about transfer equivalencies and the need to increase transferability of courses, but we don’t know the extent of the problem.

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a methodology for determining the transferability rate of courses

A Methodology for Determining the Transferability Rate of Courses

Kelly Perez-Vergara, Mike Kramer, Kelly Patel and Martin Orlowski

three main points
Three main points

We talk a lot about transfer equivalencies and the need to increase transferability of courses, but we don’t know the extent of the problem.

The data is available, but the analysis is missing.

Without analysis, our interventions are based on intuition rather than evidence.

background
Background

Oakland Community College

  • Five campuses (Oakland County)
  • Headcount 2011-12 = 57,924
introduction
Introduction
  • Community college priority: transfer & completion
  • Standard measures: transfer rates, subsequent completion rates
introduction1
Introduction
  • Community college priority: transfer & completion
  • Standard measures: transfer rates, subsequent completion rates
  • Doyle (2006) on subsequent completion rates
    • All credits = 82%
    • Some credits = 42%
  • New measure: extent to which courses transfer
purpose
Purpose

To determine the extent to which courses transfer to four-year institutions in which a large number of our students transfer.

methods receiving institutions of interest
Methods: Receiving Institutions of Interest
  • National Student Clearinghouse: subsequent enrollment
  • Students

Submitted = 142,034

Returned = 133,057

Hit rate = 93.68%

methods receiving institutions of interest1
Methods: Receiving Institutions of Interest
  • National Student Clearinghouse: subsequent enrollment
  • Students

Submitted = 142,034

Returned = 133,057

Hit rate = 93.68%

      • Number of subsequent enrollments @ 4-year 2012 = 7,755
      • Number of subsequent enrollment anywhere 2012 = 13,332
methods determining the transferability rate of courses
Methods: Determining the Transferability Rate of Courses
  • Courses: all, excluding courses related to occupational program & special topics/internship courses
  • Michigan Transfer Network & institutional websites
methods determining the transferability rate of courses1
Methods: Determining the Transferability Rate of Courses
  • Courses: all, excluding courses related to occupational program & special topics/internship courses
  • Michigan Transfer Network & institutional websites
  • Coding scheme
    • Equivalent course
    • General credit
    • No credit
results transferability rate of courses
Results: Transferability Rate of Courses
  • Overall averages
  • Compare course rates
    • Within a discipline
    • Between disciplines
    • Based on course characteristics
results compare course rates by course characteristics1
Results: Compare course rates by course characteristics
  • General education courses versus all others
  • Benchmark = 47% (equivalent credit)
    • Below = 199 courses
    • At or above = 107 courses
conclusions
Conclusions
  • Course transfer rates
    • Previously non-standard or anecdotal
    • New method adds reliability & validity
      • Focused interventions, change is measurable
limitations
Limitations
  • NSC data limitations
  • Manual coding of transferability
  • Courses coded as no credit due to lack of information
  • Credit applicable to degree requirements
  • Transferability changes more frequently than we can update it
future directions
Future Directions
  • Near future
    • Track progress for efforts to increase transferability
    • Update information annually and compare
    • Utilize similar process for evaluating newly proposed courses
    • Align our courses with what is offered at the 4 year colleges, in terms of 100 & 200 level courses
future directions1
Future Directions
  • Ultimately
    • Make this methodology obsolete by exchanging standardized datasets with 4-year schools
three main points1
Three main points

We talk a lot about transfer equivalencies and the need to increase transferability of courses, but we don’t know the extent of the problem.

The data is available, but the analysis is missing.

Without analysis, our interventions are based on intuition rather than evidence.

questions
Questions?

krperezv@oaklandcc.edu