Articulation, Academic Progress, and Graduation: A Comparison of Community College Transfer

287 Pages·2017·3.33 MB·English

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2007
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Angela M. Garcia Falconetti
University of North Florida
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Falconetti, Angela M. Garcia, "Articulation, Academic Progress, and Graduation: A Comparison of
Community College Transfer and Native Students in Selected Florida Universities" (2007). UNF Graduate
Theses and Dissertations. 335.
https://digitalcommons.unf.edu/etd/335
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© 2007 All Rights Reserved
ARTICULATION, ACADEMIC PROGRESS, AND GRADUATION:
A COMPARISON OF COMMUNITY COLLEGE TRANSFER AND NATIVE
STUDENTS IN SELECTED FLORIDA UNIVERSITIES
by
Angela M. Garcia Falconetti
A dissertation presented to the Department of Leadership, Counseling, and Instructional
Technology in partial fulfillment of the requirements for the degree of
Doctor of Education
UNIVERSITY OF NORTH FLORIDA
COLLEGE OF EDUCATION
August, 2007
Unpublished work ©Angela M. Garcia Falconetti
The dissertation of Angela M. Falconetti is approved:
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Accepting for the Department:
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Department of Leadership, Counseling, and fustructional Technology
Accepting for the College:
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Larry . Daniel, h.D., Dean Date
College of Education & Human Services
Accepting for the University:
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David Date
Dean, The Graduate School
111
Acknowledgements
I extend my gratitude to those individuals who supported the development and
successful completion of this dissertation. First, and foremost, I am grateful to the Divine
Creator whose light continues to lead me and has graced me with the presence of
amazing individuals who have positively impacted my personal, educational, and
professional endeavors.
My husband, Robert J. Falconetti, expressed unconditional love, support, and
confidence in my abilities, which nurtured me throughout the development of this
research. My mother, Maria C. Garcia-Tetlow, never wavered in her belief that I would
accomplish my dreams and did everything in her power to support me emotionally and
financially. My sister, Julie C. Garcia, spoke to my heart with her sweet encouragement
and tender care. My father, Cesar A. Garcia, championed me as the first family member
to pursue a doctorate.
One of the greatest blessings I received with reference to my educational pursuits
was the opportunity to study with Dr. Joyce T. Jones. As my dissertation chair, Dr. Jones
guided the process with an acute intellectual capacity and expertise, utmost
professionalism, and warm disposition. I extend my respect, admiration, and heartfelt
gratitude to Dr. Jones. Dr. Larry Daniel graciously guided me in the development of my
statistical knowledge base. Dr. Steve Paulson provided an additional lens for relating
organizational theory to the higher educational enterprise. Dr. George Perkins enhanced
my knowledge regarding the governance and policies of Florida's State University
System. Dr. Kristine Webb provided great insight in the transition process associated
with student transfer. I feel honored and privileged to have studied with these doctoral
lV
committee members and hope to positively influence the lives of students as they have
influenced mine.
The development of this research was enriched by the wisdom of the key
informants to whom I extend my gratitude for their time and effort. A special thanks to
Chancellor David Armstrong, Associate Chancellor Dottie Minear, and Chancellor Mark
Rosenberg for their commitment to and advocacy of the success of Florida's students.
I am blessed by the support of so many good-natured individuals who patiently
supported me throughout the dissertation process. Dr. Marcia Lamkin invested her
professional expertise and time in my success. Sidney Katsikas, my elementary school
English instructor, reminded me of my dedication to increase my understanding of the
English language. Special friends Dr. Claribel Torres-Lugo and Dr. Annabel Brooks were
mainstays of trust and confidence. My father- and mother-in-law, Bob and Diane
Falconetti, lovingly encouraged my professional development.
I am extremely grateful to my aunt, Teresa G. Martell, for leading me to the
pursuit of post-secondary educational administration as a career and for serving as a role
model of strength and perseverance. I thank my cousin, Javier Berdasco Parrondo, whose
presence is blessing my family from heaven. Endless thanks to my family who was
influential in helping me reach this milestone. And to the children of my family, who put
a song in my heart ... may your dreams be as sweet as the love you have provided me.
v
This doctoral dissertation is dedicated to
my mother, Maria C. Garcia-Tetlow, and sister, Julie C. Garcia,
whose support empowered me
and to my husband, Robert J. Falconetti,
whose love inspired me.
Vl
Table of Contents
Title Page 1
Acknowledgements 111
Dedication v
Table of Contents Vl
List of Figures Xl
List of Tables Xll
Abstract XV
Chapter I: Introduction 1
Background 2
The American Community College Mission 3
The 2+2 Concept 3
Articulation Process 5
Statement of the Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Research 9
Definition of Terms 10
Methodology 17
Research Design 17
Setting 17
Data Collection and Analysis 18
Delimitations 19
Limitations 20
Organization of the Study 21
Chapter II: Review of the Literature 23
Vll
Introduction 23
Theoretical Framework: Access to Higher Education 23
The Public Community College 25
The 2+2 Concept in the United States 28
Strengths and Challenges 32
Impact on Community College Students 34
Community College Transfer Student Success at the Four Year Institution 35
Transitioning to the Four Year Institution 36
Transfer Student Services 3 8
Institutional Accountability and the Community College Transfer Student 3 8
Baccalaureate Degree Attainment Rates 3 9
The Academic Performance and Success of Community College 41
Transfer Students
The Florida Model for Public Postsecondary Education 43
The History and Devolution of Florida's State University System 44
Overview of Florida's Community College System 4 7
Statewide Articulation Agreement and Coordinating Committee 48
The Seamless System 50
Summary and Overview 54
Chapter III: Methodology 56
Introduction 56
Design of the Study 57
Setting 59
Research Questions 60
Phase I 61
Quantitative Research Design 61
Operational Variables 62
Data Access 64
Phase I Student Sample 65
Data Analysis 65
Phase II 69
Qualitative Research Design 69
Phase II Research Participants 70
Data Collection 70
Data Analysis 71
Institutional Review Board Approval 73
vm
Summary 74
Chapter IV: Findings 76
Introduction 76
Organization of the Chapter 77
Phase I - Quantitative Findings 78
Description of Sample and Subsamples 80
Operational Variables 94
Discriminant Analysis Results for Research Question 1 95
Subsample of Student Graduates 96
Descriptive Data from Graduates 96
Discriminant Analysis for Graduates 97
Chi-Square Analysis for Graduates 99
Subsample of Student Dropouts 100
Descriptive Data from Dropouts 100
Discriminant Analysis for Dropouts 102
Chi-Square Analysis for Dropouts 104
Summary of Data Relative to Research Question 1 105
Discriminant Analysis Results for Research Question 2 105
Subsample of Community College Transfer Student Graduates 106
Descriptive Data from Graduates 106
Discriminant Analysis for Graduates 108
Subsample of Community College Transfer Student Dropouts 112
Descriptive Data from Dropouts 114
Discriminant Analysis for Dropouts 114
Summary of Data Relative to Research Question 2 116
Discriminant Analysis Results for Research Question 3 118
Subsample ofNative (FTIC) Student Graduates 122
Descriptive Data from Graduates 119
Discriminant Analysis for Graduates 122
Subsample of Native (FTIC) Student Dropouts 124
Descriptive Data from Dropouts 124
Discriminant Analysis for Dropouts 128
Summary of Data Relative to Research Question 3 131
Phase II - Qualitative Findings 132
IX
Research Questions 13 3
Review of Documents 13 3
Institutional Profiles 134
Feeder Community Colleges 136
2+2 Partnership Campuses 138
Site Visits 141
The Interviews 141
Interview Participants 142
Analysis of Interview Data 142
Research Question 1 142
Interview Question 1 143
Interview Question 2 14 7
Interview Question 3 150
Interview Question 4 152
Research Question 2 154
Interview Question 1 154
Interview Question 2 156
Interview Question 3 157
Interview Question 4 15 8
Interview Question 5 161
Interview Question 6 163
Interview Question 7 165
Interview Question 8 165
Recurring Themes and Issues 166
The Expanding Role of the Community Colleges 167
Limited Access Programs 167
2+2 Campus Partnerships 169
Four Year Degrees Offered by Community Colleges 171
Balancing the Needs of Community College Students with a Growing 173
Emphasis on the FTIC and Competitive Entrance Requirements
Maintaining System-Wide Compliance in a Decentralized SUS 174
Summary 176
Chapter V: Discussion, Implications, Recommendations, and Conclusions 179
Introduction 179
Organization of the Chapter 180
Phase I - Quantitative Findings 181
Demographic Data 181