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LOS ANGELES,Calif., Feb. 2, 2009 – A
study funded by the State Chancellor’s Office of
the California Community Colleges has concluded that Los
Angeles Southwest College (LASC) has higher-than-expected
rates of transfer to four-year institutions.
Titled Transfer Practices at
Los Angeles Southwest College, the study was part of the State
Chancellor’s Office Transfer Leadership Center Project,
which examined seven community colleges with higher-than-expected
transfer rates. LASC was the only college in the Los Angeles
Community College District to be selected for this study.
Researchers made site visits “to
document and investigate the full spectrum of factors,
inventions, strategies and practices that each college
is implementing to support transfer.” Methods used
were interviews and focus groups with students, counselors,
faculty, administrators, classified staff, special program
representatives and high school counselors.
Three groups of cohorts of first-time
college freshmen were followed for six years (beginning
in 1998, 1999 and 2000) “to determine the number
and proportion transferring within that timeframe.” For
each of these cohorts, the actual transfer rate was higher
than the expected rate:
- Of the 1998-1999 cohort of 507
students, 7.7895 students was the expected transfer
rate, but 36.69 students actually transferred to a four-year
institution.
- Of the 1999-2000 cohort of 422
students, 4.6457 students was the expected transfer
rate, but 31.75 students actually transferred to a four-year
institution.
- Of the 2000-2001 cohort of 460
students, 9.5554 students was the expected transfer
rate, but 35.87 students actually transferred to a four-year
institution.
The study pointed to six factors
contributing to LASC’s transfer rate success:
- Student-focused environment indicated
by a personal touch and willingness to take extra steps
to help students succeed.
- Transfer culture indicated by the
belief that transferring is possible, encouragement
to go beyond the bachelor’s degree, and support
for both academic success and personal growth (including
emotional
preparedness for transferring).
- Strong relationship with
local high schools, indicated by the physical presence
of Middle College High School on the LASC campus, as
well
as the
Talent Search program that outreaches to feeder
high schools and middle schools and also services 600
students
at a
time.
- Strong relationships with
four-year universities, indicated by a particularly strong
relationship with California State University at Dominguez
Hills.
- Support services/programs
emphasizing transfer, indicated by LASC’s Center for Retention & Transfer,
which has been funded by a TRIO grant for nearly 18 years;
Extended Opportunity Programs & Services office
that supports other existing programs; recruitment
and transfer
support for more than 100 student-athletes, most of
whom receive an associate degree and transfer student-athletes;
and personal development classes.
- A high level of commitment
to the institution and a shared sense of organizational
purpose, indicated by the President’s mandate that
transfer is a priority and the fact that many LASC employees
also live in the surrounding community and have
a strong
commitment
to LASC students and their families.
“This study confirms our
success in transferring students,” said Dr. Jack
E. Daniels III, President. “Additionally, it demonstrates
that our relationships with high schools and local four-year
universities are paying good dividends as we continue to
enhance our programs and transferability of students.”
LASC’s 14 full-time counselors
work in the Center for Retention & Transfer, Extended
Opportunity Programs & Services, CalWORKS, Disability
Students Programs & Services, and Matriculation offices.
The report noted the collaboration of these departments
as “a symbiotic relationship” that “results
in being better able to support students. There is recognition
that each program or person has a skill set that may match
differently to students and therefore they work together
to best meet the students’ needs.”
Center for Retention & Transfer
activities include transfer counseling, classroom presentations
three times per semester, monthly transfer workshops, transfer
fairs, and field trips to local four-year institutions.
The complete study of all seven
colleges is available through the Center for Student Success
of the Research and Planning Group for California Community
Colleges, or available for download at: www.rpgroup.org/css/TransferLeadershipCenter.html.
Media Contact: Louella Benson
323-241-5401 or BensonL@lasc.edu
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