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Effect of increased academic momentum on transfer rates: An application of the generalized propensity score

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  • Doyle, William R.

Abstract

Several studies have reported a positive impact of increased academic momentum on transfer from community colleges to four-year institutions. This result may be due to selection bias. Using data from the Beginning Postsecondary Students dataset, I test whether taking more credits in the first year has an impact on transfer rates among bachelor's degree seeking students who begin at at community colleges. To test previous results, I estimate a dose-response function after balancing on the generalized propensity score, a relatively novel approach for estimating the effect of continuous treatments. I find that after balancing the sample on a rich set of covariates, the estimated dose-response function shows a linear relationship between credits taken and eventual transfer to a four-year college.

Suggested Citation

  • Doyle, William R., 2011. "Effect of increased academic momentum on transfer rates: An application of the generalized propensity score," Economics of Education Review, Elsevier, vol. 30(1), pages 191-200, February.
    • Handle: RePEc:eee:ecoedu:v:30:y:2011:i:1:p:191-200
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    4. Paul Attewell & David Monaghan, 2016. "How Many Credits Should an Undergraduate Take?," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(6), pages 682-713, September.
    5. Yu Chen & Xiaodan Hu, 2021. "The Nudge to Finish Up: A National Study of Community College Near-Completion Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(5), pages 651-679, August.
    6. Roy Y. Chan, 2022. "Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1394-1426, December.
    7. Hsun-Yu Chan & Xueli Wang, 2018. "Momentum Through Course-Completion Patterns Among 2-Year College Students Beginning in STEM: Variations and Contributing Factors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(6), pages 704-743, September.
    8. Ogundari, Kolawole, 2021. "A systematic review of statistical methods for estimating an education production function," MPRA Paper 105283, University Library of Munich, Germany.

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