Are Transfer Students Different? - An Examination of First-Year Grades and Course Withdrawals

Oct 15, 2026

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Study compares academic success measures across transfer students from Canadian community colleges, transfer students from other universities, and non-transfer students using data from several introductory courses at a Canadian institution. Results show no significant differences in course withdrawal rates, and college-transfer final grades do not differ significantly from non-transfer grades. Students transferring from other universities earn higher final grades, with mid-course grades and gender differences discussed alongside policy implications and directions for future research.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Academic success comparisons

Transfer shock background and implications

Methodological focus and future research

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 42, No. 1, 2012, pages 25-42 Are Transfer Students Different? An Examination of First-Year Grades and Course Withdrawals Jo Stewart and Felice Martinello Brock University ABSTRACT Using data from several introductory-level courses at one Canadian university, community college transfer students were compared to transfer students from other universities and to non-transfer students on a number of measures of academic success. The three groups did not differ significantly in terms of course withdrawal rates, and final course grades for college transfer students were not significantly different from those of non-transfer students. However, students who had transferred from other universities received higher final grades. Mid-course grades and gender comparisons are discussed, as are policy implications and suggestions for future research. RÉSUMÉ Au moyen de données provenant de plusieurs cours d’introduction dispensésdans une université canadienne, des mesures de réussite académique ont été comparées entre des étudiants de collèges communautaires provenant de différentes institutions académiques, ainsi qu’avec des étudiants qui nesont pas en transfert. Les trois groupes ne présentaient pas de différences substantielles entre eux en ce qui concerne les taux d’abandon de cours. En outre, les notes finales des étudiants provenant d’autres universités ne présentaient pas de différences notables devant celles des étudiants quin’étaient pas en transfert. Cependant, les étudiants provenant d’autres universités ont obtenu des notes finales plus élevées que les étudiants quin’étaient pas en transfert. L’article aborde les résultats de mi-parcours et compare ceux-ci entre les hommes et les femmes; on y présente également les incidences politiques et des suggestions pour de futures recherches. CJHE / RCES Volume 42, No. 1, 2012 Are Transfer Students Different? / J.Stewart & F. Martinello 26 A consistent theme in post-secondary educationisthe importance of facilitating seamless student transfers between different types of institutions. Considerable research has investigated students who transfer from two-year colleges to four-year institutions and the academic consequences of their transfer decisions, including studies on the reasons for transfer (Andres, 1999), perspectives and experiences of students (Andres, 2001), demographic characteristics of this group (Lee & Frank, 1990; Wattamaniuk, 2010), transfer rates (Bers, 2007), the rate of attainment of a baccalaureate degree (Townsend, 2007), and grade point average (GPA) (Hills, 1965). Although the results are mixed, researchers noticed very early on that transfer students differed on a number of these measures from students who began their studies at four-year institutions. The term transfer shock was first used by Hills (1965) as a global term to describe the drop in grade point average (GPA) experienced by students in the United States who transferred from two-year community colleges to four-year degree-granting institutions. Research shows that the drop in GPA maybe related to a variety of student characteristics including demographic variables such as socio-economic status, race, and gender (Lee & Frank, 1990; Sheldon, 2009), psychological barriers and challenges such as motivation and self-concept (Wang, 2009), anxiety and stress (Andres, 2001; Andres, Qayyum, & Dawson, 1997), social factors (Lee, Mackie-Lewis, & Marks, 1993), economic and family concerns (Nora, Cabrera, Hagedon, & Pascarella, 1996), and academic preparation for university (Reason, 2003). Other possible reasons for transfer shock include a variety of college and university experiences such as adjustment to new educational settings and social groups (Berger & Malaney, 2003) . Townsend (2001) is also concerned with the quality of education offered at community colleges. She states that “the drop in

FAQs

What academic success measures does the study compare among student groups?

The study compares multiple measures of academic success across community college transfer students, transfer students from other universities, and non-transfer students using data from several introductory courses.

Do transfer students differ in course withdrawal rates and final course grades?

The groups do not differ significantly in course withdrawal rates. Final course grades for college transfer students are not significantly different from non-transfer students.

Why might students experience different grade outcomes after transfer?

The article discusses transfer shock, where GPA drops after transferring, and links it to factors such as socio-economic status, race, gender, psychological barriers, anxiety and stress, social influences, economic and family concerns, and academic preparation.

Oct 15, 2026

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