ÿWPCX eî‰Äßݪ9Lïä° ¼öîGäݼ‰öº\Ъ9LÞå\zN}«pFÞÈ<®²©:àY‚”«ýÐ\åíûÁ¦äùhµ¨¹§ P7¶S¤n¯ºþ ¥‰â3©B ”æѶ¢h˜AV¤»|9¶zTïí<ˆàŒ£|&”²½áš²v“SkïÀGM`'‰Î¼S1ªÉ,[~À¤L'N0mµ¬èFj£Üv 2çù!ÔÒŠ¯¥zºQ¿A8(Øö·ÜÎô?SNw†Úb$”I‰ýL%EÔÞ£÷L¢•Ú¥Ú.G‰¿¾Ó!Úá܇¸é“Nµ¿ykŸ0æa`l”ü_»ÜÆzà Õ'-SÈ׌––˘™X§Ã¶ƒÜñ€n±xܵ }«3 ¶.O‡5äîí¬b=ac”¡¶¡Õë×ú$˜€×‚/aÖFÏ=gØC¾ÌªÜ¡îÀÍ„Yêü#½®>!ÙpXPÐq óIR¥UêÙ`.Ú¸ª–y؇ôgÓiå. v0ÁÅfCÞ6uhsŠó zÑj$Ÿ`WÒ¤k“̉ê‘âÖ¿”°Ugr¾!«xÑ–!B/ Ì¡…iØ×k\ßzÁ×:6>[¨A \"ô%h«£¨õ[ÿ[öˆ=#!VUNw %Å 0UËUJ 4j~f•w@—× mÙÆða¶fÊaÌàöý ¨ f± a³ fÇ aÉ 0™Ý 0Dv º Ð fæ aè ü fa"(JJ B.`} 0q“““““ D+ 0K// A©zzzzzzzzzzz D5#˜Progman_SBÈÚØÚÚØÈÚ0(ÖÃ9 Z ‹6Times New Roman RegularX(-dâ$¡¡Ò°ÒÔ€XTXXXÔ2ÃáL aZ‹2Letter Gothic Regular*a’"3|x‰ ˜> €‚ƒD„…D†‡ˆD‰ÿU‹ÿÀÀÀLevel 1Level 2Level 3Level 4Level 5TABLE B|$TABLE A Ñ e Ñ Ñ „ Ñ óÝ ƒ\Õ$ÝÒ°ÒÔ€XÄÂXXXÔà ` àòòÚ  Ú2Ú  ÚóóÝ  ݛԀXlXXXÄÂÔCareer„oriented€students€also€may€be€included€in€the€academically„orientedÐ £ Ðcategory.€€However,€given€decided€occupational€emphasis€within€ð ðprepare€for€job/careerððÏand€ð ðexisting€job€skillsðð€goal€categories,€it€was€decided€not€to€disentangle€those€studentsÏwith€career„orientations€from€the€ð ðAssociate€degreeðð€category. žÝ ƒ\Õ$ÝÒ°ÒÔ€XÄÂXXXÔà ` àòòÚ  Ú1Ú  ÚóóÝ  ݛԇXlXXXÄÂÔThe€demarcations€for€€age€categories€are€slightly€different€between€the€populationÐ £ Ðand€sample€profiles.€€Data€in€the€population€column€correspond€to€the€followingÏcategories:€less€than€24,€25„34,€35„54,€55€or€above.Ô#†XÄÂXXXlq#Ô¸–TABLE FÔqTABLE D(I(3[$¤¤Ý ƒdâ!ÝÒ°ÒÔ€X*ŽXXXÔÝ  Ýà ` àòòÚ  Ú0Ú  Úóó(#Ã$òòÚ  Ú0Ú  Úóó Ñ Q Ñ Ñ î Ñd’TABLE C Ñ Â ѺTABLE E Ñ „ ÑÑ Ú Ñ Ñ £ Ñ d Ñ   Ñ(I3lf$££Ý ƒdâ!ÝÒ°ÒÔ€X*ŽXXXÔÝ  Ý'ÈÈÈÈdxd( ±þ$’’ò òFigure€Ú  Ú1Ú  Úó ó )/.›&OLE 2.0 Box <=8ÿÿÿÿÿÿÿÿÿÿCÿÿ HKKKK''''''ôÿdxdÝ ƒdâ!ÝÒ°ÒÔ€X*ŽXXXÔÝ  ݛҰÒÓ  ÓÔ€XÆXXX*ŽÔÌÌÌÌÌÌÌÌDEMOGRAPHIC€PROFILES:ÌSEGMENTING€STUDENT€INTENT€ÌAT€THE€COMMUNITY€COLLEGEÌÌÌPaper€Presented€at€theÌAnnual€Forum€of€the€Association€forÌInstitutional€ResearchÌÌOrlando,€FloridaÌMay€19,€1997ÌÌÌÌÌRichard€A.€VoorheesÌAssociate€Vice€President€forÌà @ àEducational€Support€ServicesÌsb_rickv@cccs.cccoes.eduÌÌDeying€ZhouÌResearch€AnalystÌsb_deying@cccs.cccoes.eduÌÌColorado€Community€College€and€OccupationalÌEducation€SystemÌÓ  ÓÓ  Ó1391€N.€Speer€BoulevardÌSuite€600ÌDenver,€Colorado€€€80204Ð  à%0!$ ÐÓ>ÓØØÑ8€ÆXdìXXdÖ8ÑÓÓÑ ý ÑÓ  ÓÑ€ïW ÑAbstractÐ ° ÐÓÓà  àThis€study€reports€results€of€a€statewide€survey€of€student€intention€administered€to€aÏstatewide€sample€representative€of€more€than€87,000€community€college€students€in€April€1996.€ÏThis€survey€collected€data€on€perceptions€of€goal€attainment€and€reported€shifts€among€studentsÏattending€inner€city,€suburban,€and€rural€community€colleges.€€Most€respondents€(79.2%)Ïreported€no€change€in€their€original€intentions€for€attendance,€€suggesting€more€permanence€inÏthe€goals€of€community€college€students€than€might€be€implied€from€the€literature.€€€MostÏstudents€(73.6%)€reported€only€one€change€in€their€original€intentions.€€Both€academic„orientedÏand€career„oriented€students€who€change€their€intentions€shifted€to€less„defined€intentions.€ÏCareer„oriented€also€appeared€to€shift€to€more€academic€goals.€€Demographic,€academic€status,Ïand€institutional€type€variables€were€tested€for€significant€associations€with€perceptions€of€goalÏattainment€and€shifts€in€intention.€€Cumulative€credit€hours€completed€was€significant€for€bothÏgoal€attainment€and€intention€shifts.€€The€findings€here€suggest€that€as€the€number€of€creditsÏcompleted€increase,€the€number€of€intention€shifts€increase€and€perceptions€of€goal€attainmentÏdecline.€€Together,€these€associations€may€provide€modest€evidence€of€the€role€communityÏcolleges€play€in€assisting€students€to€redefine€and€realize€their€goals.Ð  X ¨ýƒ ÐÓ  ÓÑ€¿[ÑÑ€ïhÑÑ€OU ÑIntroductionÌÓæÓà  àStates€increasingly€are€interested€in€indicators€of€institutional€effectiveness.€€IndicatorsÏare€perceived€by€legislators€and€public€coordinating€boards€as€a€mechanism€for€ensuringÏaccountability€in€higher€education€by€providing€comparative€information€to€the€public€andÏprospective€students.€€It€is€now€estimated€that€twenty€(20)€states€now€either€have€or€will€soonÏimplement€indicator€systems.€€In€addition€to€such€potential€indicators€as€faculty€productivity,Ïassignable€academic€square€feet€on€a€campus,€and€ratio€of€library€books€to€students,€all€indicatorÏsystems€propose€to€measure€student€success.€€It€is€this€definition€of€student€success€as€applied€toÏcommunity€colleges€which€underlies€this€paper.Ìà  àDevelopment€of€indicator€systems€which€target€student€success€poses€uniqueÏopportunities€for€community€colleges.€€On€average,€students€who€enter€community€colleges€areÏunalike€their€counterparts€at€4„year€institutions€along€a€number€of€dimensions€includingÏacademic€ability,€ethnicity,€and€previous€academic€success.€€These€differences€in€studentÏcharacteristics€between€sectors€can€be€controlled,€statistically,€to€equate€student€success€atÏcommunity€colleges€to€student€success€at€4„year€colleges€and€universities€for€comparativeÏpurposes.€€What€is€not€controllable,€however,€in€the€absence€of€more€focused€research,€is€theÏwider€range€of€student€intentions,€or€goals,€found€at€the€community€college.Ìà  àIn€1994,€the€American€Association€of€Community€Colleges€(AACC)€published€ÏòòCommunity€Colleges:€€Core€Indicators€of€Effectivenessóó€(AACC,€1994).€This€landmark€workÐ ”'0!$ Ðsuggested€a€framework€for€establishing€indicators€which€support€the€community€college€mission.€ÏThe€AACC€framework€has€been€warmly€received€by€those€knowledgeable€about€communityÏcolleges€and€has€spurred€efforts€to€refine€indicators€which€can€be€used€more€fully€to€enhance€theÐ -¸&* Ðcommunity€college€mission.€€The€first€AACC€indicator€calls€for€measuring€student€intention€as€aÏfoundation€for€determining€eventual€outcomes.€€In€fact,€understanding€student€intention€as€itÏaffects€individual€student€outcomes€is€the€òòsine€qua€nonóó€of€AACCððs€indicator€system.€€€TheÐ  ° ÐColorado€Community€College€and€Occupational€Education€System€(CCCOES)€adapted€theÏAACC€framework€and€disseminated€a€statewide€and€national€report€(Voorhees€&€Cheng,€1996).Ìà  àClearly,€student€goal€attainment€cannot€be€understood€independently€from€student€intent.€ÏFor€example,€it€comes€as€some€surprise€to€external€publics€that€not€all€community€collegeÏstudents€plan€to€graduate€with€a€2„year€degree€and€transfer€to€a€4„year€institution.€€Similarly,€notÏall€graduates€of€Associate€of€Applied€Science€programs,€those€programs€with€a€career€andÏtechnical€focus,€€intend€to€enter€the€workforce€but€may€elect,€instead,€to€pursue€a€baccalaureateÏdegree.€There€is€little€coverage€of€community€college€student€intent€in€either€the€research€orÏmanagement€literature.€€Lack€of€understanding€about€student€intent€and€the€ways€students€moveÏthrough€the€community€college€can€lead€to€false€comparisons€between€sectors,€leading€externalÏaudiences€to€conclude€that€community€colleges€are€not€effective€in€retention,€graduation€rates,Ïtransfer€rates,€or€other€measures€of€student€success.Ìà  àThis€paper€reports€results€of€a€survey€of€student€intention€administered€to€a€statewideÏsample€of€community€college€students€in€April€1996.€€The€sample€is€representative€of€more€thanÏ87,000€community€college€students€attending€inner€city,€suburban,€and€rural€colleges.€€The€paperÏexamines€the€associations€among€perceptions€of€goal€attainment€and€intention€shifts€inÏrelationship€to€gender,€ethnicity,€and€age€(demographic€variables);€current€hours€enrolled€andÏcumulative€credit€hours€(academic€status€variables);€and€community€college€type€(rural€v.€urban).Ð  D+à$( ÐÓ  ÓÑ€ _cÑÑ€$‹[ÑÑ€%WÑReview€of€the€LiteratureÌÓÓà  àGlobally€and€with€few€exceptions€(see,€for€example,€Clagget,€1995)€there€is€little€researchÏon€community€college€student€intention.€€There€has€been€recent€research,€although€apparently€notÏat€the€community€college€level,€directed€at€developing€instrumentation€to€measure€student€goalsÏ(Stark,€Bentley,€Lowther,€&€Shaw,€1991).€€Research€also€has€been€directed€at€the€goal€instabilityÏand€college€adjustment€(Schwitzer,€Robbins,€&€McGovern,€1993).€€None€of€these€works€hasÏconsidered€the€range€of€intentions€which€may€be€manifest€in€community€college€students.€€InÏcontrast,€Clagget€(1995)€drew€from€a€survey€of€credit€and€non„credit€students€attending€aÏcommunity€college€to€apportion€students€across€a€typology€which€included€personal€enrichersÏ(30%),€job€seekers€(20%),€transfer€preparers€(19%),€job€upgraders€(18%),€and€explorers€(19%).€Ï¢Clagget£ððs€report€reinforces€the€concept€that€community€college€students€express€a€wider€range€ofÏeducational€goals€than€their€4„year€counterparts.€€Ìà  àThe€profile€of€student€intentions€may€vary€from€community€college€to€community€collegeÏand€may€overlap€as€students€pursue€multiple€goals.€€In€contrast,€almost€all€students€entering€4„¼year€institutions€are€likely€to€express€baccalaureate€degree€intentions.€€If€one€accepts€the€premiseÏthat€intentions€shape€future€behavior,€the€utility€of€examining€the€behavior€of€those€studentsÏexpressing€intentions€that€might€forecast€goal€attainment€appears€evident.€€Although€researchÏdocumenting€the€role€of€student€reported€intentions€in€forecasting€community€college€success€asÏmeasured€by€persistence€is€equivocal€(see,€for€example,€Bers€and€Smith,€1991;€Voorhees,€1987),€Ïdisregard€of€student€intentions€at€the€community€college€undercuts€accurate€generalizations.€ÏTwo€widely€cited€studies€which€have€been€leveraged€by€community€college€critics,€but€whichÏalso€fail€to€account€for€differences€in€student€intention€are€reviewed€below.Ð -¸&* ÐÑïhÑâ âÑî°Ñâ âÑ  Ñà  àAlba€and€Lavin€(1981)€underscore€the€debate€about€whether€community€college€students'Ïlow€rates€of€transfer€and€higher€rates€of€dropout€are€attributable€to€negative€community€collegeÏinfluences€or€to€the€students€who€enter€them.€€They€compared€the€academic€careers€of€studentsÏassigned€to€4„year€schools€versus€those€assigned€to€2„year€schools€in€the€City€University€of€NewÏYork€(CUNY),€a€system€of€commuter€institutions.€€The€students€in€Alba€and€Lavin's€study€firstÏapplied€to€CUNY's€4„year€colleges;€one€group€was€granted€admission,€and€the€other€was€assignedÏto€2„year€schools.€€The€authors€report€that€both€groups€held€the€same€aspirations€for€theÏbaccalaureate€degree€as€determined€by€their€initial€application€to€a€4„year€school€and€aÏsubsequent€survey.€€€Assignment€decisions€were€based€primarily€on€high€school€grade€averages.€ÏThe€sample€was€limited€to€those€applicants€whose€high€school€averages€were€less€than€80€percentÏas€calculated€by€grades€earned€in€college€preparatory€classes.€€The€unacknowledged€result€is€a€4„¼year€study€sample€unrepresentative€of€the€prior€academic€achievement€of€the€4„year€population€toÏwhich€Alba€and€Lavin€seek€to€generalize.Ìà  àThe€authors€report€that€while€the€groups€were€similar€with€respect€to€high€schoolÏaverages,€they€were€unalike€in€high€school€rank.€€Community€college€assignees€were€significantlyÏless€likely€to€rank€in€the€upper€half€of€their€high€school€graduating€class,€to€have€completed€anÏequivalent€number€of€high€school€preparatory€classes,€and€to€have€completed€an€academic€highÏschool€program.€€Socioeconomic€status€and€minority€status€were€not€significantly€differentÏbetween€groups€although€Alba€and€Lavin€note€that€Catholic€ethnics€were€overrepresented€in€theÏcommunity€college€group€while€Jewish€students€were€overrepresented€in€the€4„year€collegeÏgroup.€€Both€groups€were€characterized€as€from€modest€or€low€income€families.€€Although€theÏcommunity€college€group€came€from€families€with€proportionately€higher€incomes,€betweenÏgroup€differences€were€not€significant.€€Ð ô.(, ÐÑ _cÑâ  âÑÂîÑâ  âÑ  Ñà  àControlling€for€high€school€background,€Alba€and€Lavin€report€that€five€years€after€entryÏonly€40€percent€of€initial€community€college€entrants€had€transferred€to€a€senior€college€and€wereÏabout€50€percent€less€likely€than€the€4„year€sample€to€have€earned€a€baccalaureate€degree.€€ThereÏwere,€however,€significant€differences€across€community€colleges.€€Students€entering€certainÏcommunity€colleges€within€the€CUNY€system€achieved€baccalaureate€rates€superior€to€studentsÏentering€certain€4„year€colleges.€€This€suggests€that€institutions€exert€effects€independent€ofÏstudent€prematriculation€characteristics€although€Alba€and€Lavin€were€unable€to€disentangle€thisÏeffect.Ìà  àThose€students€initially€placed€at€a€community€college€earned€significantly€fewer€creditsÏduring€the€first€three€years€and€differed€significantly€from€their€4„year€counterparts€in€academicÏperformance€after€the€first€year.€€By€the€end€of€the€third€year,€some€of€the€most€academicallyÏtalented€community€college€students€had€transferred,€suppressing€subsequent€average€academicÏperformance€statistics€at€the€community€college.€€Based€on€the€superior€grades€earned€by€theÏcommunity€college€sample€during€the€first€two€years,€Alba€and€Lavin€speculate€that€4„yearÏschools€were€more€rigorous.€€Differences€in€grading€coupled€with€lower€rates€of€baccalaureateÏattainment,€led€Alba€and€Lavin€to€conclude€the€community€college€produces€deleterious€effectsÏon€students.€€Their€findings,€however,€focus€on€students€who€were€presumed€to€haveÏbaccalaureate€intentions€at€the€time€they€applied€to€college.€€Whether€baccalaureate€intentionsÏendured€beyond€matriculation,€or„„if€they€did€endure,€for€how€long„„is€unknown.€€StudentsÏinitially€assigned€to€the€community€college€may€have€redirected€their€goals€during€their€studies.€ÏThese€findings€are€also€now€dated€and€do€not€generalize,€easily,€to€the€increasing€number€of€part„¼time€students€at€the€community€college.Ìà  àVelez€(1985)€uses€the€NLS„72€database€to€determine€the€odds€that€high€school€seniorsÏwill€earn€a€bachelor's€degree.€€Using€logit€analysis,€Velez€concludes€that€students€enrolled€inÐ Ì0h*. Ðacademic€programs€(non„vocational€programs)€who€begin€their€careers€at€a€4„year€college€enjoy€aÏ19€percent€higher€probability€of€finishing€a€baccalaureate€than€students€who€started€in€a€2„yearÏcollege.€€This€finding€may€be€seen€as€damning€to€some€community€college€supporters€and€mildlyÏindicative€of€non„comparable€learning€outcomes€between€community€colleges€and€4„yearÏinstitutions.€€Yet,€several€sampling€issues€may€recast€these€findings.€€Ìà  àFirst,€like€Alba€and€Lavin's€study,€it€is€not€known€whether€2„year€college€students€in€theÏsample€were€pursing€a€bachelor's€degree€after€they€entered€the€community€college.€€DegreeÏaspirations€were€sampled€during€respondents'€senior€year€of€high€school€and€not€after€that.€€AlsoÏunknown€is€the€number€of€high€school€seniors€within€the€sample€who€intended€to€begin€theirÏcareer€at€the€community€college€and€later€transfer€to€a€4„year€college€in€pursuit€of€a€bachelor'sÏdegree.€€Student€intentions€can€be€expected€to€change€as€result€of€interactions€with€the€collegiateÏenvironment€and€can€lead€to€behavior€which€is€different€from€that€originally€predicted.€€ChangingÏstudent€goals€coupled€with€the€heterogeneous€range€of€student€intentions€found€at€the€communityÏcollege€are€factors€which€can€influence€outcome€studies€but€are€usually€overlooked.€€ÌÓ  ÓMethodologyÌÓÞ6Óà  àA€questionnaire€was€developed€and€administered€to€a€random€sample€of€classesÏrepresenting€5€percent€of€available€classes€across€community€colleges€which€are€part€of€theÏstatewide€system€of€eleven€community€colleges€in€Colorado€during€late€April€1996.€€TheÏuniverse€of€classes€included€evening€and€day€classes€in€traditional€academic€areas€as€well€asÏcareer€and€technical€classes.€€This€sampling€scheme€yielded€3,219€usable€responses.Ìà  àThe€survey€instrument€was€designed€to€capture€perceptions€of€goal€attainment,€initialÏstudent€intention,€and€intention€at€the€time€of€the€survey€(labeled€ð ðpost„enrollment€intentionsððÏbelow).€€Part€of€the€mythology€of€community€colleges€is€that€their€students€change€their€reasonsÏfor€attendance€on€a€frequent,€if€not€random,€basis.€€These€shifts,€according€to€critics€of€theÐ Ì0h*. ÐÑ$‹[ Ñâ $âÑ„°ÑÑÚÂÑâ $âÑ  Ñcommunity€college,€€lead€to€role€confusion€and€inconsistent€pursuits€of€multiple€goals.€€In€thisÏstudy,€original€student€intentions„„those€goals€expressed€by€respondents€as€representing€theirÏintentions€upon€entry€to€the€institution„„are€contrasted€with€their€post„enrollment€intentions.€€TheÏsurvey€instrument€also€attempted€to€determine€whether€students€perceived€they€had€met€theirÏgoals€at€the€end€of€the€term€in€which€the€survey€was€administered.€€Chi„square€tests€were€run€toÏtest€for€the€associations€between€demographic€factors€(gender,€age,€and€ethnicity),€academicÏstatus€(cumulative€credits€completed€and€credits€enrolled€in€the€current€term),€institutional€typeÏ(rural€v.€urban)€and€perceptions€of€goal€attainment€and€shifts€in€student€intention.€€OnlyÏstatistically€significant€results€are€discussed€below.ÌÓ  ÓLimitationsÌÓè=Óà  àThis€study€admittedly€suffers€from€its€one„shot,€case€study€approach.€€That€is,€until€otherÏresearch€verifies€or€dispels€the€analysis€presented€here,€this€studyððs€findings€should€be€interpretedÏin€only€a€preliminary€sense.€€These€results€await€replication.€€Secondly,€the€technique€of€samplingÏrandom€classes€should€not€be€interpreted€as€producing€the€same€effect€as€a€random€sample€ofÏstudents.€€The€former€was€judged€to€be€more€efficacious€to€maximize€response€rates.€€A€mail€outÏof€survey€questionnaires€undoubtedly€would€have€produced€a€lower€response€rate€and€perhapsÏwould€have€introduced€systematic€bias€within€the€final€sample€as€presumably€those€disaffected€orÏpleased€with€the€institution€may€have€been€more€likely€to€respond€than€those€with€neutralÏattitudes.€€Third,€the€survey€was€administered€late€in€the€semester,€indeed,€late€in€the€academicÏyear.€€Utilizing€persistence€across€time€as€an€indicator€of€success,€therefore,€it€could€be€said€thatÏthe€students€in€this€study€were€successful.€€In€fact,€this€group€may€be€more€successful€than€thoseÏwho€left€the€institution€either€during€the€term€in€which€the€survey€was€administered€or€before.€€AÏfourth€limitation€is€a€lack€of€student€identification€code€on€the€survey€instrument,€negating€theÏpossibility€of€€merging€the€resulting€data€with€other€databases,€such€as€academic€history,€toÏconfirm€or€deny€survey€responses.Ð x1@,0 ÐÑ%W Ñâ %âÑ£„Ñâ %âÑ  ÑÓ>Ó€AnalysisÌÓàCÓÓÓÓ  ÓTable€1ÌòòSample€v.€CCCOES€Student€CharacteristicsóóÐ Ä ÐÓ DÓÓDÓÌÔ*wƒ" ddd Xdd Xdd X°(#°(#wÔñrñÔ,ö dd ÔÔ,edd ÔÔ,edd ÔñrññsññrñÔ,ö dd ÔÔ,edd ÔÔ,édd ÔñrññsññsñÔ,ö dd ÔÔ,Üdd ÔÔ,rdd ÔñsñÔ+  ÔÐ 2€''! ß ˆ €à€‚ð‚„„‹‹2ÐÐ ;€''*Ï x'' „„;Ðñpññoñ%Ô ÿÿ ÔÏŽœñoñPopulatiŽonŽ›Ô  ÔñpññqñPopulationñqññtñ€%ñtñÐ >€''-Ï x"'' „„‹‹>ÐSampleñuñ€%ñuñÐ KA*Ï x " ð0 à '' €h€‚x‚„„‹ ‹KÐGenderÐ 7-7 à   „„‹‹7ÐÐ 7-7 à  „„‹ ‹7ÐÐ KA*7 à  x0 h   €h€‚x‚„„‹ ‹KЀ€€€€€€€MaleÐ YOŸ H   ÍÌÌÌÌ E@42.1„„‰ÍÌÌÌÌ E@‰‹‹YÐ42.1Ð {qAŸ H " ÍÌÌÌÌ E@42.1 ÍÌÌÌÌ E@ š™™™™C@38.2„„‰š™™™™C@‰‹ ‹{Ð38.2Ð mcLŸ H " š™™™™C@38.2 x0 h š™™™™C@  €h€‚x‚„„‹ ‹mЀ€€€€€€€FemaleÐ YO°   33333óL@57.9„„‰33333óL@‰‹‹YÐ57.9Ð {qA° " 33333óL@57.9 33333óL@ fffffæN@61.8„„‰fffffæN@‰‹ ‹{Ð61.8Ð dZL° " fffffæN@61.8 x0 h fffffæN@  €h€‚x‚‹‹dÐAge׃×Ý ƒ#ÃÝòòÚ  Ú1Ú  ÚóóÝ  Ý×  ×Ð +!o  „„+ÐÐ * o " „„‹‹*ÐÐ KA*o " x0 h  €h€‚x‚„„‹‹KЀ€€€€€€€16„25Ð YO×€  33333óD@41.9„„‰33333óD@‰‹‹YÐ41.9Ð {qA×€ " 33333óD@41.9 33333óD@ 33333óI@51.9„„‰33333óI@‰‹‹{Ð51.9Ð mcL×€ " 33333óI@51.9 x0 h 33333óI@ €h€‚x‚„„‹‹mЀ€€€€€€€26„35Ð YO?è fffffæ:@26.9„„‰fffffæ:@‰‹‹YÐ26.9Ð {qA?è" fffffæ:@26.9 fffffæ:@ ffffff8@24.4„„‰ffffff8@‰‹‹{Ð24.4Ð mcL?è" ffffff8@24.4 x0 h ffffff8@ €h€‚x‚„„‹‹mЀ€€€€€€€36„55Ð YO§P ffffff<@28.4„„‰ffffff<@‰‹‹YÐ28.4Ð {qA§P" ffffff<@28.4 ffffff<@ š™™™™™6@22.6„„‰š™™™™™6@‰‹‹{Ð22.6Ð mcL§P" š™™™™™6@22.6 x0 h š™™™™™6@ €h€‚x‚„„‹‹mЀ€€€€€€€Above€55Ð XN¸ ffffff@2.8„„‰ffffff@‰‹ ‹XÐ2.8Ð yo@¸ " ffffff@2.8 ffffff@  333333ó?1.2„„‰333333ó?‰‹‹yÐ1.2Ð cYK¸!" 333333ó?1.2 x0 h 333333ó? €h€‚x‚‹‹cÐEthnicityÐ +!w " „„+ÐÐ * w #" „„‹‹*ÐÐ KA*w $" x0 h  €h€‚x‚„„‹‹KЀ€€€€€€€American„IndianÐ XN߈% š™™™™™ù?1.6„„‰š™™™™™ù?‰‹ ‹XÐ1.6Ð yo@߈&" š™™™™™ù?1.6 š™™™™™ù?  ÍÌÌÌÌÌ@2.1„„‰ÍÌÌÌÌÌ@‰‹‹yÐ2.1Ð lbK߈'" ÍÌÌÌÌÌ@2.1 x0 h ÍÌÌÌÌÌ@ €h€‚x‚„„‹‹lЀ€€€€€€€BlackÐ UKGð( š™™™™™@5.9„„‰š™™™™™@‰UÐ5.9Ð lb3Gð)" š™™™™™@5.9 š™™™™™@ 333333@5.3„„‰333333@‰‹‹lÐ5.3Ð lbKGð*" 333333@5.3 x0 h 333333@ €h€‚x‚„„‹‹lЀ€€€€€€€Asian/Pacific€IslanderÐ XN¯X+  @3.5„„‰ @‰‹ ‹XÐ3.5Ð yo@¯X,"  @3.5  @  333333@4.8„„‰333333@‰‹‹yÐ4.8Ð lbK¯X-" 333333@4.8 x0 h 333333@ €h€‚x‚„„‹‹lЀ€€€€€€€HispanicÐ VLÀ. ffffff,@14.2„„‰ffffff,@‰VÐ14.2Ð nd4À/" ffffff,@14.2 ffffff,@ š™™™™0@16.1„„‰š™™™™0@‰‹‹nÐ16.1Ð t€'cLÀ0" š™™™™0@16.1 x0 h š™™™™0@ €h€‚x‚„„‹‹tЀ€€€€€€€WhiteÐ `€'O(1' ÍÌÌÌ̬R@74.7„„‰ÍÌÌÌ̬R@‰‹‹`Ð74.7Ð ‚€'qA(2" ÍÌÌÌ̬R@74.7 ÍÌÌÌ̬R@' ÍÌÌÌÌìQ@71.7„„‰ÍÌÌÌÌìQ@‰‹‹‚Ð71.7Ð\RP(3" ÍÌÌÌÌìQ@71.7 x0 h  ÍÌÌÌÌìQ@' \ÐÌà  àTable€1€depicts€differences€between€the€system„wide€sample€and€all€CCCOES€students€inÏthe€Fall€of€1995.€€Females€were€overrepresented€in€the€sample€(61.8%€v.€ñvñ5ñvñ7.9%).€€€The€sampleÏwas€somewhat€younger€than€the€system€population,€but€varied€little€with€respect€to€ethnicity.€ñxñÏñxññwñleastÏone€previous€term€of€collegiate€experience€in€completing€the€questionnaire.€€ñwñThe€distribution€of€primary€class„taking€times€was:€€regular,€daytime€(63.0%),€evening€(32.4%),Ïand€weekend€(4.6%).€€€Finally,€almost€all€respondents€(90.0%)€indicated€they€were€eitherÏsatisfied€or€very€satisfied€with€their€college.ÌñyñÐ  W,(A ÐÑ¿[ Ñâ âÑ„ÚÑâ âÑ  ÑñyñòòPerceptions€of€Goal€AttainmentóóÐ W Ðà  à€Among€the€demographic,€academic€status,€and€institutional€type€variables€tested€forÏassociations€with€perceptions€of€goal€attainment,€€age€€ò òð/ðÔ‡îûuîXXlÔòò2€ó óóóÔ#†XlXîîûu=\#Ô(4,€òòNóó=3,029)€=€24.38,€òòpóó<.00ñzñ0ñzñ1,Ð ° Ðcumulative€credit€hours€ò òð/ðÔ‡îûuîXXlÔòò2€ó óóóÔ#†XlXîîûuò\#Ô(3,€òòNóó=2,502)€=€163.17,€òòpóó<.00ñ{ñ0ñ{ññ|ññ{ñ0ñ{ññ|ñ1,€and€the€number€of€current€enrolledÐ ç  Ðhours€€ò òð/ðÔ‡îûuîXXlÔòò2€ó óóóÔ#†XlXîîûuÏ]#Ô(4,€òòNóó=2,984)€=€30.01,€òòpóó<.001€were€significant.€€Younger€students€were€more€likely€toÐ Ç p Ðindicate€that€they€met€their€goals€in€the€current€term;€56.7€percent€of€the€ð ðmet€goalðð€group€wasÏunder€26„years€old.€€Additionally,€students€who€had€earned€more€total€credit€hours€or€whose€Ïcurrent€enrolled€hours€were€higher€were€more€likely€to€indicate€they€had€met€their€goals€in€theÏcurrent€term.€€There€were€no€statistically€significant€differences€between€rural€and€urbanÏcommunity€colleges€in€their€studentsðð€perceptions€of€goal€attainment.Ìà  àòòPersistence€and€goal€attainmentóó.€€€Persistence€decisions€can€be€heavily€influenced€byР߈ Ðperceptions€of€goal€attainment.€€Students€who€perceive€that€they€have€satisfied€their€intentionsÏcan€be€expected€either€not€to€return€to€the€institution€or€to€develop€new€goals.€€Thirty€percentÏ(30.1%)€of€the€respondents€indicated€they€would€meet€their€goal€in€the€term€they€were€surveyedÏwhile€69.9€percent€indicated€otherwise.€€A€substantial€proportion€(63.2%)€of€the€ð ðunmet€goalððÏgroup€indicated€they€would€continue€at€their€current€college€while€12.8€percent€were€unsure.€ÏPredictably,€uncertainly€about€continuing€at€the€college€was€nearly€double€(23.9%)€among€theÏð ðmet€goalðð€group.€€The€associations€between€persistence€intentions€and€perceptions€of€goalÏattainment€and€number€of€intention€shifts€were€also€examined.€€Only€the€relationship€ñ}ñbetweenñ}ññ~ñforñ~ñññÏñññ€ñÏñ€ñperceptions€of€goal€attainment€€ò òð/ðÔ‡îûuîXXlÔòò2€ó óóóÔ#†XlXîîûu&d#Ô(2,€òòNóó=3,002)€=€819.28,€òòpóó<.0001€was€statistically€significant.€Ð w' #& ÐThis€suggests€that€goal€shifting„„by€itself„„is€not€a€negative€factor€in€persistence€decisions.Ìà  àMore€than€two„thirds€(64.7%)€of€the€non„continuing€students€indicated€they€had€eitherÏreached€their€goals€or€were€transferring€to€another€college.€€Another€10.6€percent€expressedÏvoluntary€departure€intentions€including€going€to€work,€military€service€or€participating€in€aÐ ß.ˆ*. Ðreligious€mission.€€A€nearly€corresponding€proportion€(9.7%)€expressed€reasons€which€wereÏinvoluntary€in€nature€including€financial€concerns,€medical€reasons,€personal€or€family€problems,Ïno€child€care,€or€grade€or€GPA€reasons.€€Only€a€small€proportion€of€leavers€(4.5%)€indicatedÏdissatisfaction€with€the€college€as€their€reason€for€departure.€ÌòòShifts€in€Student€IntentionóóÐ · ` Ðà  àòòOriginal€intentionsóó.€€Nearly€two„thirds€(66.4%)€of€the€respondents€report€that€theirÐ  8  Ðoriginal€goal€was€to€earn€a€certificate€or€degree€or€to€transfer€to€a€4„year€institution.€€About€one€inÏfive€(21.7€%)€entered€the€college€to€prepare€for€a€job€or€improve€their€current€job€skills€and€justÏmore€than€one€in€ten€(11.9€%)€indicated€they€first€came€to€the€college€for€personal€interest€orÏother€purposes.€€A€surprisingly€high€percentage€(79.3%)€of€respondents€indicated€that€theseÏoriginal€goals€had€not€changed€at€the€time€of€the€survey.€Ìà  àòòPost„enrollment€intentionsóó.€€Among€those€who€indicated€they€had€changed€their€goalsÐ ŸH Ð(20.7%€of€the€sample,€or€656€students),€about€three„fourths€(73.6%,€or€406€students)€changedÏtheir€goals€only€once€(Table€2).€€Less€than€three€percent€of€those€who€had€changed€their€goals€(orÏ0.4%€of€the€surveyððs€total€respondents,€n=13)€reported€that€they€had€changed€their€original€goalÏmore€than€four€times.ÌÓÓÓ  Óà @` àà @¸ àTable€2Ìà @` àà @¸ àòòNumber€of€Reported€Intention€ShiftsóóÐ Ã"l! ÐÓøkÓÓhÓÌÔ*wƒ '" d" dö dd Üdd rdd °(#°(#wÔÔ,dd ÔÔ,'dd ÔÔ,Üdd ÔÔ+  ÔÐ €' ›$D # ‹‹ ÐShifts€Ð ,€'ÿ$¨ $' ‹‹,ÐÓŠlÓÓ  ÓNumberÐ 5€'$ÿ$¨ % ' ‹‹5ÐÓ  ÓPercentÐ .$ÿ$¨ & ' ‹‹.Ѐ€€€One€TimeÐ F<&("' `y@406‰`y@‰‹‹FÐÓ  Ó406Ð qg@&("(  `y@406 `y@ ffffffR@73.6‰ffffffR@‰‹‹qÐÓ  Ó73.6Ð PFA&(")  ffffffR@73.6 ffffffR@ ‹‹PЀ€€€Two€TimesÐ E;ÿ'¨#*  X@96‰X@‰‹‹EÐÓ  Ó96Ð yo?ÿ'¨#+   X@96 X@ ffffff1@17.4„„‰ffffff1@‰‹‹yÐ17.4Ð PFAÿ'¨#," ffffff1@17.4 ffffff1@ ‹‹PЀ€€€Three€TimesÐ ND)(%-  €B@37„„‰€B@‰‹‹NÐ37Ð xn?)(%."  €B@37 €B@ ÍÌÌÌÌÌ@6.7„„‰ÍÌÌÌÌÌ@‰‹‹xÐ6.7Ð OE@)(%/" ÍÌÌÌÌÌ@6.7 ÍÌÌÌÌÌ@ ‹‹OЀ€€€Four€Times€or€MoreÐ NDÿ*¨&0  *@13„„‰*@‰‹‹NÐ13Ð xn?ÿ*¨&1"  *@13 *@ 333333@2.4„„‰333333@‰‹‹xÐ2.4ÐPFDÿ*¨&2" 333333@2.4  333333@ PÐÌÓ  ÓÓÓà  àChi„square€tests€were€executed€to€identify€significant€associations€between€the€number€ofÏintention€shifts€and€demographic€variables€(gender,€age,€and€ethnicity),€academic€status€variablesÐ ß.ˆ*5 ÐÑOU Ñâ âÑQ„Ñâ âÑ  Ñ(cumulative€hours€and€current€enrolled€hours),€and€college€type€(urban€V.€rural).€€With€theÏexception€of€cumulative€credits€completed€ò òð/ðÔ‡îûuîXXlÔòò2€ó óóóÔ#†XlXîîûußt#Ô(3,€òòNóó=3,002)€=€33.70,€òòpóó<.0001,€no€statisticallyÐ /Ø Ðsignificant€relationships€were€observed.€Ìà  àTable€3€depicts€overall€shifts€among€the€656€students€who€indicated€a€change€in€goals.€ÏThese€data€are€remarkable€if€only€because€they€suggest€relatively€little€change€in€the€òòoverallóóÐ ¿ h Ðdistribution€of€student€intention.€€With€the€exception€of€an€observed€migration€toward€theÏð ðOtherðð€category,€one€might€examine€these€data€and€conclude€that€no€shifts€occurred,€except€inÏthe€direction€of€the€ð ðotherðð€category.€€This€conclusion,€however,€may€be€unwarranted€since€theseÏdata€are€not€arrayed€in€a€manner€which€indicates€which€types€of€students€may€have€shifted€theirÏintentions.€€The€multi„response€nature€of€the€questionnaire€also€creates€a€measurement€artifactÏwhich€defies€easy€generalization€as€students€are€distributed€across€several€intention€categoriesÏboth€in€the€ð ðoriginal€columnðð€and€again€in€the€ð ðpost„enrollmentðð€column.€€ÌÓÓÓ  Óà @ à€Table€3€€à0 @¸ àÌà @ à€òòOverall€Intention€ShiftsóóÐ k ÐÓ"yÓÓ4yÓÌÔ*wƒ'« d" ddd 'dd Üdd '°(#°(#wÔÔ,` dd ÔÔ,'dd ÔÔ,Sdd ÔÔ+  ÔÐ 2€'! /Ø €€€‚0‚„„‹‹2ÐIntentionÐ >€'-_"' „„‹‹>ÐOriginal€%Ð >€'-_"' „„‹‹>ÐPost„Enrollment€%Ð B8*_" 00 € ' €€€‚0‚‹‹BЀ€€€€Associate€degreeÐ PF߈  €@@33.0„„‰€@@‰‹‹PÐ33.0Ð {qA߈!" €@@33.0 €@@ €?@31.5„„‰€?@‰‹‹{Ð31.5Ð dZL߈"" €?@31.5 00 € €?@ €€€‚0‚‹‹dЀ€€€€Certificate€Ð PF_!# %@10.5„„‰%@‰‹‹PÐ10.5Ð zpA_!$" %@10.5 %@ ÍÌÌÌÌÌ#@9.9„„‰ÍÌÌÌÌÌ#@‰‹‹zÐ9.9Ð cYK_!%" ÍÌÌÌÌÌ#@9.9 00 € ÍÌÌÌÌÌ#@ €€€‚0‚‹‹cЀ€€€€Courses€for€transferÐ PFß"ˆ& ffffff6@22.4„„‰ffffff6@‰‹‹PÐ22.4Ð {qAß"ˆ'" ffffff6@22.4 ffffff6@ €5@21.5„„‰€5@‰‹‹{Ð21.5Ð dZLß"ˆ(" €5@21.5 00 € €5@ €€€‚0‚‹‹dЀ€€€€Prepare€for€job/careerÐ PF_$ ) š™™™™™.@15.3„„‰š™™™™™.@‰‹‹PÐ15.3Ð {qA_$ *" š™™™™™.@15.3 š™™™™™.@ %@10.5„„‰%@‰‹‹{Ð10.5Ð dZL_$ +" %@10.5 00 € %@ €€€‚0‚‹‹dЀ€€€€Existing€job€skillsÐ OEß%ˆ!, ÍÌÌÌÌÌ@6.2„„‰ÍÌÌÌÌÌ@‰‹‹OÐ6.2Ð yo@ß%ˆ!-" ÍÌÌÌÌÌ@6.2 ÍÌÌÌÌÌ@ 333333@6.8„„‰333333@‰‹‹yÐ6.8Ð cYKß%ˆ!." 333333@6.8 00 € 333333@ €€€‚0‚‹‹cЀ€€€€Personal€interestÐ OE_'#/ ÍÌÌÌÌÌ#@9.9„„‰ÍÌÌÌÌÌ#@‰‹‹OÐ9.9Ð yo@_'#0" ÍÌÌÌÌÌ#@9.9 ÍÌÌÌÌÌ#@  @8.0„„‰ @‰‹‹yÐ8.0Ð cYK_'#1"  @8.0 00 €  @ €€€‚0‚‹‹cЀ€€€€OtherÐ OEß(ˆ$2 š™™™™™@2.7„„‰š™™™™™@‰‹‹OÐ2.7Ð zp@ß(ˆ$3" š™™™™™@2.7 š™™™™™@ ÍÌÌÌÌÌ'@11.9„„‰ÍÌÌÌÌÌ'@‰‹‹zÐ11.9Ð\RPß(ˆ$4" ÍÌÌÌÌÌ'@11.9 00 €  ÍÌÌÌÌÌ'@ \ÐÌà  àWith€these€cautions€in€mind,€Table€4€depicts€shifts€among€those€academically„orientedÏstudents€(those€who€originally€expressed€associate€degree,€certificate,€and/or€transfer€intentions).€ÏTable€5€displays€shifts€among€the€career„oriented€students€(those€who€originally€expressed€jobÐ ·/`+: ÐÑïWÑâ âÑeQÑâ âÑ  Ñpreparation€and/or€improvement€in€existing€job€skills)׃×Ý ƒ#ÃÝòòÚ  Ú2Ú  ÚóóÝ  Ý×  ×.€€These€data€confirm€the€earlierÐ W Ðsupposition€that€when€student€intentions€shift,€they€shift€to€goals€which€are€perhaps€less€focusedÏand€more€diffuse.€€Additionally,€the€academically€oriented€shifters€moved€away€from€theÏassociate€degree€category€while€the€career„oriented€students€moved€toward€the€ð ðassociate€degreeððÏand€ð ðcourses€for€transfer€categoriesðð€and,€remarkably,€away€from€the€ð ðprepare€for€a€job/careerððÏcategory.€€It€would€appear,€at€least€within€this€statewide€sample,€€career„oriented€goal€shiftersÏmigrate€toward€goals€which€are€more€academic€in€scope.€€These€shifts€are€reinforcing€of€theÏcommunity€collegeððs€role€as€a€place€where€new€intentions€and€goals€can€be€incubated.ÌÓÓÌÌÓ  ÓÑ€(?OÑà @` àTable€4€Ìà0 @` à€òòIntention€Shifts€Among€Academically„Oriented€StudentsÐ Û„ ÐóóÓ¡‰ÓÌÓ‰ÓÔ*wƒ'« d« d` dd 'dd Sdd '°(#°(#wÔÔ,Êdd ÔÔ,½dd ÔÔ,Sdd ÔÔ+  ÔÐ 2€'! 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Ä €t€‚0‚„„‹‹2ÐIntentionÐ >€'-Kô"' „„‹‹>ÐOriginal€%Ð >€'-Kô"' „„‹‹>ÐPost„Enrollment€%Ð B8*Kô" 00 t ' €t€‚0‚‹‹BЀ€€€€Associate€degreeÐ PF¿h š™™™™™2@18.6„„‰š™™™™™2@‰‹‹PÐ18.6Ð {qA¿h" š™™™™™2@18.6 š™™™™™2@ 333333;@27.2„„‰333333;@‰‹‹{Ð27.2Ð dZL¿h " 333333;@27.2 00 t 333333;@ €t€‚0‚‹‹dЀ€€€€CertificateÐ OE3 Ü  ÍÌÌÌÌÌ@7.7„„‰ÍÌÌÌÌÌ@‰‹‹OÐ7.7Ð yo@3 Ü " ÍÌÌÌÌÌ@7.7 ÍÌÌÌÌÌ@ š™™™™™@7.9„„‰š™™™™™@‰‹‹yÐ7.9Ð cYK3 Ü " š™™™™™@7.9 00 t š™™™™™@ €t€‚0‚‹‹cЀ€€€€Courses€for€transferÐ PF§ P  ÍÌÌÌÌÌ&@11.4„„‰ÍÌÌÌÌÌ&@‰‹‹PÐ11.4Ð {qA§ P" ÍÌÌÌÌÌ&@11.4 ÍÌÌÌÌÌ&@ fffffæ0@16.9„„‰fffffæ0@‰‹‹{Ð16.9Ð dZL§ P" fffffæ0@16.9 00 t fffffæ0@ €t€‚0‚‹‹dЀ€€€€Prepare€for€job/careerÐ PF Ä fffff¦A@35.3„„‰fffff¦A@‰‹‹PÐ35.3Ð {qA Ä" fffff¦A@35.3 fffff¦A@ ffffff,@14.2„„‰ffffff,@‰‹‹{Ð14.2Ð dZL Ä" ffffff,@14.2 00 t ffffff,@ €t€‚0‚‹‹dЀ€€€€Existing€job€skillsÐ PF8  š™™™™™,@14.3„„‰š™™™™™,@‰‹‹PÐ14.3Ð {qA8 " š™™™™™,@14.3 š™™™™™,@ 333333'@11.6„„‰333333'@‰‹‹{Ð11.6Ð dZL8 " 333333'@11.6 00 t 333333'@ €t€‚0‚‹‹dЀ€€€€Personal€interestÐ PF¬  333333&@11.1„„‰333333&@‰‹‹PÐ11.1Ð {qA¬ " 333333&@11.1 333333&@ š™™™™™&@11.3„„‰š™™™™™&@‰‹‹{Ð11.3Ð dZL¬ " š™™™™™&@11.3 00 t š™™™™™&@ €t€‚0‚‹‹dЀ€€€€Other€Ð OEw  333333û?1.7„„‰333333û?‰‹‹OÐ1.7Ð zp@w " 333333û?1.7 333333û? ÍÌÌÌÌÌ%@10.9„„‰ÍÌÌÌÌÌ%@‰‹‹zÐ10.9Ð\RPw " ÍÌÌÌÌÌ%@10.9 00 t  ÍÌÌÌÌÌ%@ \ÐÌÓÓÓ  Ó€€€€€€€Table€6Ì€€€€€€€òòSummary€of€Chi„Square€TestsóóÐ ( ÐÓý ÓÓ¡ÓÌÔ*wƒ!"éd« dÊdd ½dd Sdd '°(#°(#wÔÔ,A dd ÔÔ,‘dd ÔÔ,Ïdd%ÔÔ,£dd ÔÔ,„dd ÔÔ+  ÔÐ 2€''! Cì! €à€‚H‚„„‹‹2ÐÓ  ÓVariablesÐ ;€''*‹4"!'' „„;ÐÓÈ¢ÓAssociationÐ ;€''*‹4#'' „„;Ðò òð/ðÔ‡îûuîXXlÔòò2óóó óÔ#†XlXîîûuu£#ÔÐ ;€''*‹4$"'' „„;ÐòòdfóóÐ ;€''*‹4%"'' „„;ÐÓ  ÓòòpóóÐ KA*‹4&  H0 à '' €h€‚x‚„„‹ ‹KЀ€€€€€AgeÐ 7-›D'  „„‹‹7ÐMet€GoalsÐ ZP›D( áz®Ga8@24.38„„‰áz®Ga8@‰‹‹ZÐ24ˆ.38Ð yoB›D)U áz®Ga8@24.38 áz®Ga8@  @4„„‰@‰‹‹yÐ4Ð yo>›D*"  @4 @ -Cëâ6?.0001„„‰-Cëâ6?‰‹‹yÐ.0001Ð ndM›D+3 -Cëâ6?.0001 x0 h -Cëâ6? €h€‚x‚„„‹ ‹nЀ€€€€€EthnicityÐ 7-¬,  „„‹‹7ÐMet€GoalsÐ YO¬- Âõ(\@6.89„„‰Âõ(\@‰‹‹YÐ6ˆ.89Ð xnA¬.U Âõ(\@6.89 Âõ(\@  @4„„‰@‰‹‹xÐ4Ð yo>¬/"  @4 @ é&1¬Â?.1415„„‰é&1¬Â?‰‹‹yÐ.1415Ð e[M¬03 é&1¬Â?.1415 x0 h é&1¬Â? €h€‚x‚‹‹eЀ€€€€€GenderÐ +!k1 „„+ÐMet€GoalsÐ I?k2 ìQ¸…ëõ?1.37„„‰ìQ¸…ëõ?‰IÐ1ˆ.37Ð h^4k3U ìQ¸…ëõ?1.37 ìQ¸…ëõ?  ð?1„„‰ð?‰hÐ1Ð i_1k4"  ð?1 ð? . ø1æÎ?.2414„„‰. ø1æÎ?‰iÐ.2414Ð aW@k53 . ø1æÎ?.2414 x0 h . ø1æÎ? €h€‚x‚„„‹ ‹aЀ€€€€€Credits€EnrolledÐ 4*Ó|6  „„4ÐMet€GoalsÐ MCÓ|7 Ãõ(\>@30.01„„‰Ãõ(\>@‰‹‹MÐ30ˆ.01Ð yoBÓ|8U Ãõ(\>@30.01 Ãõ(\>@  @4„„‰@‰‹‹yÐ4Ð j`>Ó|9"  @4 @ # „„‰‰‹‹jÐ.0000Ð _U>Ó|:3 # x0 h  €h€‚x‚„„‹ ‹_Ѐ€€€€€Cumulative€CreditsÐ 4*; ä;  „„4ÐMet€GoalsÐ ND; ä< = ×£ped@163.17„„‰= ×£ped@‰‹‹NÐ163ˆ.17Ð zpC; ä=U = ×£ped@163.17 = ×£ped@  @3„„‰@‰‹‹zÐ3Ð j`>; ä>"  @3 @ # „„‰‰‹‹jÐ.0000Ð _U>; ä?3 # x0 h  €h€‚x‚„„‹ ‹_Ѐ€€€€€Continuing€at€the€CollegeÐ 7-£!L@  „„‹‹7ÐMet€GoalsÐ [Q£!LA  ×£p=š‰@819.28„„‰ ×£p=š‰@‰‹‹[Ð819ˆ.28Ð zpC£!LBU  ×£p=š‰@819.28  ×£p=š‰@  @2„„‰@‰‹‹zÐ2Ð j`>£!LC"  @2 @ # „„‰‰‹‹jÐ.0000Ð _U>£!LD3 # x0 h  €h€‚x‚„„‹ ‹_Ѐ€€€€€Institutional€TypeÐ 7- #´E  „„‹‹7ÐMet€GoalsÐ KA #´F # „„‰‰‹‹KÐ0ˆ.00Ð j`3 #´GU #   ð?1„„‰ð?‰‹‹jÐ1Ð yo> #´H"  ð?1 ð? €&†§ï?.9892„„‰€&†§ï?‰‹‹yÐ.9892Ð ndM #´I3 €&†§ï?.9892 x0 h €&†§ï? €h€‚x‚„„‹ ‹nЀ€€€€€AgeÐ 7-s$ J  „„‹‹7ÐShifted€GoalsÐ YOs$ K …ëQ¸@2.39„„‰…ëQ¸@‰‹‹YÐ2ˆ.39Ð xnAs$ LU …ëQ¸@2.39 …ëQ¸@  @4„„‰@‰‹‹xÐ4Ð yo>s$ M"  @4 @ ¡Ö4ï8Eå?.6647„„‰¡Ö4ï8Eå?‰‹‹yÐ.6647Ð ndMs$ N3 ¡Ö4ï8Eå?.6647 x0 h ¡Ö4ï8Eå? €h€‚x‚„„‹ ‹nЀ€€€€€EthnicityÐ 7-Û%„!O  „„‹‹7ÐShifted€GoalsÐ YOÛ%„!P ffffff@6.60„„‰ffffff@‰‹‹YÐ6ˆ.60Ð xnAÛ%„!QU ffffff@6.60 ffffff@  @4„„‰@‰‹‹xÐ4Ð yo>Û%„!R"  @4 @ £’:MÄ?.1586„„‰£’:MÄ?‰‹‹yÐ.1586Ð e[MÛ%„!S3 £’:MÄ?.1586 x0 h £’:MÄ? €h€‚x‚‹‹eЀ€€€€€GenderÐ .$C'ì"T „„‹‹.ÐShifted€GoalsÐ XNC'ì"U áz®GáÊ?.21„„‰áz®GáÊ?‰‹‹XЈ.21Ð wm@C'ì"VU áz®GáÊ?.21 áz®GáÊ?  ð?1„„‰ð?‰‹‹wÐ1Ð yo>C'ì"W"  ð?1 ð? ¨WÊ2ıä?.6467„„‰¨WÊ2ıä?‰‹‹yÐ.6467Ð ndMC'ì"X3 ¨WÊ2ıä?.6467 x0 h ¨WÊ2ıä? €h€‚x‚„„‹ ‹nЀ€€€€€Credits€EnrolledÐ 7-«(T$Y  „„‹‹7ÐShifted€GoalsÐ YO«(T$Z …ëQ¸@5.78„„‰…ëQ¸@‰‹ ‹YÐ5ˆ.78Ð xnA«(T$[U …ëQ¸@5.78 …ëQ¸@   @4„„‰@‰‹ ‹xÐ4Ð yo>«(T$\"  @4 @  rùé·¯Ë?.2163„„‰rùé·¯Ë?‰‹ ‹yÐ.2163Ð ndM«(T$]3 rùé·¯Ë?.2163 x0 h rùé·¯Ë?  €h€‚x‚„„‹‹nЀ€€€€€Cumulative€CreditsÐ 7-*¼%^ „„‹ ‹7ÐShifted€GoalsÐ ZP*¼%_  š™™™™Ù@@33.70„„‰š™™™™Ù@@‰‹ ‹ZÐ33ˆ.70Ð yoB*¼%`U š™™™™Ù@@33.70 š™™™™Ù@@   @3„„‰@‰‹ ‹yÐ3Ð j`>*¼%a"  @3 @  # „„‰‰‹ ‹jÐ.0000Ð _U>*¼%b3 # x0 h   €h€‚x‚„„‹‹_Ѐ€€€€€Continuing€at€the€CollegeÐ 7-{+$'c „„‹ ‹7ÐShifted€GoalsÐ YO{+$'d  …ëQ¸… @3.44„„‰…ëQ¸… @‰‹ ‹YÐ3ˆ.44Ð xnA{+$'eU …ëQ¸… @3.44 …ëQ¸… @   @2„„‰@‰‹ ‹xÐ2Ð yo>{+$'f"  @2 @  ¶óýÔxéÆ?.1790„„‰¶óýÔxéÆ?‰‹ ‹yÐ.1790Ð u€'dM{+$'g3 ¶óýÔxéÆ?.1790 x0 h ¶óýÔxéÆ?  €h€‚x‚„„‹‹uЀ€€€€€€Institutional€TypeÐ >€'-ã,Œ(h' „„‹‹>ÐShifted€GoalsÐ _€'Nã,Œ(i' ×£p= ×ë?.87„„‰×£p= ×ë?‰‹‹_Ј.87Ð ~€'m@ã,Œ(jU ×£p= ×ë?.87 ×£p= ×ë?'  ð?1„„‰ð?‰‹‹~Ð1Ð €€'o>ã,Œ(k"  ð?1 ð?' C­iÞqŠÖ?.3522„„‰C­iÞqŠÖ?‰‹‹€Ð.3522Ð]SQã,Œ(l3 C­iÞqŠÖ?.3522 x0 h  C­iÞqŠÖ?' ]ÐÐ Ó-|)l ÐÑ(?OÑâ (âÑ eÑâ (âÑ  Ñà  àòòVariables€associated€with€intention€shiftsóó.€€Among€the€study€variables€(gender,€age,Ð W Ðethnicity,€cumulative€credit€hours,€current€hours€enrolled,€continuing€at€this€college,€andÏinstitutional€type)€only€cumulative€credit€hours€were€significantly€related€to€student€intentionÏshiftsÔ‡è;µ çXXlÔ€ò òÔ#†XlX çè;µ—Â#Ôð/ðòò2€€ó óóó(3,€òòNóó=2604)€=€33.70,€òòpóó<.00ññ0ññ1€(Table€6).€€This€finding,€in€tandem€with€the€significantÐ ß ˆ Ðrelationship€between€cumulative€credit€hours€and€perceptions€of€goal€attainment€suggest€thatÏstudents€who€earned€more€credit€hours€have€more€choices€in€establishing€new€goals€as€they€gainÏmore€experience€in€the€college€setting.€€Among€the€students€who€had€changed€their€initial€goals,Ï35.6%€completed€more€than€46€credits.€€Among€the€students€who€indicated€they€€would€meetÏtheir€goals€in€the€current€term,€and€45.4€percent€completed€more€than€46€credits.€€These€findingsÏsuggest€that€the€more€credits€completed€(and€the€longer€the€enrollment€history)€the€more€likelyÏthat€intentions€change€and€new€goals€are€formulated.ÌÓ  ÓConclusionsÌÓÚÅÓà  àTo€those€accustomed€to€viewing€community€college€students€as€ð ðtrying€out€collegeðð,€theÏpreliminary€results€here€may€be€disquieting.€€One€picture€emerging€from€this€study€is€that€ofÏrelatively€stable€student€intentions€at€the€community€college.€€Although,€as€discussed€earlier,€theÏstudents€sampled€here€were€successful€in€the€context€of€their€longevity€as€students;€little€isÏknown€about€intention€shifts€among€those€who€departed€the€institution.€€A€next€step€might€be€toÏsurvey€those€students€who€dropped€out€or€stopped€out€to€determine€their€perceptions€of€goalÏattainment€and€intention€shifts.Ìà  àThe€connection€between€age€and€perceptions€of€goal€attainment€presented€here€also€areÏworthy€of€further€investigation.€€Younger€students€indicate€a€higher€level€of€goal€attainmentÏwhich€suggests€that€goals€held€young€students€may€be€more€short„term€or€focused€than€those€heldÏby€their€counterparts.€€Another€explanation€might€be€that€older€students€on€average€only€enroll€onÐ .Ä), Ða€part„time€basis€and,€accordingly,€were€accustomed€to€viewing€their€goals€from€a€longer€timeÏperspective.€€This€is€plausible,€given€the€ñ‚ñ¢postive£ñ‚ññƒñnegativeñƒñ€relationship€between€current€credit€hoursÏenrolled€and€perceptions€of€goal€attainment.€€There€also€may€be€a€connection€betweenÏperceptions€of€goal€attainment€and€age€which€merits€study€at€the€community€college.Ìà  àWhereas€students€appear€to€meet€their€goals€as€longevity€at€the€college€increases,€theyÏalso€appear€more€likely€to€shift€goals€as€a€result€of€longevity.€€The€message€here€is€twofold.€€ÏFirst,€community€colleges€appear€to€fulfill€their€function€as€students€move€through€institutions.€ÏIn€particular,€students€whose€intentions€do€not€shift€after€entryñ„ñ,ñ„ññ…ñ„„ñ…ññ†ñ€ñ†ñmost€of€the€students€in€this€studyñ‡ñ,ñ‡ññˆñ„„ñˆññ‰ñÏñ‰ñand€who€have€accumulated€more€credit€hours€than€their€counterparts,€are€more€likely€to€believeÏthey€have€met€their€goals.€€Second,€those€students€whose€intentions€do€shift„„about€20€percent€ofÏthe€students€in€this€study„„are€more€likely€to€develop€intention€shifts€than€students€with€fewerÏcumulative€credits.€€This€indicates€that€intention€shifts€can€be€seen€as€the€result€of€prolongedÏexperience€and€interactions€within€institutions€and€perhaps€not,€as€some€might€view,€the€result€ofÏchoices€made€early€in€a€collegiate€career.€€Rather,€the€findings€reported€here€suggest€that€choices€Ïmay€only€become€clear€after€the€lapse€of€time€and€exposure€within€the€institution.Ìà  àThe€migration€of€students€with€career„oriented€intentions€toward€academically„orientedÏintentions€observed€here€is€of€note.€€In€general,€students€also€moved€toward€the€ð ðotherðð€category,Ïsuggesting€a€wider€dispersion€of€intention€shifts€than€was€captured€by€the€questionnaire.€€SinceÏintention€shifts€were€associated€significantly€with€cumulative€hours,€a€potential€explanation€mayÏbe€that€the€career„oriented€students€with€short„term€classes€and€programs€had€already€met€theirÏgoals€and€were€unavailable€to€survey.€€Nonetheless,€movement€toward€the€academic€area€byÏintention„shifters€with€longevity€in€the€institution€ought€to€be€of€concern€to€administrators,Ïfaculty,€and€researchers.ÌÐ  ¿.h*. Ðà  àA€final€issue€may€be€the€stability€of€intentions€as€viewed€by€students€over€time.€€€It€mayÏbe€that€as€students€converge€on€a€particular€goal,€for€instance,€that€they€do€not€recall€earlierÏintention€shifts.€€Studies€in€this€area€might€ideally€be€designed€to€trap€student€intentions€at€entryÏand€then€provide€a€subsequent€measurement€of€whether€those€original€intentions€were€met€at€aÏlater€date.€€At€best,€studentsðð€recollection€of€their€original€intentions€in€this€study€may€be€cloudedÏby€time€or€by€other€factors.€€With€refinement,€future€studies€in€this€area€may€have€much€toÏcontribute€to€the€development€of€indicator€systems€and€deeper€understandings€of€studentÏexperiences€within€community€œcolleges.›Ð  ?è  ÐÌÓ  ÓReferencesÌÓ  ÓÓÓà0  àà ° àAlba,€R.€D.€and€Lavin,€D.€E.€€(1981).€€Community€colleges€and€tracking€in€higher€education.€ÏòòSociology€of€Educationóó€43:€223„237.Ðóœ(#(# ÐÌà0  àà ° àAmerican€Association€of€Community€Colleges€€€(1994).€€òòCommunity€Colleges:€Core€IndicatorsÐ Ë t Ðof€Effectivenessóó.€€(AACC€Special€Reports€No.€4).€€Washington,€D.C.:€AACC.з `(#(# ÐÌà0  àà ° àBers,€T.€H.,€and€Smith,€K.€E.€€(1991).€€Persistence€of€community€college€students:€The€influenceÏof€student€intent€and€academic€and€student€integration.€€òòResearch€in€Higher€Educationóó€Ð {$  Ð32:€539„556.Ð (#(# ÐÌà0  àà ° àClagett,€C.€A.€€(1995).€€Student€goal€analysis€for€accountability€and€marketing.€€òòCommunityÐ ?è  ÐCollege€Reviewóó€16:€38„41.€Ð+Ô (#(# ÐÌà0  àà ° àSchwitzer,€A.€M.,€Robbins,€S.€B.,€and€McGovern,€T.€V.€€(1993).€€Influences€of€goal€instabilityÏand€social€support€on€college€adjustment.€€òòJournal€of€College€Student€Developmentóó€34:Ð ï˜ Ð21„25.Ð (#(# ÐÌà0  àà ° àStark,€J.€S.,€Bentley,€R.€J.,€Lowther,€M.€A.,€and€Shaw,€K.€M.€€€The€student€goals€exploration:Ïreliability€and€concurrent€validity.€€òòEducational€and€Psychological€Measurementóó€51:€413„Ð ŸH Ð422.Ð (#(# ÐÌà0  àà ° àVelez,€W.€€(1985)€Finishing€college:€The€effects€of€college€type.€€òòSociology€of€Educationóó€58:Ð c  Ð191„200.Ð (#(# ÐÌà0  àà ° àVoorhees,€R.€A.€€(1987).€€Toward€building€models€of€community€college€persistence:€A€logitÏanalysis.€€òòResearch€in€Higher€Educationóó€26:€115„129.м(#(# ÐÌà0  àà ° àVoorhees,€R.€A.,€and€Cheng,€D.€X.€€(1996,€May)€€òòCommunity€college€indicators€of€institutionalÐ ë ” Ðeffectivenessóó.€€Presentation€to€the€Thirty„sixth€Forum€of€the€Association€for€InstitutionalÐ ×!€  ÐResearch,€Albuquerque,€NM.€