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Research Article

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An Investigation and Identification of the Determinants of Success of Students Who Transfer to Trent

June 2014

Authors: Deborah J. Kennett (Trent University), Karen Maki (Higher Education Consultant and Researcher)

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Executive Summary

A previous study (Drewes, Maki, Lew, Willson & Stringham, 2012) funded by the College-University Consortium Council found that, after controlling for program and demographic variables, college transfer students entering through an articulation agreement (CAAT Transfer and Articulation) attained significantly higher grades and were significantly less likely to drop-out (i.e., had a higher retention rate) than students entering directly out of high school, whereas transfer students entering outside of an articulation agreement (CAAT Transfer non-articulation) and those involved in a university transfer program (CAAT Transfer University Transfer Program) were comparable to the High School group in terms of academic performance and retention. There is growing evidence (ONCAT, 2013) that college transfer students are performing well at university, yet the question remains as to what factors contribute to the overall successful performance of the CAAT Transfer students at university.


  • Student decisions, experiences, and outcomes
  • Program pathways, course transfer, and prior learning
  • Transfer assessment, application, and administration
  • Equity, diversity, inclusion, and accessibility
  • Public policy