Performance, Graduation, and Transfer of Immigrants and Natives in City University of New York Community Colleges

Abstract

The City University of New York (CUNY) plays an essential role in educating the burgeoning immigrant population of New York City. During the 1990s, the foreign-born share of CUNY’s undergraduate population rose from one third to almost one half. Nevertheless, little research has been carried out on this population. Focusing on foreign-born and native minority community college entrants, we compare these groups in terms of the number of credits earned and the likelihood of transferring to a four-year program and of completing an associate degree and a bachelor’s degree. We find that nativity, race, and ethnicity are all related to these outcomes. Moreover, whether a foreign-born student attended high school in the United States or abroad is an important determinant of educational outcomes.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 63 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.