Effectiveness of Statewide Articulation Agreements on the Probability of Transfer: A Preliminary Policy Analysis

Abstract

The paper poses the following research question: Does the existence of statewide articulation agreements increase the probability of vertical transfers from two-year to four-year colleges? Stated differently, is there a difference in transfer rates between those states with statewide mandates versus those without such policies? Additionally, this paper culls from postsecondary data on individual characteristics to identify other factors impacting the probability of transferring and to suggest policy considerations that will likely increase student transfers from two-year to four-year institutions.

Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College

“…A report by the Public Policy Institute of California (Moore & Shulock, 2014) shared concerns about the slow and delayed implementation process. As has been documented in Arizona, New Jersey, Ohio, and Washington (Kisker, Wagoner, & Cohen, 2011), reports on California's ADT plan found that the primary focus of implementation had been the measurable outcomes of the policy, such as the number of transfer degrees created, improved time-todegree, enhanced transfer rates, and greater degree completion (Anderson et al, 2006;Roksa & Keith, 2008).…”

“…Yet, in practice, the transfer function has not worked as intended, and has become more complex and unclear over the years (Ignash & Townsend, 2001;Mosholder & Zirkle, 2007). Over the last decade, research has indicated a decline in transfer rates from community colleges to four-year institutions (Anderson, Sun, & Alfonso, 2006;Kisker et al, 2012;Levin & Kanter, 2013;Townsend, 2007).…”

“…Articulation agreements create more meaningful coordination between higher education segments by developing common general education (GE) course patterns, recognizing transferable prerequisite major courses, and minimizing loss of credits during the transfer process (Roksa & Ketih, 2008). Articulation agreements are categorized into three types: local agreements between regional institutions, agreements within higher education systems, and statemandated policies (Anderson et al, 2006). Institutional participation ranges from entirely voluntary to legally binding, depending on the type of articulation agreement.…”

Is timing everything? the impact of early, standard, and late orientation and registration on the retention of community college students

“…Students from low socio-economic backgrounds, minority students, and non-traditional students turned to local community colleges for a chance at upward career and social mobility (Brint & Karabel, 1989;Meier, 2013). However, there is growing evidence that community colleges of the past served students well, but community colleges of the present are faring poorly in terms of the persistence and retention of their students (Anderson, Sun, & Alfonso, 2006;Fike & Fike, 2008).…”

Board # 87 : Native-Born and Foreign-Born Black Students in STEM: Addressing STEM Identity and Belonging Barriers and their Effects on STEM Retention and Persistence at the Two Year College

“…6 The relationship between institutional or disciplinary culture, race, and ethnicity is especially relevant to racial and ethnic minorities that are even more underrepresented in STEM than they are in most other fields. 7,8 In 2014, 10.5 million foreign-born persons had a college degree or higher, representing about twenty-nine percent of the total 36.7 million U.S. foreign-born population ages 25 and over. Foreign-born Americans are earning STEM degrees in disproportionately large numbers, compared to the native-born U.S. population.…”