Collaboratively Clearing the Path to a Baccalaureate Degree: Identifying Effective 2- to 4-Year College Transfer Partnerships

2018 ◽  
Vol 46 (3) ◽  
pp. 231-256 ◽  
Author(s):  
Di Xu ◽  
Florence Xiaotao Ran ◽  
John Fink ◽  
Davis Jenkins ◽  
Afet Dundar
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Academic Success ◽  
Transfer Students ◽  
Analytical Framework ◽  
Institutional Performance ◽  
College Transfer ◽  
Residual Values ◽  
The Individual ◽  
Effective Transfer

Objective: This study develops an analytical framework for identifying effective partnerships between 2- and 4-year institutions that enable community college entrants to transfer to a 4-year institution and earn a bachelor’s degree in a timely fashion. Method: Using the individual term-by-term college enrollment and degree records from the National Student Clearinghouse for the entire 2007 fall cohort of first-time-in-college community college students nationwide, we use regressions to control for student and institutional characteristics in identifying effective partnerships in two steps: first, we identify community colleges with large residual values (better than expected outcomes); and second, we identify the 4-year partners of those community colleges with large residual values. Results: Descriptive results on the variation in transfer outcomes among the thousands of unique transfer partnerships nationally are presented alongside results from regressions used in the two-step effective transfer partnership identification. Contributions: Recommendations and considerations for using this framework to evaluate and benchmark institutional performance in supporting the academic success of vertical transfer students for baccalaureate attainment are also discussed.

Takes Two to Tango: Essential Practices of Highly Effective Transfer Partnerships

2017 ◽  
Vol 45 (4) ◽  
pp. 294-310 ◽  
Author(s):  
John Fink ◽  
Davis Jenkins
Keyword(s):  
Community College ◽  
Student Success ◽  
Transfer Students ◽  
Bachelor's Degree ◽  
Transfer Student ◽  
College Transfer ◽  
Student Records ◽  
Highly Effective ◽  
Transfer Advising ◽  
Effective Transfer

Objective: The objective of this study was to describe practices of 2- and 4-year institutional partnerships effective in supporting transfer student success. Method: Using student records from the National Student Clearinghouse (NSC) for the entire 2007 fall cohort of first-time-in-college community college students nationwide, researchers identified partnerships of 2- and 4-year institutions that were more effective than expected (controlling for student and institutional characteristics) in enabling community college entrants to transfer to a 4-year institution and earn a bachelor’s degree. Based on this methodology, and in partnership with the Aspen Institute’s College Excellence Program, researchers visited six pairs of 2- and 4-year college transfer partnerships identified as high performers, interviewing more than 350 faculty, student-facing and senior-level staff, and transfer students. Results: From these in-depth interviews, researchers identified a set of essential transfer practices common among these highly effective institutional partnerships. The practices were grouped under three broad strategies: (a) make transfer a priority, (b) create clear programmatic pathways with aligned high-quality instruction, and (c) provide tailored transfer advising. Contributions: This study offers a set of essential transfer practices culled from national fieldwork to 2- and 4-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

scholarly journals Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions

2021 ◽  
Author(s):  
Sunny Chen ◽  
Emily Schwartz ◽  
Cindy Le ◽  
Elizabeth Davidson Pisacreta
Keyword(s):  
Community College ◽  
Community Colleges ◽  
High School Students ◽  
Transfer Students ◽  
Local Community ◽  
Community College Transfer ◽  
Prospective Students ◽  
College Transfer ◽  
School Students ◽  
Four Year Institutions

Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.

scholarly journals Transfers from College to One Ontario University: A Four-Year Outcome Study

2015 ◽  
Vol 45 (1) ◽  
pp. 18-36
Author(s):  
Jo Stewart ◽  
Felice Martinello
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Policy Implications ◽  
Outcome Study ◽  
College Transfer ◽  
Follow Up Study ◽  
Academic Suspension ◽  
Students First ◽  
College Transfer Students

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.  

Early Integration and Other Outcomes for Community College Transfer Students

2013 ◽  
Vol 55 (4) ◽  
pp. 370-399 ◽  
Author(s):  
Mark M. D’Amico ◽  
Sandra L. Dika ◽  
Theodore W. Elling ◽  
Bob Algozzine ◽  
Donna J. Ginn
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Early Integration ◽  
Community College Transfer Students ◽  
College Transfer Students

scholarly journals Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

2019 ◽  
Vol 48 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Casey Maliszewski Lukszo ◽  
Shannon Hayes
Keyword(s):  
Community College ◽  
High Schools ◽  
Transfer Students ◽  
Self Efficacy ◽  
Critical Role ◽  
Transfer Student ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
Descriptive Case Study

Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.

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