Statewide Transfer Policies and Community College Student Success

Angela Boatman and Adela Soliz
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Angela Boatman: Department of Leadership, Policy, and Organizations Peabody College Vanderbilt University Nashville, TN 37203 Author email: angela.boatman@vanderbilt.edu
Adela Soliz: Department of Leadership, Policy, and Organizations Peabody College Vanderbilt University Nashville, TN 37203 Author email: adela.r.soliz@vanderbilt.edu

Education Finance and Policy, 2018, vol. 13, issue 4, 449-483

Abstract: One way administrators and policy makers have responded to the complexity of the community college transfer process has been to create articulation agreements between two-year and four-year colleges in a state or region. Our study examines the effects of one such statewide articulation and transfer policy, the Ohio transfer module (TM). This agreement is intended to allow individuals who successfully complete the TM at one institution to transfer all of these credits to a receiving institution. We find that students who complete the TM are more likely to transfer to a four-year institution and earn associate's degrees than observationally similar peers who did not complete a TM. We also find suggestive evidence that students who complete the TM are able to bring more credits with them when they transfer. However, students who complete the TM also take slightly longer to complete their bachelor's degrees. Thus, although the TM may improve the probability that students will transfer, it may be inefficient for students, leading them to spend more time enrolled in college. Moreover, because only a small number of students complete the TM, this policy may not be far-reaching enough to dramatically improve Ohio's community college transfer rate.

Date: 2018
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