Today's blog is authored by Josipa Roksa, assistant professor at the University of Virginia
Once again, transfer articulation policies are in the news, being touted as a viable solution to the problem of low transfer rates between 2-year and 4-year colleges.
Articulation policies sound like a good idea, but there are a few pieces of empirical evidence that should give us pause. Consider the following questions:
(1) Do states with articulation policies (and particularly those with more comprehensive articulation policies) have higher transfer rates?
According to at least three recent studies, the answer is no.
For example, see:
Gregory M. Anderson, Jeffrey C. Sun, and Mariana Alfonso Anderson, “Effectiveness of Statewide Articulation Agreements on the Probability of Transfer: A Preliminary Policy Analysis” The Review of Higher Education, 29 no 3 (2006).
Betheny Gross and Dan Goldhaber, “Community College Transfer and Articulation Policies: Looking Beneath the Surface.” Working paper # 2009_1R. University of Washington Bothell: Center on Reinventing Public Education (April 2009)
Josipa Roksa, “Building Bridges for Student Success: Are Higher Education Articulation Policies Effective?,” Teachers College Record 111 (2009).
(2) Do states with articulation policies have higher bachelor’s degree completion rates, shorter time-to-degree, and/or less “wasted” credits among their transfer students?
The answer, again, is no.
See:
Josipa Roksa, and Bruce Keith,“Credits, Time, and Attainment: Articulation Policies and Success after Transfer,” Educational Evaluation and Policy Analysis 30 (2008).
(3) How many credits do four-year entrants earn on their path toward a bachelor’s degree?
Community college transfers are not the only ones earning 140 credits. A recent report noted that students who transferred from community colleges to the California State University (CSU) system graduated with an average of 141 credits. And how many credits did students who began in the CSU system graduate with? 142!! The situation is only slightly better in Florida: Associate of Arts (AA) transfers completed 137 credits before graduation while native four-year students averaged approximately 133 credits. Similar patterns are observed in national data: students starting in four-year institutions (and even those who attend only one four-year institution) earn more (and often many more) than 120 credits.
In conclusion: yes, low transfer rates are a problem, but there is no empirical evidence to suggest that articulation policies are the solution. This does not mean that we should not work on streamlining credit accumulation, or that the transfer process should not be more transparent and consistent. But it does mean that relying on articulation policies to increase bachelor’s degree attainment or improve efficiency in higher education is more hopeful than realistic.
Showing posts with label transfer. Show all posts
Showing posts with label transfer. Show all posts
Why Reverse Transfer?
Friday, April 17, 2009 at 10:33 AM
Today's Inside Higher Ed covers an article I wrote with UW-Madison doctoral student Fabian Pfeffer on the topic of reverse transfer. The basic gist is this: reverse transfer may be more common now, but it's certainly not benign. Students who reverse transfer tend to have parents who aren't highly educated, and therefore not as informed about how to navigate the game of 4-year college life. And in turn, the degree completion rates of these students-- who move from a 4-year to a 2-year school, are correspondingly low.
The article responds to anecdotal evidence suggesting that a lack of money drives the decision to leave a 4-year college for a community college. While we're the first to admit that money matters-- probably a LOT (see my other investigation into this) our national data indicates that the underlying reason has to do with a lack of information (since the greatest SES disparities are based on parental education not family income).
To illustrate this point, here are some examples:
Despite reasonably strong academic preparation, Joe has a C average in the first year of college. He's working nights at the local grocery store, and falling asleep in class. He doesn't see a way out-- when he calls home, Dad says he hasn't gotten any money to help, and Joe keeps working. Eventually, lacking a better solution, he leaves and moves back home to attend community college.
Mary also feels she doesn't have enough money to persist in college. Her family financial situation has changed when her mom lost her job, but she doesn't know that her financial aid officer can help. Instead of submitting a new FAFSA (a complex process), she switches to the less-expensive local community college.
Suzanne did well in high school, and has enough financial aid to get by. But when her initial grades freshman year were low B's, her feelings were hurt and she didn't know what to do. Her parents didn't go far in college, and couldn't help her understand what might explain those grades (one possibility is grade deflation; another might be her writing abilities). Demoralized, she leaves to go to a school where she thinks she can do better.
In each case we might mistake the underlying reasons for the student's reverse transfer decision. In Joe's case and Mary's it looks like money. In Suzanne's, it looks like grades. But when we look at thousands of these students, and begin to look closely- comparing apples and apples-- a common theme emerges. The underlying issue is a lack of information.
What if an advisor or a professor helped Joe find a job that let him sleep at night? What if Mary's financial aid officer checked in with her, and explained there was more aid available? What if Suzanne's professor called her in to discuss her grade, and explain how she could improve?
In each case, the information provided by the 4-year college could help fill in information these students couldn't get from their parents. Note: I do NOT fault the parents for not having more education. Since we know many students in need do not access already available services for good reasons (e.g. they are working long hours, etc), we need a multi-pronged approach (involving both faculty and staff, for example) and likely a mandatory one. How about a required check-in every term, or twice a term-- during class time? It could help.
The article responds to anecdotal evidence suggesting that a lack of money drives the decision to leave a 4-year college for a community college. While we're the first to admit that money matters-- probably a LOT (see my other investigation into this) our national data indicates that the underlying reason has to do with a lack of information (since the greatest SES disparities are based on parental education not family income).
To illustrate this point, here are some examples:
Despite reasonably strong academic preparation, Joe has a C average in the first year of college. He's working nights at the local grocery store, and falling asleep in class. He doesn't see a way out-- when he calls home, Dad says he hasn't gotten any money to help, and Joe keeps working. Eventually, lacking a better solution, he leaves and moves back home to attend community college.
Mary also feels she doesn't have enough money to persist in college. Her family financial situation has changed when her mom lost her job, but she doesn't know that her financial aid officer can help. Instead of submitting a new FAFSA (a complex process), she switches to the less-expensive local community college.
Suzanne did well in high school, and has enough financial aid to get by. But when her initial grades freshman year were low B's, her feelings were hurt and she didn't know what to do. Her parents didn't go far in college, and couldn't help her understand what might explain those grades (one possibility is grade deflation; another might be her writing abilities). Demoralized, she leaves to go to a school where she thinks she can do better.
In each case we might mistake the underlying reasons for the student's reverse transfer decision. In Joe's case and Mary's it looks like money. In Suzanne's, it looks like grades. But when we look at thousands of these students, and begin to look closely- comparing apples and apples-- a common theme emerges. The underlying issue is a lack of information.
What if an advisor or a professor helped Joe find a job that let him sleep at night? What if Mary's financial aid officer checked in with her, and explained there was more aid available? What if Suzanne's professor called her in to discuss her grade, and explain how she could improve?
In each case, the information provided by the 4-year college could help fill in information these students couldn't get from their parents. Note: I do NOT fault the parents for not having more education. Since we know many students in need do not access already available services for good reasons (e.g. they are working long hours, etc), we need a multi-pronged approach (involving both faculty and staff, for example) and likely a mandatory one. How about a required check-in every term, or twice a term-- during class time? It could help.
Subscribe to:
Posts (Atom)
