Publications

This guide provides instructions for community colleges that want to use National Student Clearinghouse data to assess their own effectiveness and that of particular transfer partnerships in helping students to transfer and complete bachelor’s degrees.

This journal article offers a set of essential transfer practices culled from national fieldwork to two- and four-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

Using student data, this report provides information on the outcomes of students who attended Macomb Community College and then transferred to one of 14 four-year destination colleges.

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.

Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

Based on three sets of analyses, this report to the Greater Texas Foundation recommends ways that state policy could help to improve outcomes for community college transfer students in Texas.

This report investigates the national landscape of computer science students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a computer science bachelor’s degree.

This CAPSEE working paper examines the effects of four-year to two-year college transfer on “struggling” students, or those who earned less than a 3.0 grade point average in the first term.

This playbook is a practical guide to designing and implementing a key set of practices that will help community colleges and their four-year college partners improve bachelor’s completion rates for students who start at community colleges.

Using detailed administrative data from Virginia, this CAPSEE working paper examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance.

This report uses five metrics to measure the effectiveness of two- and four-year institutions in enabling community college students to transfer to four-year institutions and earn bachelor’s degrees.

Using data on students who entered community college and then transferred, this paper examines the impact on bachelor’s degree attainment of earning an associate degree before transferring to a four-year college.

This research overview reviews findings on transfer from community colleges to four-year colleges, including student outcomes, barriers to transfer, the economic benefits of transfer, and potential benefits to four-year colleges.

Using data on credit accumulation, award receipt, and earnings, this paper examines whether it is better for students to earn an associate degree before transferring to a four-year college.

Based on analyses of unit record data of first-time community college students in the state of Florida, this paper examines the role of academic preparation in the transition from community colleges to four-year institutions.

This article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice.

The rise of articulation agreements constitutes a new state strategy to cope with the stagnation of higher education appropriations, rising tuition, and high demand for affordable higher education.

This article analyzes two nationally representative datasets to examine how the likelihood of transfer is affected by social background, precollege academic characteristics, external demands at college entrance, and experiences during college

This article examines whether statewide articulation agreements increase the probability of vertical transfers from two-year to four-year colleges.

This paper details a qualitative study of four-year graduates who attended Central Piedmont Community College.