Collaboration between community colleges and universities can be supported or inhibited by higher education policy at the state level. CCRI researchers present a case study about Minnesota’s higher education policy, and how it has generally strengthened collaboration.
Continue reading “HPTP Data Note 5: How State Policy Impacts College Transfer Partnerships”
While Data Note 1 gave a broad overview of the areas of activity involved in transfer partnerships between two and four-year institutions, Data Note 4 takes a deep dive into the most promising practices. By analyzing the practices of institutional partners in one of the High Performing Transfer Partnerships (HPTP) states, CCRI researcher Lia Wetzstein found that dedicated partnership staff and shared resources positively impact student outcomes.
Continue reading “HPTP Data Note 4: Joint Staff, Shared Resources Important to Transfer Partnership”
Transfer has become increasingly complex as higher education and student demographics change. Even so, most national datasets and existing research on transfer do not unpack this complexity or examine how race/ethnicity may impact the transfer process. In Data Note 3, CCRI researchers begin to fill these research gaps.
Continue reading “HPTP Data Note 3: Filling Gaps about Alternate Transfer Paths”
Research using large-scale national datasets reveals the pervasiveness of the problem of low transfer rates but offers limited information about the underlying reasons for why transfer processes fail, especially for students of color. The tendency to treat transfer and transfer research as race-neutral endeavors masks the extent of inequity in the transfer process. As a result, it is difficult to see how systems and institutions may be adversely impacting the outcomes of minoritized students. This Data Note describes the state of current research measuring equity in transfer and describes our methodology for identifying variation in the performance of transfer partners, according to equity-focused measures.
Continue reading “HPTP Data Note 2: Racial Equity as and Transfer Outcome Measure”
As costs of higher education increase, enrollment in community college and plans to transfer are increasingly common. The partnership between two and four-year institutions plays a role in how accessible and effective the transfer process is for students. In 2018, CCRI started a study on High-Performing Transfer Partnerships (HPTP) that advances knowledge about transfer, and provides colleges and universities with resources to strengthen their partnerships.
HPTP is funded by the Bill and Melinda Gates Foundation. This is Data Note 1, the first of nine briefs that summarize research findings from the project as it has progressed. For this first study, researchers conducted a review of existing literature on transfer collaboration. They found that the common characteristics of collaboration fell into into three broad categories: culture, policy and practice. Each one is outlined below.
CULTURE
POLICY
PRACTICE
For more information on this study and its findings, download the full Data Note below.
This Data Note is part of CCRI’s High-Performing Partnerships Study (HPTP) funded by the Bill and Melinda Gates Foundation. The study focuses on how higher performing transfer collaborations between two and four-year colleges and universities work on the ground. Researchers identified high-performing partnership pairs from a dataset collected for the national initiative on reverse credit transfer called Credit When It’s Due (CWID). Read the full series of Data Notes and more about the project here.
As reverse credit transfer expands around the country, it is important to understand how receiving an associate’s degree after transfer influences students’ momentum and progress toward their baccalaureate degree. In Data Note 11, researchers share findings that suggest reverse credit transfer can facilitate students’ progress toward the bachelor’s degree. Continue reading “CWID Data Note 11: Reverse Credit Transfer and Degree Progress”
While student transfer is a major component of the U.S. postsecondary education system, the loss of credits during transfer remains a significant issue. The following data note explores the drivers of credit loss in two states that were part of the Credit When it’s Due initiative.
Continue reading “CWID Data Note 10: Correlates of Credit Loss”
A major goal of reverse transfer policies is to increase associate’s degree attainment. In 2017, CWID researchers provided an update on the number of associate’s degrees conferred in CWID states, and found that the results varied by state.
Continue reading “CWID Data Note 9: Increasing Associate’s Degree Attainment”
Using data from seven CWID states, the Data Note 8 examines the types of associate’s degrees awarded via reverse credit transfer. As universities and community colleges collaborate to award associate’s degrees via reverse credit transfer, it is important to know what type of associate’s degrees students are receiving.
Continue reading “CWID Data Note 8: Degree Types Awarded via Reverse Transfer”
In October 2015, the Credit When It’s Due (CWID) research team summarized associate’s degree attainment outcomes during the first two years of the grant. Data Note 4 reports the aggregate number of degrees conferred via reverse transfer and estimates the potential of reverse transfer to increase state degree attainment.
Continue reading “CWID Data Note 4: Increasing Associate’s Degree Attainment”