Given the prevalence of transfer activity, education stakeholders must understand how transfer may be associated with student outcomes. Such knowledge is critical, as the COVID-19 pandemic and economic downturn have impacted college enrollment and student transfer behavior. Relying on a sample of 6510 undergraduate students from BPS:12/17 data, we conducted analyses using multiple regression to examine the relationship between student transfer direction and two student outcomes: time to degree and cumulative loan debt. Further, we analyzed whether these relationships varied by income status, using adjusted gross income (AGI) as a proxy. We found that transferring from one postsecondary institution to another may extend time to degree by one academic semester and result in increased student loan debt, with these findings varying by income level. KeywordsCollege student transfer • College student outcomes • Student loan debt • Time to degree • Quantitative analyses

No abstract

No abstract

This study investigates whether ethnic school composition has long-term effects on higher education enrollment and institutional choice. Using theoretical insights of cultural-ecology theory, we investigate whether behavioral disengagement mediates ethnic school composition effects on higher education attendance. Lastly, we investigate whether cultural-ecology theory holds in different educational systems with different migration histories, but with similar sociodemographic characteristics within the respective national contexts. Multilevel logistic analyses are carried out on data gathered in Ghent, Belgium (with 1,253 students across 30 schools) and Washington State in the U.S (with 1,150 students across 45 schools). For Ghent, results showed that behaviorally disengaged students attended higher education and universities less. Additionally, attending ethnic concentration schools increases behavioral engagement, yet no mediation effects are found.

No abstract