This research uses the nationally representative Beginning Postsecondary Study: 2003Study: -2009 to investigate the relative significance in upward transfer of individual and institutional factors for different groups of students, considering their state policy contexts of variable support for improved articulation and transfer between 2-year and baccalaureate-granting colleges. Layered analyses of hierarchical generalized linear model population-average results found that a few community college characteristics and state transfer policy components (such as a state articulation policy, cooperative articulation agreements, transfer data reporting, etc.) demonstrated a statistically significant association with individual upward transfer probability within 6 years of community college entry. Student characteristics found to be influential and positive for increasing upward transfer probability included: having an intention for upward transfer at entry, attending primarily full-time, working between 1 and 19 h per week (not more or less), and declaring a transfer-oriented major in STEM (science, technology, engineering, or mathematics), Arts and Social/Behavioral Sciences, or Education.Keywords Community college students Á Upward transfer probability correlates Á Beginning Postsecondary Study Á State transfer and articulation policies Á Multi-level modeling of upward transfer probability Electronic supplementary material The online version of this article (

With the goal of informing federal and state policy makers in a time of budget constraints, we used a systematic review methodology to identify and summarize findings from studies that examined the effects of losing grant aid due to policy changes and students’ failure to meet renewal requirements. Studies reviewed in this policy brief show negative effects on student outcomes when grant aid is reduced or eliminated. While results vary, this general conclusion applies when grant aid is reduced or eliminated from programs that differ in scope (federal and state), eligibility requirements (merit and need), and award amounts. This brief illuminates the importance of maintaining grant aid funding for college student enrollment, persistence, achievement, and completion. Especially in context of other pandemic-related stressors, reducing need-based grant aid will likely exacerbate declines in college enrollment, progression through college, and degree completion for vulnerable students.

For a variety of reasons, researchers and evidence-based clearinghouses synthesizing the results of multiple studies often have very few studies that are eligible for any given research question. This situation is less than optimal for meta-analysis as it is usually practiced, that is, by employing inverse variance weights, which allows more informative studies to contribute relatively more to the analysis. This article outlines the choices available for synthesis when there are few studies to synthesize. As background, we review the synthesis practices used in several projects done at the behest of governmental agencies and private foundations. We then discuss the strengths and limitations of different approaches to meta-analysis in a limited information environment. Using examples from the U.S. Department of Education's What Works Clearinghouse as case studies, we conclude with a discussion of Bayesian meta-analysis as a potential solution to the challenges encountered when attempting to draw inferences about the effectiveness of interventions from a small number of studies.

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