Diving into the Pool: An Analysis of Texas Community College Students’ Transfer Institution Choice Sets

Abstract

Background/Context Community colleges are drawing renewed attention from policy makers and advocates seeking to increase college attendance and completion. Nearly half of all students awarded a bachelor's degree attended a community college. However, we know little about how community college students decide where and how to pursue postsecondary education, or how they select a four-year institution—choices that have significant implications for student outcomes. Focus of Study This study examines transfer-intending community college students’ choice sets, or the list of institutions they are selecting from. Specifically, we ask: What kinds of colleges and universities are in transfer-intending students’ choice sets, and how are these choice sets shaped by individual and structural barriers? Setting The research took place in two community college systems in Central Texas. Research Design Drawing on data from 95 interviews with transfer-intending community college students in Texas—the majority of whom are first-generation college-goers, low-income, or students of color—we examine their choice sets, the institutions to which they considered transferring. Conclusions/Recommendations Our findings suggest significant heterogeneity among our sample of community college students seeking transfer to four-year institutions. We find that geography, financial concerns, and quality of institution all play a role in student considerations—though these mechanisms operate differently for groups of students. Students’ choices are bounded, but in different ways. We identify five approaches to choice-set construction among our sample that have differential implications for programs and policies that help students successfully apply and transfer to high-quality four-year institutions.

Money matters: How social class shapes students’ understandings of financing their education

“…Goldrick-Rab, 2016). Because funding higher education is a collaborative enterprise undertaken for the good of the whole family, participants are not free economic agents making rational choices in their best interests in the free market (Jabbar, Epstein et al, 2019). For those reasons, higher education choices are restricted to what is in the family's best interest (Ball et al, 2002).…”