Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students

Worsham, Rachel; DeSantis, Andrea L.; Whatley, Melissa; Johnson, Katie R.; Jaeger, A.

doi:10.1007/s11162-021-09626-y

Cited by 12 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the impact that articulation agreements can have on promoting student success (Baker, 2016; Stern, 2016; Worsham et al., 2020; 2021), it is important to ensure that all prospective transfer students are participating in these programs. My analysis showed that Black and American Indian students are overrepresented in credentials that are not covered by articulation agreements, such as diplomas, certificates, and AGE.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…There is a great deal of research on articulation agreements that details the impact of the introduction of such policies on qualifying students (Anderson et al., 2006; Baker, 2016; Roksa & Keith, 2008; Stern, 2016; Worsham et al., 2020; 2021). Yet, it is also important to understand how these students’ outcomes compare to those not enrolled in programs covered by articulation agreements.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Yet, prior research on transfer in the state has largely focused on the effects of the revision of the CAA on certain student success outcomes. This research found that the 2014 CAA revision increased bachelor's degree completion, decreased credits applied to students’ majors at transfer, and decreased the number of excess credits at graduation among students who transferred under the revised agreement (Loss, 2021; Worsham et al., 2020; 2021). Aligned with research findings on transfer in other state contexts (Boatman & Soliz, 2018), Worsham and colleagues (2020) also found that the CAA revision resulted in increased time to degree for AA/AS students, which they postulated may be a result of limited availability and undesirable scheduling of transfer courses.…”

Section: The Nc Transfer Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Articulation agreements have shown promise as a policy tool to promote transfer student success (Baker, 2016;Stern, 2016;Worsham et al, 2020Worsham et al, , 2021. There is some evidence that these policies are successful in decreasing the total number of credits earned (Baker, 2016;Worsham et al, 2021) and increasing baccalaureate degree completion (Stern, 2016;Worsham et al, 2020). Given these findings, it is important to understand what types of students are more likely to participate in articulation agreement programs and their outcomes compared to students who transfer without the protections of articulation agreements.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Understanding the landscape of community college transfer in North Carolina

Worsham

2022

New Drctns Community Coll

Self Cite

View full text Add to dashboard Cite

Beginning with the revision of the existing Comprehensive Articulation Agreement (CAA) in 2014, North Carolina policymakers have implemented several articulation agreements that create structured pathways between two‐ and four‐year colleges. The purpose of this article is to detail the demographic makeup and post‐transfer outcomes of transfer students in North Carolina. This article will help policymakers and practitioners identify areas in which they can help facilitate successful transfer and eventual bachelor's degree attainment.

show abstract

Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Discussion Of Resultsmentioning

confidence: 99%

Section: The Nc Transfer Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Understanding the landscape of community college transfer in North Carolina

Worsham

2022

New Drctns Community Coll

Self Cite

View full text Add to dashboard Cite

show abstract

Improving the Community College Transfer Pathway to the Baccalaureate: The Effect of California's Associate Degree for Transfer

Baker¹,

Friedmann²,

Kurlaender³

2023

J Policy Anal Manage

View full text Add to dashboard Cite

The transfer between two‐year and four‐year colleges is a critical path to baccalaureate attainment. Yet students face a number of barriers in transfer pathways, including a lack of coherent coordination and articulation between their community colleges and four‐year institutions, resulting in excess units and increased time to degree. In this paper we evaluate the impact of California's Student Transfer Achievement Reform Act, which aimed to create a more seamless pathway between the California Community Colleges and the California State University. We investigate whether the reform effort met its intended goal of improving baccalaureate receipt, and greater efficiency in earning these degrees, among community college transfer students. We tease out plausibly causal effects of the policy by leveraging the exogenous variation in the timing of the implementation of the reform in different campuses and fields of study. We find an overall positive effect on bachelor's degree attainment. This increase is driven entirely by increased transfer rather than an increased probability of earning a BA/BS conditional on transfer. We find only suggestive evidence that the policy led to greater efficiency (i.e., fewer units at graduation) in BA/BS receipt for transfer students. These findings are broadly consistent across student subgroups.

show abstract

Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program

Chan

2022

Res High Educ

View full text Add to dashboard Cite

Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana’s 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

show abstract

Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students

Cited by 12 publications

References 22 publications

Understanding the landscape of community college transfer in North Carolina

Understanding the landscape of community college transfer in North Carolina

Improving the Community College Transfer Pathway to the Baccalaureate: The Effect of California's Associate Degree for Transfer

Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program

Contact Info

Product

Resources

About