The purpose of this study was to explore constituent perspectives of the California Community Colleges Historically Black Colleges and Universities Transfer Guarantee Program. The researcher queried representatives from participating community colleges and Historically Black Colleges and Universities regarding their perspectives of the program.…

From 2016-2023, College Futures Foundation supported several California State University (CSU) campuses to partner with California community colleges in their regions to increase the number of students transferring from community colleges and completing bachelor's degrees at the CSU. In an effort to learn more about this work, College Futures…

Introduction: The North Carolina "Comprehensive Articulation Agreement" ("CAA") is a joint agreement between the North Carolina Community College System (NCCCS) and the University of North Carolina (UNC) System that governs the transfer of students between the two systems. It was created in 1996 and underwent significant…

In a spring 2021 survey of California Community College students exploring the impact of COVID-19 on their transfer journey, the RP Group identified colleges where students felt highly satisfied with the transfer support and communication they were receiving during the pandemic. To better understand what these community colleges were doing to…

This article focuses on Latinx transfer inequity and the role of state policy in addressing barriers faced trying to move from community college to four-year institutions. A recently passed initiative in California, known as the Student Equity Policy, offers community colleges the opportunity to address transfer barriers for racial/ethnic students…

Kristine H. Strickland reviews the variety of barriers on community college students' path to transfer and completion. Though community college transfer students can be as successful as transfer students from four-year institutions, Strickland argues that both two-year and four-year institutions need to do more to prepare students for transfer and…

Adult community college students, age 25 and older, have been understudied in the extensive college transfer literature, which otherwise focuses on traditional-age college students age 18 through 24, or on students of unspecified age. According to the theoretical framework of academic momentum articulated by Clifford Adelman (2006), enrollment…

James Madison University (JMU) and Northern Virginia Community College (NOVA) teamed up in April 2014 to build a memorandum of understanding (MOU) between their respective four-year and two-year honors programs. This MOU is the basis for the continued work between these two institutions to collaborate and find research to assist other interested…

Purpose: The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students' Pathway experience. Design/methodology/approach: The experience of students and…

"The Talent Blind Spot," which is divided into two reports, demonstrates that, each year, more than 50,000 high-achieving, low- and moderate-income community college students do not transfer to a four-year institution. Approximately 15,000 of these students have a 3.7 GPA or higher, which suggests they could succeed at even the most…

This quantitative study of degree-seeking students in community college examines whether there are age-related differences in transfer intent, research on selection of a transfer destination, use of transfer-related services, and concerns about the transfer process, all of which are key aspects of the concept of transfer student capital. Students…

This report details findings from focus groups with college students across Indiana. All of these students were planning to transfer or had transferred from the state community college system, Ivy Tech, to a school in the Indiana University system. We wanted to find out what these students had to say about their experiences preparing for and…

This study explored the differences between career decision-making self-efficacy (CDMSE) and perceived career barriers of students enrolled in the applied technology program compared to those enrolled in a college transfer program at a southeastern urban community college. Participants in the ex-post facto cross-sectional survey included 787…