ERIC Number: EJ1091889
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Effect of Articulation Agreements on Community College Transfers and Bachelor's Degree Attainment
Stern, Jonathan M. B.
Community College Journal of Research and Practice, v40 n5 p355-369 2016
For more than a century, community colleges have provided a postsecondary education alternative to the traditional, 4-year university. Enrolling disproportionate numbers of both disadvantaged and nontraditional students, the community college sector has seen unparalleled gains in enrollment over the past few decades. Along with these increases in enrollment, there has been a shift in focus toward transfer to 4-year institutions, as well as the development of articulation agreements. Established in order to ease the transfer process from community colleges to 4-year colleges/universities--for those students interested in obtaining a bachelor's degree--these agreements currently exist in more than 30 states. Via two-level, hierarchical linear modeling, this article examines the student and school level characteristics of community colleges that affect transfer and bachelor's degree attainment rates. Also examined is the impact of articulation agreements. Ultimately, while articulation agreements are not found to yield a significant effect on transfer rates, they are found to have significant, positive effects on bachelor's degree attainment rates.
Descriptors: Community Colleges, Bachelors Degrees, Two Year Colleges, College Transfer Students, Articulation (Education), Transfer Rates (College), Higher Education, Contracts, Hierarchical Linear Modeling, Educational Attainment, Nontraditional Students, Two Year College Students, Probability, Predictor Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Beginning Postsecondary Students Longitudinal Study
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/82582