Data Note 10: The Correlates of Credit Loss
This data note highlights key findings from a study of credit loss drawing on data from cohorts of students who transferred into public 4-year colleges in Hawaii and North Carolina. Both states were part of the Credit When It’s Due (CWID) initiative and funded by the Bill and Melinda Gates Foundation through a grant entitled Bridging Reverse Transfer Research to a Broader Transfer Agenda.
Data Note 9: Reverse Credit Transfer: Increasing State Associate’s Degree Attainment
Data Note 9 shows the total number of associate’s degrees conferred by 15 states by the end of the 3-year CWID grant period was 15,860. The total associates degrees conferred varied substantially across states, with the largest total number of associate’s degrees via reverse credit transfer conferred by Hawaii, Michigan, Minnesota, North Carolina, Ohio, and Texas.
Data Note 8: Degree Types Awarded Via Reverse Credit Transfer
Using data from seven states that are participating in CWID, results show that 95% of associate’s degrees conferred via reverse credit transfer are some form of a “transfer degree”, mostly Associate of Arts (AA) and much less often the Associates of Science (AS). Other forms of associate’s degree, including applied associate’s degrees, are not prominent in state CWID initiatives.
This paper reports on recommendations for future transfer research that emerged from an April 2016 meeting of 18 transfer research scholars. The purpose of the meeting was to bring together researchers representing a diversity of backgrounds, experiences and interests to discuss transfer research findings and methodologies to guide future research. The meeting was sponsored by and held at the Bill & Melinda Gates Foundation office in Washington D.C. just prior to the 2016 American Educational Research Association (AERA) meeting.
Data Note 6: Why Don’t Potentially Eligible Reverse Transfer Students Receive the Degree? Exploring the Outcomes of Reverse Transfer Degree Audits
Data Note 6 analyzes why potentially eligible reverse transfer students do not receive their associates degrees. Minnesota state data reveals that the majority do not receive their reverse transfer degree because they lack the courses required for an associates degree. The data also show that course substitutions and waivers expand the potentially eligible pool of reverse transfer students.
Data Note 5: The Influence of Reverse Transfer Eligibility Requirements
Data Note 5 analyzes how two criteria used to determine students’ eligibility for reverse transfer, residency credit requirement and cumulative credits, limits a majority of students from being eligible. Colorado data show how a decrease in cumulative credit requirements increases the number of reverse transfer eligible students.
Data Note 4: Increasing State Associate’s Degree Attainment: The Potential of Reverse Transfer
Data Note 4 examines the varying number of students who earned associate degrees from reverse transfer in 12 CWID states over the first 2-years of implementation. The state where reverse transfer associate degrees’ impact the associate degree attainment rate the most is Hawaii. The state policies and practices that facilitate the impact are discussed.
Data Note 3: Does the Associate’s Degree Matter? Evidence from Hawaii and Ohio
Data Note 3 analyzes the bachelor completion rate of transfer students with and without associate degrees in two states, Hawaii and Ohio. Students with associate degrees had a higher degree of baccalaureate completion then those without in both states. It also examines how different types of associate degrees vary in their impact on baccalaureate degree attainment.
Data Note 2: Reverse Transfer: The National Landscape
Data Note 2 is a policy scan on state reverse transfer legislation. Thirteen states have passed or have pending legislations. It also identifies 36 states that have at least one reverse transfer program set up between 2-year and 4-year institutions.
Data Note 1: Cumulative College Credits and Reverse Transfer Eligibility Policies
Data Note 1 analyzes how two different approaches to identifying students potentially eligible for reverse transfer degrees, “credit right now” and “credit when ready”, affect outcomes. Data show that the “credit when ready” approach allows more student access to reverse transfer degrees.