Community College Research Initiatives

Reports and Briefs

Reverse Credit Transfer Guiding Principles
2017
Drawing on implementation and outcomes data gathered from 15 states that participated in Credit When It’s Due (CWID), this paper presents eight guiding principles to advance the implementation of reverse credit transfer by state systems: (1) state or system policy framework; (2) alignment with state or system transfer and articulation policies; (3) robust technology to support integration and automation; (4) institutional culture, policies, and capacity; (5) communication and awareness; (6) coordinated state, system, and institutional leadership; (7) research and data; and (8) student empowerment.

The Implementation and Outcomes of Credit When It’s Due (CWID) in 15 States
June 2017
A new comprehensive report describes results of a 4-year study of the implementation and outcomes of “reverse credit transfer” — known as Credit When It’s Due (CWID) — in 15 states receiving funding from the Helios Education Foundation, Kresge Foundation, Lumina Foundation, USA Funds, or Greater Texas Foundation. The lead author of this report is Dr. Jason Taylor, University of Utah, and the overall CWID research is led by Dr. Debra Bragg, Director of the Community College Research Initiative (CCRI) group at University of Washington Seattle. The Bill & Melinda Gates Foundation provided the generous funding to CCRI-UW to execute this large-scale study. The report provides state-by-state descriptions of the implementation and outcomes of reverse credit transfer from first implementation in fall 2012 through to summer 2016 during which nearly 16,000 students were awarded an associate’s degrees using a variety of state and institutional policy and program approaches.

The Potential of Degree Reclamation
May 2017
This brief focuses on evidence-based and equity-focused degree reclamation strategies that support potential college degree completers—students who have accumulated roughly two or more academic years’ worth of credit and have stopped out of an institution or transferred from a two-year to a four-year institution before receiving a degree—in attaining degrees that are meaningful to their education and career goals.

Reforming Transfer to Meet the Needs of
“Post-Traditional” Transfer Students

June 2016
This brief situates reverse credit transfer in the larger context of state transfer and articulation agendas in 15 CWID states. Potential improvements are identified for the overall transfer function as well as reverse credit transfer.

What We’ve Learned, What We Still Need to Know: Insights from the Credit When It’s Due (CWID) Research Meeting in Salt Lake City
May 2016
This brief summarizes major insights from the CWID research team’s meeting at the University of Utah with representatives of 10 CWID states. The meeting included the sharing of lessons learned about the implementation of reverse credit transfer and on future research needs of states in the CWID network.

Optimizing Reverse Transfer Policies and Processes: Lessons From Twelve CWID States
January 2015
An in-depth look at the five dimensions of optimizing reverse transfer in efforts to maximize student eligibility without overextending resources.

Credit When It’s Due: Results From the Baseline Study
October 2013
This baseline study includes cross-sectional data from one cohort of potential transfer students who may be eligible to receive associate’s degrees, providing an informative data point concerning reverse transfer degree production as current CWID policies move forward in the states.