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

Author

Listed:
  • Rachel Worsham

    (North Carolina State University)

  • Andrea L. DeSantis

    (North Carolina State University)

  • Melissa Whatley

    (North Carolina State University)

  • Katie R. Johnson

    (Hanover Research)

  • Audrey J. Jaeger

    (North Carolina State University)

Abstract

Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students looking to complete a bachelor's degree. Designed to increase transfer efficiency, articulation agreements between community colleges and 4-year institutions provide structured pathways for students to transition between colleges while minimizing excess credits earned and time to degree. This study examines the early effects of North Carolina’s statewide credit articulation agreement on students’ credit-earning behaviors. Using difference-in-differences and event study analyses, we use administrative data from the 16 University of North Carolina (UNC) System institutions to examine how the implementation of the Comprehensive Articulation Agreement (CAA) impacts credit accumulation for students transferring from North Carolina Community College System (NCCCS) institutions into the UNC system. We find that, in the first 4 years after implementation, the CAA decreased credit accumulation upon graduation by two to five credits for some students who were enrolled in CAA-eligible degree programs. Additionally, we found that the policy had a delayed effect with no discernable reduction in credit accumulation until 1–2 years after policy implementation.

Suggested Citation

  • Rachel Worsham & Andrea L. DeSantis & Melissa Whatley & Katie R. Johnson & Audrey J. Jaeger, 2021. "Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(7), pages 942-975, November.
    • Handle: RePEc:spr:reihed:v:62:y:2021:i:7:d:10.1007_s11162-021-09626-y
    DOI: 10.1007/s11162-021-09626-y
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    References listed on IDEAS

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    1. Susan M. Dynarski, 2003. "Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion," American Economic Review, American Economic Association, vol. 93(1), pages 279-288, March.
    2. Di Xu & Shanna Smith Jaggars & Jeffrey Fletcher & John E. Fink, 2018. "Are Community College Transfer Students “a Good Bet” for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(4), pages 478-502, July.
    3. Shahidur R. Khandker & Gayatri B. Koolwal & Hussain A. Samad, 2010. "Handbook on Impact Evaluation : Quantitative Methods and Practices," World Bank Publications - Books, The World Bank Group, number 2693.
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    Cited by:

    1. George Spencer & Amy Stich, 2023. "College Choice Revisited: Socioeconomic Differences in College Transfer Destinations Among Four-Year College Entrants," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(7), pages 959-986, November.
    2. Michael D. Bloem, 2023. "Impacts of Transfer Admissions Requirements: Evidence from Georgia," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(6), pages 834-861, September.
    3. Rachel Baker & Elizabeth Friedmann & Michal Kurlaender, 2023. "Improving the Community College Transfer Pathway to the Baccalaureate: The Effect of California's Associate Degree for Transfer," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 42(2), pages 488-524, March.

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