By: Carrie B. Kisker, Richard Wagoner, & Arthur M. Cohen

Implementing Statewide Transfer & Articulation Reform:

Executive Summary

In recent years, the federal government and several major philanthropic organizations have focused attention on the need to dramatically increase the number of bachelor‘s and other postsecondary degrees in order to retain the United States‘ economic competitiveness in a global marketplace. Improving what is often a complex community college-to-university transfer process, many analysts argue, is key to improving bachelor‘s degree production. Thus, over the past few years, several states have engaged in systemic transfer and articulation reforms, creating transfer associate degrees that allow students to both earn an associate degree and transfer seamlessly into a state university.

The purpose of this project—which was generously funded by the Bill & Melinda Gates and Walter S. Johnson Foundations—was to examine the development of transfer associate degrees in four states: Arizona, New Jersey, Ohio, and Washington. We utilized case study analysis (including site visits, analysis of relevant documents, and roughly 60 in-depth qualitative interviews) in order to describe implementation strategies that may be utilized in states that are currently embarking on or planning for systemic transfer reforms.

Transfer associate degrees can be understood as a grouping of seven curricular and policy-related elements. The first four, listed below, are essential to the creation of significant statewide improvements in transfer and articulation. The final three elements are also important but may be more or less necessary, depending on each state‘s unique history, policy goals, capacity issues, and the academic cultures and traditions of its institutions.

1. A common general education (GE) package

2. Common lower-division pre-major and early-major pathways

3. A focus on credit applicability

4. Junior status upon transfer

5. Guaranteed and/or priority university admission

6. Associate and/or bachelor‘s degree credit limits

7. An acceptance policy for upper-division courses

In the pages that follow we summarize the five primary themes that emerged from our data, as well as early positive outcomes and the likely future of transfer associate degrees. We conclude with implications of this study and recommendations for those advocating or developing similar transfer reforms in other states.

To access the full report, click here.