Indicators of Two- to Four-Year College Credit Transfer Inefficiency

• In Event: Alternative Pathways to Baccalaureate Education: Prebaccalaureate and Community College Insights

Abstract

For community college students seeking to transfer and earn a bachelor’s degree, credit transfer inefficiency is a major impediment to their success (Monaghan & Attewell, 2015). This exploratory study used data mining techniques to examine the course-taking behaviors among community college entrants who earned bachelor’s degrees to better understand transfer credit efficiency as measured by excess credits. Findings suggest that students who initially took the right 100- and 200-level courses, enabling them to take more 300- and 400-level courses after they reached 60 credits, graduated with fewer excess credits. These findings emphasize the importance for colleges to work both internally and with their transfer partners to create clearer degree pathways and help students explore options and select a pathway early.

Authors

• John Fink, Community College Research Center

• Davis Jenkins, Teachers College, Columbia University

• Elizabeth Kopko, Community College Research Center

• Florence Xiaotao Ran, Teachers College, Columbia University