Five institutions in the University of North Carolina (UNC) System (see below) and a research team at the Belk Center for Community College Leadership and Research (Belk Center) at the NC State University College of Education examined the relationship between transfer credit applicability and student outcomes. In 2014, the North Carolina Community College System (NCCCS) and the UNC system overhauled their Comprehensive Articulation Agreement (CAA) to include Baccalaureate Degree Plans (BDPs) that provide guidance both at the institution- and major-level. The Belk Center found that the CAA increased degree completion and decreased excess credit accumulation among community college transfer students, but recommended further evaluation to better understand the impact of BDPs.

This study used descriptive analyses to determine whether community college transfer students who enrolled at the five participating institutions in the fall of 2017 graduated within four years, completed the BDP before enrolling at the four-year institution, and/or changed majors after enrolling at the four-year institution. The study also employed logistic regression techniques to examine the relationship between BDP credit applicability and graduation, and whether this varies by race and socioeconomic factors.

Findings

Major findings are highlighted below (for additional detail please see the report):

• Although the majority (nearly 70%) of students in this sample graduated within four years of transferring to the university, the graduation rates were lower for students of color and Pell-eligible students.
• Students completed the majority (72%) of BDP courses before transferring, on average, but did not complete over one-quarter of the courses that were recommended before enrolling in the university.
• Completing a greater percentage of the BDP before transferring to the four-year institution did not increase the likelihood of BA graduation both overall and among students of color.

One potential factor to consider is whether students were aware of the BDP while enrolled at the community college. This study did not include surveys or interviews with students; further qualitative research would allow for the analysis of students’ perceptions and experiences, including awareness levels. The research team noted that the BDPs vary across institutions in their content, format, and online location – all factors that could affect accessibility and awareness levels for both students and advisors.

Recommendations

The research team recommended the following future practice and research to improve the effectiveness of BDPs:

• Standardize the BDP template across institutions and provide it in a centralized, searchable database.
• Replicate the BDP credit alignment analysis at the institutional level to determine specific courses that present barriers to transfer students.

Better understanding the relationship between course transferability and successful outcomes is critical, particularly for the low-income and Black, LatinX, and Indigenous students who are more likely to begin postsecondary education at the community college.

Participating institutions

• North Carolina A&T State University
• North Carolina State University
• University of North Carolina at Charlotte
• University of North Carolina at Greensboro
• University of North Carolina Wilmington