Research in Higher Education

, Volume 57, Issue 2, pp 152–189

What Matters in Increasing Community College Students’ Upward Transfer to the Baccalaureate Degree: Findings from the Beginning Postsecondary Study 2003–2009


DOI: 10.1007/s11162-015-9381-z

Cite this article as:
LaSota, R.R. & Zumeta, W. Res High Educ (2016) 57: 152. doi:10.1007/s11162-015-9381-z


This research uses the nationally representative Beginning Postsecondary Study: 2003–2009 to investigate the relative significance in upward transfer of individual and institutional factors for different groups of students, considering their state policy contexts of variable support for improved articulation and transfer between 2-year and baccalaureate-granting colleges. Layered analyses of hierarchical generalized linear model population-average results found that a few community college characteristics and state transfer policy components (such as a state articulation policy, cooperative articulation agreements, transfer data reporting, etc.) demonstrated a statistically significant association with individual upward transfer probability within 6 years of community college entry. Student characteristics found to be influential and positive for increasing upward transfer probability included: having an intention for upward transfer at entry, attending primarily full-time, working between 1 and 19 h per week (not more or less), and declaring a transfer-oriented major in STEM (science, technology, engineering, or mathematics), Arts and Social/Behavioral Sciences, or Education.


Community college students Upward transfer probability correlates Beginning Postsecondary Study State transfer and articulation policies Multi-level modeling of upward transfer probability 

Supplementary material

11162_2015_9381_MOESM1_ESM.docx (24 kb)
Supplementary material 1 (DOCX 24 kb)

Funding information

Funder NameGrant NumberFunding Note
Institute of Education Sciences (US)
  • #R305B090012
Association for Institutional Research (US)
  • DG12-64

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Development Services Group, Inc.BethesdaUSA
  2. 2.Daniel J. Evans School of Public Policy and GovernanceUniversity of WashingtonSeattleUSA

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