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Using a difference-in-differences-in-differences strategy tied to phased program rollout, the study finds large policy effects on degrees in treated departments, with limited early transfer changes and stronger evidence of transfer in later periods. Results also suggest shifts in student enrollment popularity and possible competition effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-structured-transfer-pathways-in-community-colleges-policy-analysis-study/602533/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effects-of-structured-transfer-pathways-in-community-colleges-policy-analysis-study/602533.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about community colleges?","Question",{"text":112,"@type":113},"The study addresses low degree completion and limited student success, noting many students do not earn credentials despite starting with goals of earning bachelor’s degrees or above.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What policy intervention is analyzed in the paper?",{"text":117,"@type":113},"It analyzes California’s Student Transfer Achievement Reform Act, SB 1440, which established Associate Degrees for Transfer (ADTs) with consistent coursework accepted across California State Universities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the policy affect outcomes over time?",{"text":121,"@type":113},"The paper reports large increases in degrees granted in treated departments, no clear early increase in total degrees or transfers in the first two years, and evidence of increased transfer in the third year, alongside suggestive equity-related changes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602533,1792165277,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis December 2016, Vol. 38, No. 4, pp. 626–646 DOI: 10.3102/0162373716651491  \n© 2016 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nThe Effects of Structured Transfer Pathways in Community Colleges  \nRachel Baker  \nUniversity of California, Irvine  \nMost of the students who set out to earn degrees in community colleges never do. Interventions that simplify the complex organizational structures of these schools are promising solutions to thisproblem. This article is the first to provide rigorous evidence of the effects of structured transfer programs, one such intervention. Leveraging the phased rollout of transfer programs in California, I find large effects of the policy on degrees earned in treated departments. In the first 2 years, this growth was not coupled with growth in total degrees granted or in transfers, but in the third year, there is evidence of increased transfer. The analyses also show that the policy could affect equity; departments that offer transfer degrees became more popular and there is suggestive evidence that the highest achieving student groups enrolled in these classes at higher rates.  \nKeywords: colleges, community colleges, educational policy, policy analysis, quasi-experimental analysis  \nIntroduction  \nCommunity colleges play an indispensible role in increasing and democratizing access to higher education. Their low rates of persistence, however, mean that they have not played a similar crucial role in increasing and democratizing success and attainment in higher education. Six years after first enrolling, two thirds of first-time community college students have not earned a credential or degree (National Center for Education Statistics [NCES], 2010, Table 2) . These outcomes do not match students’ educational goals when they start at a community college; more than 80% of first-time beginning community college students state that they aim to earn a bachelor’s degree or above (NCES, 2011, Table 1-A) .  \nThese low rates of completion have obvious implications for both individuals and society. Individuals who have invested time and money in college but earn no degree do not accrue many of the labor market benefits associated with  \ncollege completion (Averett & Dalessandro, 2010; Belfield & Bailey, 2011; Jaeger & Page, 1996) . Society also pays when completion rates are low. Taxpayers, who provide the majority of funding for community colleges, subsidize seats in classes for students who never earn the credentials needed to power the state’s workforce, and students who do not complete degrees are much more likely to default on their student loans than students who graduate (Hillman, 2014) .  \nAlthough there has recently been high-profile attention paid to college completion (notably in several of President Obama’s State of the Union addresses) and concerns about educational attainment have led to increased scrutiny of and pressure on state systems and community colleges, focus on college persistence is not new. Colleges have long been concerned with low persistence rates and have searched for strategies to increase persistence and completion. One such effort, which is the focus of this article, is increased curricular structure and more well-defined pathways for students.  \nEffects of Structured Transfer  \nThis study focuses on a piece of legislation in California that aimed to increase the efficiency in student transfer from community colleges to BA-granting public institutions and to increase the number of transfer-oriented students who earned associate degrees along the way. The legislation attempted to achieve this goal by smoothing the transition from California Community Colleges (CCCs) to the state’s primary BA-granting schools by providing more programmatic structure and clearer information to students. The Student Transfer Achievement Reform Act (California Senate Bill [SB] 1440), passed in 2010, established Associate Degrees for Transfer (ADTs)","cbCaiet0R5lLWnVW","https://ap.wps.com/l/cbCaiet0R5lLWnVW","pdf",467122,21,"English","# Introduction\n# Effects of Structured Transfer\n# Background on Persistence and Transfer in Community Colleges\n## Curricular Structure in Community Colleges","[{\"question\":\"What problem does the study address about community colleges?\",\"answer\":\"The study addresses low degree completion and limited student success, noting many students do not earn credentials despite starting with goals of earning bachelor’s degrees or above.\"},{\"question\":\"What policy intervention is analyzed in the paper?\",\"answer\":\"It analyzes California’s Student Transfer Achievement Reform Act, SB 1440, which established Associate Degrees for Transfer (ADTs) with consistent coursework accepted across California State Universities.\"},{\"question\":\"How does the policy affect outcomes over time?\",\"answer\":\"The paper reports large increases in degrees granted in treated departments, no clear early increase in total degrees or transfers in the first two years, and evidence of increased transfer in the third year, alongside suggestive equity-related changes.\"}]","The Effects of Structured Transfer Pathways in Community Colleges - Policy Analysis Study | PDF",1792094828,53]