Abstract
ABSTRACT This study makes use of data from an original survey and focus groups, as well as state administrative data to understand how students make use of resources in order to navigate the vertical transfer pipeline. We use descriptive statistics, t-tests and basic regressions to understand the prevalence of target behaviors in our sample. We find that students most often relied on advisers for guidance but also used degree planning tools, faculty, and personal connections to navigate transfer. We also find that students who made use of transfer associate degrees (Tennessee Transfer Pathways) or dual-admission transfer agreements report more positive outcomes than those who did not. Ultimately, in their efforts to navigate the vertical transfer pipeline, students faced information constraints that were not always resolved by institutional resources such as advising and websites. Popular reform strategies such as transfer associate degrees appear to be underutilized. Many students in the sample were unaware of this option.
Published Version
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