Reverse transfer has been part of the United States post-secondary landscape for more than a decade, in the form of statewide, system-wide, regional, and institutional transfer agreements. Reverse transfer agreements, as structured in the US, allow a college student in an associate degree program who transfers to a university before completing the…

This research aims to explore the relationship between reverse transfer and degree attainment by addressing the following questions: (1) What are the predictors of reverse transfer? (2) Does reverse transfer affect degree attainment within six years of initial enrollment or college attendance and cumulative loan debt in the sixth year? and (3) Is…

As state leaders across the country seek strategies that will drive progress toward their postsecondary attainment goals, many have used data to analyze the current attainment levels of different segments of the state's residents. Reverse Transfer, sometimes referred to as degree reclamation, is a policy strategy that can be used to aggregate the…

Objective: Empirical work explaining student mobility, particularly postsecondary pathways among 2-year college students, remains limited. This study examines the underlying process that drives 2-year college students into one or more pathways as they navigate higher education. Method: Drawing upon survey, transcript, and interview data from one…

In this study, the Student Transitions Project (STP) examined the movement of all British Columbia (BC) pubic post-secondary registrants between post-secondary institutions from 2003/03 to the Fall of 2007. This is an expansion of STP's previous research focusing on the movement and outcomes of a cohort of BC secondary school graduates. (Contains…

The transfer of students in Missouri is multi-directional; that is, some level of transfer activity occurs between and within each major sector of higher education. The number of student transfers has risen from 15,500 in fall 1979 to 18,000 in fall 1982, with a peak of 20,000 transfers reported in fall 1981. The majority of student transfers…

Postsecondary education needs to encourage open recognition of reverse (four-year college to two-year college) and lateral (two-year to two-year college) transfers not recognized in traditional articulation efforts, and develop constructive programs for them. (MSE)

Describes reverse transfers (i.e., students who transfer from four-year to two-year colleges) in terms of demographics, educational goals, and academic performance, using survey and academic data from 13 two-year colleges. Finds significant differences between reverse transfers and two-year natives in terms of race and other demographic…

Describes a study of students at Northern Illinois University (NIU) conducted to determine the characteristics, attendance patterns, grade point averages, and degree attainment of students who initiated their postsecondary education at a four-year college, transferred to a community college, and then transferred to NIU. (AYC)

In 1981 a study conducted at Northern Illinois University focused on students who left a university, transferred to a community college, and subsequently enrolled at NIU. The study sought to determine the size of the reverse transfer population attending NIU, the academic characteristics of their college attendance, their success at NIU, and…

Compares instruction provided at community and four-year colleges based on evaluations obtained from: (1) students who completed their freshman year at a university and then transferred to a community college, and (2) students who transferred to a university after completing one year at a two-year college. (JP)

Describes an ongoing investigation of student mobility from four-year to two-year colleges in Alberta, Canada, presenting a profile of the characteristics of community college students who had previously attended other postsecondary institutions. Includes interview findings related to students' university and community college experiences. (DMM)

A questionnaire was developed to obtain the following information about students who transfer from four-year colleges to two-year colleges: (1) demographic; (2) reason for leaving four-year institution; (3) future plans; and (4) comparison between institutions. The majority of reverse transfers came from families with income over $7,000 whose…

A series of data tables illustrates the 1980-81 movement of undergraduates among Minnesota's postsecondary institutions and educational systems (i.e., its state university system, community colleges, area vocational-technical institutes, the University of Minnesota, proprietary schools, and private two- and four-year colleges), as well as movement…

As part of a study of the success of tranfer students as measured by their grade point averages (GPA's), questionnaires were sent to most postsecondary institutions in Pennsylvania. Of the 110 four-year institutions surveyed, 56 (51%) supplied usable data. They reported 2,441 transfers from Pennsylvania community colleges. Of the 2,000 students…