Opportunity for All? The Differential Impacts of North Carolina's Revised Comprehensive Articulation Agreement by Race/Ethnicity

Autor/inn/en	Worsham, Rachel E.; Whatley, Melissa; Loss, Jonathan E.
Titel	Opportunity for All? The Differential Impacts of North Carolina's Revised Comprehensive Articulation Agreement by Race/Ethnicity
Quelle	In: Education Policy Analysis Archives, 29 (2021) 28, (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Worsham, Rachel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Articulation (Education); College Transfer Students; Institutional Cooperation; Two Year Colleges; Bachelors Degrees; Graduation Rate; Time to Degree; College Credits; Educational Policy; State Policy; Minority Group Students; Barriers; Racial Differences; Ethnicity; African American Students; White Students; Hispanic American Students; Student Characteristics; North Carolina + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulwechsel; Schulwechsel; Studienortwechsel; Institute; Co-operation; Cooperation; Institut; Kooperation; 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Politics of education; Bildungspolitik; Rassenunterschied; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Transfer articulation agreements are employed by institutions of higher education and state legislatures alike to improve transfer efficiency between two-year and four-year institutions. These agreements often aim both to increase transfer rates and baccalaureate degree completion and to decrease time to degree. Studies exploring the efficacy of articulation agreements find that, despite being successful at decreasing the number of excess credits students earned at graduation and at increasing baccalaureate degree completion, these policies often increase time to degree. While there is considerable research on articulation agreements, few studies have examined the differential impact of these policies on students of Color who, prior literature has shown, experience barriers to realizing their baccalaureate degree aspirations. The purpose of this study was to examine whether the impact of North Carolina's statewide articulation agreement varied by a student's racial/ethnic identity when examining two-year post-transfer baccalaureate degree completion, time-to-degree completion, and excess credit accumulation. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01