Transfers in the University System of Ohio (USO): State Initiatives and Outcomes, Shoumi Mustafa, Darrell Glenn and Paula Compton October 21, 2010

Transfers, State Initiatives and Desired Outcomes

Transfers: Definition Student is considered a transfer if she makes a clean break from her original institution A clean break occurs if the student Formally transfers credit to another institution, or Attends a single institution that is different from her original institution, or Attends multiple institutions while attempting the maximum number of hours at an institution different from her original institution. Who are left out from the definition? Transients Transients are students who attend institutions different from their original institutions for a few credit hours over a brief period of time before returning to their original institutions. Example: Summer enrollment at colleges close to parental home.

Transfers: Volume and magnitude Transfer volume In 2009, 36,295 undergraduates transferred, accounting for 7.2% of the undergraduate student population in the USO. Transfers occur more frequently at the individual student level; almost a quarter (23.2%) of the students from a freshman class transfers within the USO in subsequent years. If transients are included, the number increases to 52,024 and accounts for 10.4% of enrollment. Lifetime transfer rate If transients are added, the ratio rises to 32.2% of the freshman class.

Clarification: Transfer statistics Our question: What proportion of a freshman class will ever transfer (or attend multiple colleges)? We picked the 2001 freshman class, and followed it for six years Our results show that 23.2% of the class did transfer in those years. Their question: What proportion of a B.A. degree recipient class has attended multiple colleges in the past? The class includes students from a number of different freshman classes. National data suggest 60% of B.A. degree recipients have attended multiple colleges in the past.

Direction of transfers Transfer direction In 2009, a total of 36,295 students transferred from different 2-year colleges, 4-year universities and 4-year regional campuses to institutions within the USO. 16,775 (45.7%) moved to 4-year universities. 5,306 (14.6%) moved to 4-year regional campuses. 14,414 (39.7%) moved to 2-year colleges.

More on directions: Origins & destinations Transfer flows are multi- directional To all Colleges To 2-Year Colleges To 4-Year Universities To 4-Year Reg. campuses From 2-Year Colleges 13,7774,0038,2841,490 From 4-Year Universities 13,9108,1633,3582,389 From 4-Year Reg. Campuses 8,6082,2484,9331,427 From all Colleges in the USO 36,29514,41416,5755,306 Data from 2009 academic year

Why do so many transfer from 4-year colleges to 2-year colleges? Students treat USO as a large, flexible, multi- campus institution A large section of the transfer students moves continually within the USO. Of those moving from 4-year to 2-year colleges, 38.9% had previously attended a USO 2-year college. Of those moving from 2-year to 4-year colleges, 36.5% had previously attended a 4-year USO college.

An important determinant of destination choice: Proximity 60.0%+ of 2- year college transfers move to colleges within 36 miles Proximity matters the most in the North-east and the South-west regions South-East Transferred=3,492; 52.8% remained in the south-east North-East Transferred=11,349; 83.3% remained in the north-east North-west Transferred= 4,523; 56.2% stayed in the north-west South-West Transferred=8,489; 77.3% remained in the south-west Central Ohio Transferred=8,442; 74.9% remained in central Ohio Data from 2009 academic year

State Initiatives: Ohio Articulation and Transfer (A&T) Policy A&T Policy Specifies concepts, requirements and guidelines for efficient and appropriate transfers. Ensures a high quality educational experience for transfer as well as native students.

Key components of A&T Policy Ohio Transfer Module (OTM) Transfer Assurance Guides (TAGs) Admission Assurance Credits received from courses in the OTM transfer and apply to meeting general education requirements in destination campuses across the USO. Statewide Guarantee: Specifies equivalency of courses across the USO; credits received in approved equivalent courses transfer and apply to meeting pre and beginning major requirements across the USO. Subject to grade restrictions, associate degree holders with a completed OTM are guaranteed admission to a USO institution.

Desired outcomes of A&T Policy Ohio Transfer Module (OTM) T ransfer Assurance Guides (TAGs) 2+2 Transfer Assurance Admission Assurance Increase transfer volumes & the number of graduates Generate cost savings Enhance the quality of the system Increased credit portability helps transfer mobility, increases transfer volume and the number of graduates from the ranks of transfer students. Students take courses at less expensive community colleges and transfer credits to expensive 4-year universities. Substantive curriculum reform leading to enhanced quality of the system.

What are the results? Volume Transfer student characteristics Graduation Between 2002 & 2009, transfer volumes increased by 6,302. The overall 21.0% increase implies a 3.0% rate of growth per year. Over the same period, enrollment grew by only 1.0% per year. Among full-time transfer students (2-year to 4-year) Cumulative 6-year graduation rates increased from 63.1% (2002 transfer cohort) to 63.8% (2004 cohort). Cumulative 4-year graduation rates increased from 52.6% (2002 cohort) to 56.1% (2006 cohort). In recent years, higher proportions of transfer students have come from the ranks of older (25 or above), ethnically more diverse, and less affluent students.

Results on additional key indicators Coverage of disciplines Choice of majors & academic performance Cost savings In 2009, 73.3% of all undergraduates with a major chose either a TAG approved major or nursing – a two-plus-two bilateral agreement covered discipline. Transfer activities help save $20 million per year; $7 million of those are in TAG-approved courses. Among students transferring from 2-year to 4-year colleges, the proportion with a declared major at destination campuses increased from 84.0% in 2002 to 93.2% in Among the same students, completed credit hours per year and the ratio of completed hours to attempted hours increased between 2002 and Both variables are indicators of academic performance.

Transfer volumes have grown much faster than enrollment Between 2002 and 2009, transfer volumes increased at an annualized rate of 3.0% Over the same period of time, enrollment grew at 1.0% per year

2-year to 4-year college transfers becoming older and more diverse In recent years, transfer students have become Older Ethnically more diverse – smaller proportions of Whites Less affluent – smaller family income and more aid applicants

Diversity increased for full-time transfers as well Increased diversity of 2- year to 4-year transfers applies to sub-groups Full-time students (24 or more hours after transfer) are older, less affluent and more diverse

Graduation numbers and rates are increasing for 2-year to 4-year college transfers Relative to full- time students from the 2002 transfer cohort, the 2006 full- time cohort produced 357 more graduates in four years after the transfer

Disciplines covered by TAG and two- plus-two agreements Three-quarters of undergraduates with a declared major now choose a major that is either approved by TAG or nursing which is covered by bilateral two-plus- two agreements. In 2009, 232,839 undergraduates had chosen a TAG approved major. Overall, 279,071 or 73.3% of the undergraduates with a declared major had chosen a major approved by TAG or nursing, covered by two-plus-two agreements. The same year, another 46,232 had chosen nursing, covered by bilateral two-plus-two agreements.

More transfer students with a declared major Among 2-year to 4- year college transfers in 2009, 93.2% had a chosen major at destination campuses, up from 84.0% in Social & Behavioral Sciences, Arts & Humanities, Business, Health, Natural Science & Mathematics, Education and Engineering were the most popular disciplines. In 2009, 8,284 students transferred from 2-year colleges to 4-year universities. 7,720 or 93.2% of those students had chosen a major at the destination campus. The following disciplines accounted for 95.5% of the majors: 1. Social and Behavioral Sciences (19.9%) 2. Arts and Humanities (18.7%) 3. Business (16.1%) 4. Health (14.2%) 5. Natural Science and Mathematics (10.1%) 6. Education (8.9%) 7. Engineering (7.6%)

Any compromise in quality? No Measures of academic performance after the transfer: Average number of hours completed The ratio of hours completed to hours attempted For students transferring from 2-year colleges to 4-year universities: Between 2002 and 2009, annual earned credit hours (without remedial education) in the first year after transfer increased from 19.6 semester hours to 21.2 semester hours. Between 2002 and 2009, the ratio of hours completed to hours attempted increased from 80.0% to 81.9%.

Transfer activities help generate annual cost-savings worth $20 million Students take courses at low-cost community colleges before transferring to 4-year universities TAG-approved courses cost more at 4-year universities In 2008, 7,893 community college students completed an aggregate 154,384 semester credit hours before transferring to 4-year universities in On average, the transferred credits cost $130 per hour more at 4-year universities An additional $20 million ($130 × 154,384) would be needed if students were to complete those hours at 4-year universities instead. Almost a quarter of the transferred hours were in TAG-approved courses. Higher cost-differences for TAG-approved courses imply that $7.0 million of cost-savings came from TAG-approved courses.

Actual outcomes consistent with A&T policy goals Volume Flexible, multi- directional activities Post-transfer graduation outcome Academic performance Cost-savings Transfer volumes increased by 21.0% between 2002 and Annualized growth rates 3-times larger than annualized growth rate of enrollment. Students transfer in multiple directions. Between 2002 and 2006 cohorts, cumulative graduation rates four years after the transfer among full-time students increased from 52.6% to 56.1%. Earned hours and earned hours as a proportion of attempted hours increased in post-transfer years; both variables are indicators of academic performance. Cost-savings of at least $20 million per year.

With positive feedbacks on all transfer indicators, next steps for A&T Policy What are the next steps for the Ohio A&T Policy? An expansion of the coverage of disciplines under TAGs. Health is a likely candidate for coverage expansion. Among 2-year to 4-year college transfer students, health is the fastest growing post-transfer discipline. Between 2002 and 2009, the share of health grew from 8.1% to 14.2%. Major findings on transfer students Increased volumes Improved performance More graduates Higher graduation rates Cost savings Results are very strong indications of effective A&T Policy initiatives

What is next for research? This report has highlighted dimensions of transfers, key state initiatives, and most importantly, a large number of outcome indicators, all showing positive results. What are the next research topics? Evaluation of Advanced Placement (AP) policy Identification of transfer-success indicators at the institution level; some commonly used indicators are: 1. Proportion of graduates with at least 30 hours of community college credit. 2. Lifetime graduation rates of incoming transfer students. 3. Graduation rates within a specified period 4. Choice of majors. 5. Grade point average.