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Overview

The Transfer Velocity Project (TVP) conducted the most comprehensive study of community college to four-year transfer in California of its time. The study investigated and increased our understanding of the full spectrum of factors, interventions, strategies, and practices that have a positive impact on transfer.

TVP completed three components: a literature review, quantitative analysis, and qualitative research. The literature review included more than 100 references on transfer issues and practices. The research and analysis components began by identifying colleges with consistently higher than expected transfer rates, based on a cohort study conducted by the California Community Colleges Chancellor’s Office.

The study followed three cohorts through 2005-2006, the last of which began their community college enrollment in 2000-01. TVP then selected the top seven-rated transfer colleges, which encompassed diverse settings and enrollment profiles, for site visits. Finally, TVP developed case studies and a cross-case analysis to document effective transfer practices.

Outcomes

TVP identified factors that appear to support or facilitate student transfer — both institutional-level approaches and specific student behaviors and characteristics.

• Institution-level factors: TVP found that transfer rates were higher at colleges where institution‐wide efforts were designed to support all students in pursuing transfer goals. Six institutional factors supportive of transfer, discovered through site visits included: (1) robust transfer culture, (2) student‐focused environment, (3) intense commitment to the institution, (4) strategic high school partnerships, (5) strong four‐year relationships, and (6) effective use of support services.
• Student-level factors: This research also found several student-level factors that, in combination with one another, were associated with higher odds of successful transfer for California community college students. These behaviors included: (1) commitment to a goal of transfer, (2) start in college‐level math and English, (3) immediately enrollment in math and English, (4) focus on academics with a minimal number of withdrawals, (5) attainment of associate‘s degree within first three to six years of enrollment.