Identifying Strong Transfer Pathways

Introduction to the Study 

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The transfer process is more than just an administrative challenge; it is an issue of [equal opportunity]. A bachelor's degree is linked to long-term economic stability, improved health outcomes, and increased civic participation. However, both nationally and in New York City, there is a significant disparity in bachelor's degree attainment based on race and socioeconomic status, with Black, Latinx, and low-income students less likely to earn a bachelor’s degree than White or Asian students. Black, Latinx, and low-income students are more likely to enter a 2-year program before transferring to a 4-year college than their White and Asian counterparts.** However, while around 80 percent of community college students intend to earn a bachelor’s degree, only about 15% of these students do.

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Students from marginalized backgrounds are significantly more likely to begin their higher education journey at two-year institutions, which has been a pattern that has had long-term consequences for degree attainment. In 2022, about 45% of high school graduates enrolled in 4-year colleges, while 17% enrolled in 2-year colleges.*** These [statistics] vary by race and class. For example, according to the Education Data Initiative, 63% of Asian students and 48%of white students entered 4-year colleges, in comparison to just 33% of both black and Hispanic students.**** 25% of Hispanic students enrolled in 2-year institutions; the highest percentage of any group. Students’ socioeconomic status also plays a role in shaping these patterns; students from high-income families are three times more likely to enroll in 4-year colleges straight out of high school in comparison to those from low-income families.***** These enrollment disparities matter because bachelor’s degree completion rates are higher for students who start at four-year colleges. These statistics highlight how access to four-year programs/institutions shaped by socioeconomic status can directly influence who earns a bachelor’s degree and who is left behind. 

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John Jay's relatively strong outcomes for transfer students of color provide an opportunity to learn from an existing model that promotes [equal opportunity] in practice. A recent report by the Columbia University community college research center and the Aspen Institute says that the CUNY Justice Academy (CJA) at John Jay is a great model for successful transfer pathways. About 80% of community college students want to get a bachelor’s degree but only about 33% transfer, and only 16 % finish their degree within 6 years.****** In comparison, 68% of CJA transfer students graduate within 4 years which is a lot higher than the national or local averages according to this report, showcasing john jays strong student center approach.  

 

This project aims to inform broader efforts to improve transfer policy, close degree attainment gaps, and reimagine how colleges support historically underserved learners by identifying what works in the John Jay/CJA context and listening closely to students' experiences. 

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The Process​

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YPAR is a research method that centers young people as active co-producers of research instead of subjects of study. Particularly, that Research Alliance partnered with the #DegreesNYC, initiating the Data Fellows as youth co-researchers. To conduct ethical and safe research, the Data Fellows underwent a series of training beforehand. In this study, the Research Alliance first defined research questions that were relevant and significant, that being John Jay having the highest rate of graduation for transfer students of color. As Data Fellows, we completed a series of trainings to prepare us for each stage of the research process, including Human Subjects Training modules with the Collaborative Institutional Training Initiative (CITI) program to ensure ethical qualitative research production. We co-created interview guides, and interviewed transfer students about their transfer experiences, specifically to answer our research question: What has John Jay College done to strengthen the transfer pipeline from community college? What are the experiences of students who transfer into John Jay? During the interviews, we ensured the confidentiality and rights (opting-out, questions are all optional) of each participant. Afterwards, we established a codebook, providing organized reference for the collected data. With the codebook as a guide, we learned about qualitative coding, in which we created themes and categories to sort the collected data. Then, we engaged in analytical memoing for the sorted data. Thus, we synthesized the findings through preliminary qualitative analysis and presented the results back to the community at John Jay Expo and NYSACAC. 

 

 

Key Findings

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Our preliminary findings show that students choose to attend John Jay for a variety of reasons, but two themes stood out most clearly: the structured support offered through the CUNY Justice Academy (CJA) and the college’s strong alignment with their career goals. The CJA program made the transfer process more accessible by guaranteeing admission for a select group of majors, waiving application fees, and ensuring the smooth transfer of credits. Students also appreciated the academic preparation and advising support they received from both their community college and John Jay. 

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At the same time, some students faced struggles that impacted their experiences. Many mentioned receiving poor communication from the administration, as well as having trouble adjusting to the increased academic rigor.  However, one consistent takeaway was that peer mentorship and community-building opportunities played a critical role in helping students access resources and stay on track. Our early findings suggest that while academic pathways may vary, all transfer students benefit from clear guidance and early academic support. ​

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