Addressing the Challenges of Transferring to Four-Year Institutions

For students transferring from community college to four-year colleges and universities, several systemic challenges stand between them and success.

The number of employment opportunities for chemical engineers is expected to grow by 10% by 2033, significantly outpacing the 4% average for all occupations (1). In response to this demand, longstanding national initiatives have urged the American higher education system to build pathways for broadening participation in the engineering workforce (2). Community colleges play a pivotal role in this context, offering affordable and accessible education to millions and serving as a critical entry point into science, technology, engineering, and mathematics (STEM) fields. Nearly half of all U.S. undergraduates begin their education at community colleges (3), including a substantial proportion from underserved groups such as women, first-generation students, low-income students, and students of color (4). The vertical transfer pathway, where students start their education at community colleges before transferring to four-year institutions, accounts for 12–17% of all engineering bachelor’s degrees awarded annually (4), highlighting its significance in diversifying the engineering sector.

However, while vertical transfer students have the potential to enrich the educational and workforce landscape, they also encounter distinct obstacles that can impact their academic and professional progression. When moving from community college to a four-year institution, vertical transfer students often navigate a complex labyrinth of academic adjustments and cultural shifts (5). While nearly 80% of community college students have the goal of transferring to a four-year institution, only a third of those students end up transferring, and less than half of those who do transfer complete their bachelor’s degree within six years of community college entry (6). Even though transferring is often promised to be a “2 + 2 pathway,” only 18% of students complete a bachelor’s degree in STEM within two years of transferring, with the most significant disparities observed among low-income, Black, Latiné/x, Native American, and older students (7).

With these obstacles in mind, this article discusses student mobility and its impact on educational strategies and policies.