Strengthening Transfer Pathways for Economic Mobility: Lessons from Dallas College and the Value Data Collaborative

IHEP invited McKenna Griffin, Data Visualization Specialist of the Research Institute at Dallas College and Strategic Data Project Fellow, to share reflections from the Research Institute’s participation in our Value Data Collaborative, a network of colleges, systems, and states working to measure and strengthen the value of higher education. In this guest blog post, she discusses how Dallas College is using state data to better understand the transfer experience and the long-term economic mobility of its students.

Many community college students begin their journey with the goal of eventually earning a bachelor’s degree. For most, that path involves starting at a community college, earning credits, and then transferring to a four‑year university to complete their degree, known as vertical transfer. Transfer pathways appeal to students for good reason: community colleges offer an affordable entry point into higher education, more accessible admissions requirements, and convenient locations and course schedules that fit students’ lives. Yet despite these advantages, the evidence on whether transfer leads to long‑term economic gains is mixed.

At the Research Institute at Dallas College, we wanted to better understand how our students fare on this pathway. We took part in Cohort 2 of the Institute for Higher Education Policy’s (IHEP) Value Data Collaborative to learn how to leverage state administrative data for a deeper exploration into what drives transfer student success. By using state-wide disaggregated data, we were able to generate insights that help institutions identify where targeted guidance and clearer pathways can make the greatest difference for students.

The Value Data Collaborative provided a structured environment to practice accessing and working with administrative data. Using data from the Pennsylvania State System of Higher Education (PASSHE), we received hands‑on training in measuring the economic value of postsecondary education, along with individualized guidance from IHEP, as we developed our project. We then applied our project design within Texas’ Education Research Center, the state’s administrative data system, to explore the transfer and workforce outcomes of Dallas College’s students.

Using this resource, we examined transfer rates, bachelor’s degree completion, and annual earnings for thirteen cohorts of first‑time‑in‑college students at Dallas College, following them for up to ten years after their initial enrollment. By incorporating a wide range of student characteristics into our analysis including race, gender, age, socioeconomic background, and program of study, we identified key attributes that contribute to the long‑term economic success of transfer students.

Bachelor’s degree completion unlocks the earnings potential of vertical transfer

Our analysis affirms that students experience the greatest economic mobility when they complete a bachelor’s degree. Ten years after their first term, students who completed a bachelor’s degree surpassed the state’s economic mobility threshold with a median wage of $73,000 (Figure 1). By comparison, the Postsecondary Value Commission defines economic mobility as earnings that meet or exceed the 60th percentile of Texas earnings, known as Threshold 3 (T3), or $54,000 per year in 2024.

Students who complete an associate degree but do not continue to a bachelor’s degree also meet the economic mobility threshold at the median, though with a smaller margin. This pattern underscores the importance of clear, well‑supported transfer pathways that help students stay on track toward a four‑year degree when that is their goal. At Dallas College, initiatives like the Dallas County Promise Transfer Success Fund and the Dallas Transfer Collaborative are designed to remove barriers such as financial strain, unclear degree requirements, and credit loss that can derail students during the transfer process. These efforts help ensure that more students not only transfer from Dallas College to their next destinations, but do so with a clear academic plan and the supports needed to graduate in a timely manner.

Associate degree completion is a valuable step toward attaining a bachelor’s degree

We find substantial variation in transfer outcomes across Many of these characteristics lie outside of students’ direct control and should be viewed as signals of where additional institutional support is most needed, especially for students from historically underserved populations. For example, our analysis suggests that the “2+2” transfer model, where students spend two years at a community college followed by two years at a university, may be particularly beneficial for adult learners and students from low-income or low-wealth backgrounds.

We also observe differences in outcomes associated with factors such as associate degree completion, transfer destination, and program of study. For instance, students who complete an associate degree before transferring are more likely to make the transfer in the first place and, once they do, are more likely to complete a bachelor’s degree (Figure 2). While associate degree holders may not realize the same long-term earnings as those with a bachelor’s degree, completing an associate degree can be a critical milestone that  increases the likelihood of later success.

Historical data informs future practice

Our findings point to the importance of policies and practices that make transfer more seamless such as strong articulation agreements, transparent credit transfer policies, proactive advising, and targeted financial supports. Efforts like these help students move efficiently from community college to a bachelor’s program and realize the full economic value of their education.

In our report, Transfer Pathways and Economic Mobility: Evidence from Dallas College and North Texas, we further examine how outcomes vary across student demographics,  program of study, and transfer destination. This spring, we will release a follow‑up report investigating how academic ability shapes student transfer. Stay tuned for additional reports from the Research Institute at Dallas College as we continue to study what makes transfer work for more students.