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This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California community college system to test hypotheses about overall transfers and transfers of underrepresented students. It utilizes a framework based upon social reproduction theory (Bowles and Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of [the authors'] hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer.

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