This study examines the effects of transfer associate degree policies: an articulation approach featuring two-year credentials as a mechanism to transfer credits from two-to four-year institutions. Using institution-level data, I exploit variation in the introduction of these policies across multiple states as a natural experiment. Results suggest that there is variation across states in the effect on transferrable associate degree completion. The findings support the hypothesis that comprehensive articulation may be most effective at redirecting students to transferrable pathways specified by the legislation.
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