Transfer enrollment rose by 4.4 percent this year, according to recent data from the National Student Clearinghouse Research Center. In total, transfers have grown by 8 percent since 2020, signaling a steady rebound from the sharp declines seen during the pandemic. That’s encouraging news for students seeking affordable, flexible pathways to a degree, as well as for institutions focused on expanding access and supporting completion.
Less noticed, however, is just how much progress rural students are making. In fall 2023, rural community colleges experienced a 12.1 percent increase in students transferring to four-year institutions. This progress is even more impressive given the historic underinvestment in rural institutions and the well-documented barriers their students face on their path to a four-year degree.
Many of the country’s small, rural institutions remain on the margins of transfer conversations, partnerships and policy priorities. Here in California, for instance 60 percent of the community colleges with the lowest transfer rates are rural. From low-income students in Appalachia to Latino learners in Texas’s Rio Grande Valley, rural colleges are lifelines for students facing barriers such as poverty, food and housing insecurity, and limited access to transportation and technology. Yet these institutions tend to lack the support, visibility and resources of larger community college systems. They often remain excluded from the design and implementation of transfer initiatives.
Rural students bring tremendous talent, drive and potential to higher education. Many are the first in their families to attend college. They are often deeply rooted in their communities and, in many cases, seek to use their education to give back and contribute to their local economies.
Transferring to a four-year institution can dramatically increase the lifetime earnings of these learners, expand their career paths and help meet the growing demand for a highly skilled workforce. Individuals with a bachelor’s degree earn, on average, nearly 35 percent more per year than those with only an associate degree. Four-year degrees open doors to career advancement, civic engagement and personal growth.
Yet the systemic challenges rural community college students face—from more limited course offerings and degree options to long travel times to campuses to unreliable internet connections—require tailored support and intentional partnership. A one-size-fits-all approach to transfer doesn’t work when rural students are starting from a fundamentally different place than many of their peers.
For example, rural colleges may not have the staff capacity to manage complex articulation agreements or advocate for their students in statewide transfer initiatives. Their advisers may juggle many roles, serving as counselors, career coaches and transfer liaisons all at once. Meanwhile, students themselves may be unaware of transfer opportunities or discouraged by long distances to four-year campuses, especially when those pathways demand sacrifices they can’t afford to make.
The health of both our higher education ecosystem and our economy depends on ensuring that all students, regardless of ZIP code, can move easily between two-year and four-year institutions. If efforts to improve transfer overlook rural colleges, they risk deepening existing educational inequities and missing out on a significant segment of our nation’s talent pool.
Organizations such as the Rural Community College Alliance shine a needed spotlight on how to best collaborate with rural institutions across the country to improve transfer outcomes and better support rural students’ success. Progress starts with listening and taking the time to understand the unique strengths and challenges of rural communities rather than imposing outside solutions.
The policy landscape will need to evolve to support these efforts. This means increasing investment in rural higher education infrastructure, expanding funding for rural-serving institutions, and creating more flexible transfer frameworks that reflect the realities of rural learners, many of whom are working adults, members of the military, parents, or all of the above. Federal, state and higher education leaders should recognize rurality as a key lens through which to view improving student outcomes, on par with class or race.
Transfer rates are rising, and more students are finding affordable on-ramps to bachelor’s degrees. But this progress is incomplete unless it reaches every corner of the country, including the small towns and rural communities that are home to millions of students. In a moment when more students are finally moving forward, we can’t afford to leave these learners behind. When rural students succeed, our entire nation benefits.
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