Students who transfer between colleges risk losing credits and decreasing their chances of degree completion. Despite emerging evidence regarding the effectiveness of articulation agreements to address this challenge, it is unclear if these policies support nonlinear transfer pathways—including lateral transfer between 4-year colleges or reverse transfer to 2-year colleges. I use propensity score weighting to examine a statewide articulation agreement in Ohio that established universal credit acceptance for coursework affecting all transfers. Comparing students who completed universally transferrable courses with those who did not, I find no measurable difference in degree attainment among reverse transfers. But there is a positive association with bachelor's degree attainment among lateral transfers, which the findings suggest is related to academic major persistence.

在大学之间转学的学生可能会失去学分，并降低获得学位的机会。尽管有新的证据表明衔接协议可有效应对这一挑战，但尚不清楚这些政策是否支持非线性转移途径，包括4年制大学之间的横向转移或逆向2年制大学的反向转移。我使用倾向得分加权法研究了俄亥俄州的一项州范围内的衔接协议，该协议为影响所有转移的课程作业建立了通用的信用接受度。将完成通用可转移课程的学生与未完成通用可转移课程的学生进行比较，我发现反向转移之间在学位获得方面没有可测量的差异。但是横向转移中与学士学位的获得有正相关关系，