@article{worsham_whatley_crain_deal_skinner_2023, title={Assessing the Role of Spatial Inequality in Transfer Student Success}, ISSN={["1940-2325"]}, DOI={10.1177/00915521231201207}, abstractNote={ Objective: Vertical community college transfer has become an essential pathway for many students who hope to attain bachelor’s degrees. Prior literature indicates that institutional supports, like transfer articulation agreements and transfer advising, have a positive influence on transfer success. Yet, spatial inequality theory indicates that these resources may be distributed unevenly over geographic context. The purpose of this paper is to understand the relationship between spatial context and transfer student success. Methods: Using data from the University of North Carolina System, we estimate a series of regression models, to determine the relationship between county-level measures of rurality, economic distress, and access to broadband internet and the number of credits transferred from the community college to the 4-year institution, excess credits at graduation, and number of major changes at 4-year colleges. Results: The results of our analyses indicate that that the spatial context in which colleges are situated has a relationship to transfer student success. In particular, students transferring from counties that are more rural and economically distressed and have less access to broadband internet may experience worse transfer outcomes. Conclusions: The results of our study indicate that spatial inequality is complex and can be defined in many ways, which has implications for those who use geographic boundaries to identify areas for inquiry or intervention. Additionally, this study highlights the importance of considering variation in resources across spatial context when addressing educational inequality. Further study is necessary to understand the mechanisms driving our results, as well as other ways to measure spatial inequality. }, journal={COMMUNITY COLLEGE REVIEW}, author={Worsham, Rachel E. and Whatley, Melissa and Crain, Andrew and Deal, Sarah and Skinner, Benjamin T.}, year={2023}, month={Nov} }
 @article{worsham_desantis_whatley_johnson_jaeger_2021, title={Early Effects of North Carolina's Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students}, volume={62}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-021-09626-y}, number={7}, journal={RESEARCH IN HIGHER EDUCATION}, author={Worsham, Rachel and DeSantis, Andrea L. and Whatley, Melissa and Johnson, Katie R. and Jaeger, Audrey J.}, year={2021}, month={Nov}, pages={942–975} }
 @article{worsham_whatley_loss_2021, title={Opportunity for All? The Differential Impacts of North Carolina's Revised Comprehensive Articulation Agreement by Race/Ethnicity}, volume={29}, ISSN={["1068-2341"]}, DOI={10.14507/epaa.29.5385}, abstractNote={Transfer articulation agreements are employed by institutions of higher education and state legislatures alike to improve transfer efficiency between two-year and four-year institutions. These agreements often aim both to increase transfer rates and baccalaureate degree completion and to decrease time to degree. Studies exploring the efficacy of articulation agreements find that, despite being successful at decreasing the number of excess credits students earned at graduation and at increasing baccalaureate degree completion, these policies often increase time to degree. While there is considerable research on articulation agreements, few studies have examined the differential impact of these policies on students of Color who, prior literature has shown, experience barriers to realizing their baccalaureate degree aspirations. The purpose of this study was to examine whether the impact of North Carolina’s statewide articulation agreement varied by a student’s racial/ethnic identity when examining two-year post-transfer baccalaureate degree completion, time-to-degree completion, and excess credit accumulation.}, journal={EDUCATION POLICY ANALYSIS ARCHIVES}, author={Worsham, Rachel E. and Whatley, Melissa and Loss, Jonathan E.}, year={2021}, pages={1–44} }
 @article{hall_worsham_reavis_2021, title={The Effects of Offering Proactive Student-Success Coaching on Community College Students' Academic Performance and Persistence}, volume={49}, ISSN={["1940-2325"]}, DOI={10.1177/0091552120982030}, abstractNote={Objective: This study examined the effects of offering proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, this study investigated semester grade point average (GPA) and semester-to-semester persistence of community college students as outcomes. }, number={2}, journal={COMMUNITY COLLEGE REVIEW}, author={Hall, Mark M. and Worsham, Rachel E. and Reavis, Grey}, year={2021}, month={Apr}, pages={202–237} }