First of all, what is a reverse-transfer? Many school administrators define reverse-transfers as students who transfer from four-year institutions to community colleges to complete part or all of their educations. Today, education professionals are seeking to better understand these students and their motivations for transferring.

A recent issue of Sociology of Education – an American Sociological Association journal – features a report that explores the socioeconomic differences among college transfer students. The sample of students followed in this report began their postsecondary education at a four-year institution. From this group, 33 percent transferred at least once within eight years of graduating from high school. Another 20 percent transferred “laterally,” from one four-year institution to another, and 15 percent transferred in “reverse” to a community college.

Among all these different transfer students, lateral transfers were much more likely than reverse transfers to complete their bachelor’s degree – 69 percent compared to 22 percent. However, both of these figures are lower than the graduation rate of students who don’t transfer at all. They completed their bachelor’s degrees at a rate of 79 percent.

So, if graduation rates are lower for reverse-transfer students, why do some students choose this route? Many education experts assumed that a student’s income, or the income of his or her family would be the deciding factor, but this was actually not the strongest indicator of a transfer decision. According to this study, the strongest indicator of a student’s transfer status is his or her parents’ education level.

Most often, students whose parents had more than a bachelor’s degree were some of the least likely to reverse-transfer. But on the other end of this spectrum, students whose parents had not completed high school were most likely to transfer to a community college.

What could be some reasons behind these trends? Sara Goldrick-Rob, a professor of education policy studies and sociology at the University of Wisconsin at Madison, believes first-generation college students face unique challenges and struggle academically during their first year of college. But Professor Goldrick-Rob does have ideas for how to better support these students. In her opinion, four-year colleges have the responsibility to offer these students extra resources to help them succeed. Opportunities for extra advising and information could make the difference in these students’ lives and educations.

So, depending on your situation, leaving your four-year college for community colleges or online colleges might be a better choice. But if you’re thinking about it, explore some of the resources available at your current school. Sticking it out might be the better choice in the long run.