transfer essay economics

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How to Write a College Transfer Essay (With Examples)

Lisa Freedland is a Scholarships360 writer with personal experience in psychological research and content writing. She has written content for an online fact-checking organization and has conducted research at the University of Southern California as well as the University of California, Irvine. Lisa graduated from the University of Southern California in Fall 2021 with a degree in Psychology.

Learn about our editorial policies

Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

According to the National Center for Education Statistics, over 1.2 million students are enrolled in college as a transfer student. Students may transfer for a variety of reasons ranging from academics to athletics to geography.

If you are in the process of transferring colleges it’s likely that you will have to write a personal essay as part of your transfer admissions process. Ultimately, there’s no one way to write a college transfer essay. Everyone is unique, and this individuality should shine through in your essays.

However, there are some recommended things to include, and even a real example essay that was used to successfully transfer college! In this post, we’ll help you write a powerful transfer essay so you can tell your story to the admissions committee.

Jump ahead to…

• Do’s and don’ts
• Why did you choose your current school?

What are your main reasons for transferring out of your current school?

Why do you want to attend the transfer school.

• Example essay

Additional resources

• Key takeaways
• Frequently asked questions

College transfer essays: The do’s and don’ts

Before we start, we want to cover a few basics do’s and don’ts about what your transfer essays should be about.

• Elaborate on how your current school has helped you progress towards your goals. Positivity is always a good thing!
• Research your prospective school (e.g. specific classes, organizations, opportunities) for why you want to go there.
• Make sure to follow the standard/correct essay format! Transfer essay prompts may vary from college to college so you should make sure that you’re answering the exact question.
• Use up your limited word count by listing negative aspects about your current school. Instead, focus on how it has helped you grow, but how another school could further help you develop your interests/passions 
• List a group of random classes or opportunities available at your new school. Mention opportunities you’re (genuinely) interested in that relate to your goals and passions – make sure you’re telling a story through your essay.
• Copy your initial admissions essay (the one that you used when applying to colleges in high school) – you’ve changed a lot during your time in college so you will want to write a brand new essay.

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What is the goal of the transfer essay.

Potential transfer students should know that not all colleges and universities require transfer essays, so when in doubt definitely check-in with the college in question for clarification. For the purposes of this article and the sample transfer essay, we’ll be using this prompt:

Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. 

Most colleges will be interested in learning why you want to transfer and how transferring will help you achieve your goals. However, specific prompts will vary from college to college, so you should definitely pay attention to the specific prompt you are asked to respond to.

Some of the common questions you’ll come across include:

• How will your transfer school help you accomplish your goals?

Below I’ll break down how to respond to each of these questions and include an example from a successful transfer essay.

Also see: Can you transfer into an ivy league school?

Why did you choose your current school? 

To answer this question, you’ll have to go back in time when you were in 12th grade and selecting your college. Did you choose the college because it had a program you liked? Maybe you really wanted to take classes with a specific professor? Maybe you thought you wanted to attend college in a specific part of the world? Whatever the reason you should lay it out in the most factual way possible.

Here’s how I responded to this question:

Just like Jeopardy, Criminal Minds is also a show that I have watched from a very young age, and one that I continue to watch quite regularly. Being exposed to this interesting world of FBI profilers for so long inspired me to want to dive into the world of psychology myself. Due to this, I originally chose the University of Wisconsin, Madison for its amazing psychology program, and because I wanted to try something new. Being from California, this “something new” came in the form of watching snow fall from the sky, seeing cheese curds being sold in all the grocery stores, and simply living somewhere far away from home.

Also see: How to write a 250 word essay

This is always an important question for transfer admissions officers: why did your current college not work out? We recommend that students be as honest as possible and stick to the facts (as opposed to simply complaining about your current school).

Students have very different reasons for changing schools, which often depend on what type of school you’re transferring from (a 2-year or 4-year). While many community college students transfer because their plans did work out and they’ve accomplished what they wanted to at their school, those transferring from four-year universities often do so for less positive reasons (which was my experience).

If the situation at your college didn’t exactly pan out as you thought it would, you should also try to talk about some of the ways you are making the most of the situation. This shows the admissions officers that despite the less-than-ideal circumstances, you have continued to learn, grow, and contribute to your community.

Here’s how I accomplished this:

Arriving in Wisconsin, I got exactly what I wanted: an amazing psychology program and the experience of being somewhere quite different from the place I called home. My classes were interesting, my professors were helpful and caring, and experiencing the first snow was quite exciting. However, as winter progressed, walking back from class everyday under the progressively gloomier sky seemed to be a cruel reminder that I was no longer in sunny Southern California. While eating dinner in our many dining halls, I always viewed the wide array of food available: quesadillas, Chinese food, burgers, even pecan pie. The food was all delicious, but going day after day without even seeing Korean food once made me miss those fun dinners with my family. Back at my dorm, my “home away from home”, it started to feel like anything but being at home. To feel more comfortable where I was, I decided to pursue things I liked, and that I was familiar with. My passion for psychology led me to join the university’s Psychology Club, where I was able to learn about recent revelations within the field of psychology, furthering my interest in the subject. 

Going through the admissions process as a transfer student is interesting, because you have learned a lot about yourself and your preferences at your first college. This should provide you with a great perspective on what you are looking for next.

The two major things you’ll want to accomplish when answering this question are why the transfer college in question is a good fit for you and how it can help you accomplish your goals as a student.

Specificity is always more ideal here so you can show that you have spent some time thinking about what you want and also how the new college fits.

Here’s how I did this:

I plan on using the knowledge I gain in psychology, either from organizations or classes, to help people. I want to one day apply this knowledge to research, to discover possible methods to help the people suffering from the psychological problems I study. Alternatively, I hope to use this knowledge as a criminal profiler, using my understanding of psychology to narrow down pools of suspects.  To be able to accomplish either of these, I need to develop a much deeper understanding of both people’s motivations for the things they do as well as of the many psychological issues people face. For these reasons, I am very excited at the prospect of exploring and enrolling in the classes offered by USC’s Department of Psychology. In particular, Psych 360: Abnormal Psychology would be an amazing introduction to psychological disorders and their causes. Psych 314L: Research Methods would then help me put this knowledge about disorders to good use by teaching me how to properly conduct research and find possible solutions for people’s problems.

College transfer essays: an example

Here we go! Throughout this article, I’ve shown you my college essay divided into sections, and now’s time for the full thing. I can honestly say that this essay had a 100% success rate! Without further ado, here is my full college transfer essay (and prompt):

Prompt: Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. 

I wake up from my daily after-school nap to realize that it is already dinner time. As I walk downstairs, I smell the delicious fragrance coming from my mom’s samgyetang (Korean ginseng chicken soup), one of my favorite meals. Soon enough, everyone sits down to watch the newest episode of Jeopardy , a tradition we’ve had going on for as long as I can remember. As I take that first sip of samgyetang, and miss yet another geography question on Jeopardy – and wait for my family to inevitably tease me about it – I feel at home, like I am somewhere that I belong. Wherever I go, I hope I can encounter that same warm feeling. Just like Jeopardy , Criminal Minds is also a show that I have watched from a very young age, and one that I continue to watch quite regularly. Being exposed to this interesting world of FBI profilers for so long inspired me to want to dive into the world of psychology myself. Due to this, I originally chose the University of Wisconsin, Madison for its amazing psychology program, and because I wanted to try something new. Being from California, this “something new” came in the form of watching snow fall from the sky, seeing cheese curds being sold in all the grocery stores, and simply living somewhere far away from home. Arriving in Wisconsin, I got exactly what I wanted: an amazing psychology program and the experience of being somewhere quite different from the place I called home. My classes were interesting, my professors were helpful and caring, and experiencing the first snow was quite exciting. However, as winter progressed, walking back from class everyday under the progressively gloomier sky seemed to be a cruel reminder that I was no longer in sunny Southern California. While eating dinner in our many dining halls, I always viewed the wide array of food available: quesadillas, Chinese food, burgers, even pecan pie. The food was all delicious, but going day after day without even seeing Korean food once, it made me miss those fun dinners with my family. Back at my dorm, my “home away from home,” it started to feel like anything but being at home. To feel more comfortable where I was, I decided to pursue things I liked, and that I was familiar with. My passion for psychology led me to join the university’s Psychology Club, where I was able to learn about recent revelations within the field of psychology, furthering my interest in the subject. I plan on using the knowledge I gain in psychology, either from organizations or classes, to help people. I want to one day apply this knowledge to research, to discover possible methods to help the people suffering from the psychological problems I study. Alternatively, I hope to use this knowledge as a criminal profiler, using my understanding of psychology to narrow down pools of suspects.  To be able to accomplish either of these, I need to develop a much deeper understanding of both people’s motivations for the things they do as well as of the many psychological issues people face. For these reasons, I am very excited at the prospect of exploring and enrolling in the classes offered by USC’s Department of Psychology. In particular, Psych 360: Abnormal Psychology would be an amazing introduction to psychological disorders and their causes. Psych 314L: Research Methods would then help me put this knowledge about disorders to good use by teaching me how to properly conduct research and find possible solutions for people’s problems. With so many opportunities available at USC, I hope to not only help others feel more comfortable, but to find a second home for myself after all.

And that’s it! This essay touches on all of the tips listed above, and should serve as helpful inspiration as you begin your writing. Hopefully, it gives you an idea of how to integrate everything you should mention in a cohesive essay. With that, I wish you good luck with your college transfer essays (and applications)!

Don’t miss: What looks good on a college application?

If you finish your essay and still have questions about the transfer process, consider checking out these Scholarships360 resources:

• How to transfer colleges
• How to transfer from a community college
• Top scholarships for transfer students
• How to choose a college
• What’s the difference between a private and public university?

Key Takeaways

• Explain why you want to transfer, what you need that you are not getting at your current school, and why you chose your current school to begin with
• Always present things in a positive light
• Share how the transfer school will help you achieve your goals and why you are a good fit for the school

Frequently asked questions about writing college transfer essays 

How are college transfer essays different from regular application essays, do all schools require transfer essays, can i reuse my old college essays for a transfer, what should you not say in a transfer essay, scholarships360 recommended.

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Read 2 Transfer Student Essays That Worked

Strong transfer essays can help pave the way to admissions offers.

Read 2 Transfer Essays That Worked

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Though it isn't a golden ticket, a strong transfer essay may boost an applicant's odds of admission.

There are as many reasons to transfer colleges as there are transfer students. But regardless of why someone wants to move to a new institution, the process for doing so usually requires an admissions essay.

Colleges With the Most Transfer Students

Josh Moody Jan. 28, 2020

In a 2018 National Association for College Admission Counseling survey , 41.5% of colleges polled said a transfer applicant's essay or writing sample is of either considerable or moderate importance in the admission decision.

A compelling, well-written transfer essay doesn't guarantee acceptance – many other factors are at play, such as an applicant's GPA. However, a strong essay can be a factor that helps move the odds in the applicant's favor, says Kathy Phillips, associate dean of undergraduate admissions at Duke University in North Carolina.

Know What Colleges Are Looking For In a Transfer Essay

Some schools have prospective transfer students use the Common App or the Coalition Application to apply. In addition to the main essay, students may be required to submit a second writing sample or respond to short-answer questions, though this isn't always the case. Prospective students can check a college's website for specific guidance regarding how to apply.

Whatever application method they use, prospective students should be aware that writing a transfer essay is not the same as writing a first-year college application essay, experts advise. First-year essays are more open-ended, says Niki Barron, associate dean of admission at Hamilton College in New York. When applying as first-years, prospective students can generally write about any experience, relationship or goal that has shaped who they are as people, she says.

This contrasts with transfer essays, where the focus is typically narrower. Barron says she thinks of transfer essays as more of a statement of purpose. "We're really looking to see students' reasons for wanting to transfer," she says.

Katie Fretwell, the recently retired dean of admission and financial aid at Amherst College in Massachusetts, says prospective transfer students are in a position to be a bit more reflective about their educational goals because of their additional year or years of experience post-high school. The essay helps admissions officers get a sense of whether an applicant has done "an appropriate level of soul-searching about the match," she says.

Transfer Essay Examples

Below are two transfer essays that helped students get into Duke and Amherst, respectively. Both institutions are very selective in transfer admissions. For fall 2018, Duke had a transfer acceptance rate of 8% and Amherst accepted 4% of its transfer applicants, according to U.S. News data.

Hover over the circles to read what made these essays stand out to admissions experts.

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Transfer Applicants

We welcome transfer applicants from two- and four-year universities around the world.

If you’re looking to continue your education at Hopkins, we want you to have everything you need to apply on time and with confidence. Before you start your application, review important deadlines, requirements, and credit policies. Then, submit the Common Application and supporting materials. When deciding if you’re a match for Hopkins, we consider many different aspects of your experience, involvements, and how you’ll engage and grow with our community.

Transfer Admissions

Learn how we review applications for transfers and the qualities we look for as we build our community.

Credit Policies for Transfer Applicants

Our Credit Transfer Policies help you understand which of your current credits are most likely to count toward a Hopkins degree.

Transfer Deadlines & Requirements

The deadlines and requirements for transfer applicants are different from first-year applicants. Before you get started, review what you’ll need to submit and by when.

Transfer FAQs

There are many things to consider when transferring schools. Get answers to specific questions or explore what questions other transfer applicants are asking.

EVENTS & WORKSHOPS FOR TRANSFER APPLICANTS

We host events to help you understand our admissions process and prepare you to craft your strongest application. Hear directly from our team at an Admissions Q&A and get the answers you need to apply with confidence.

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• 22 varsity sports teams
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WHAT TRANSFER STUDENTS SAY ABOUT HOPKINS

Find out more about the transfer process and campus life from current Blue Jays who joined our community from other schools.

TRANSITIONING VETERANS

Hopkins values the perspectives that veterans bring to our community. Learn more about application requirements and transfer options for members and veterans of the armed forces.

Transfer Insider

Equations and Stanzas: Navigating My Unconventional Path to Hopkins as a Math (and Economics) Major

My experience as a transfer student, meet a navy veteran at hopkins: joshua forni, ’22, ’23, quick links:.

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Transfer Student Admissions

Direct-to-major transfer admission pathway.

Students who currently attend another college or university, and who plan to apply to transfer to the University of Washington to pursue Economics as their major staring in the 2024 Autumn Quarter can be considered through the direct-to-major (i.e., transfer-direct) admissions pathway. Prospective transfer students wil l be eligible to apply to the UW and the Department of Economics at the same time.   When  submitting the transfer application to the UW ,   students  will be asked about   their  intended major as part of the application process.   Applicants   will be prompted to select   an intended  major -- either the Economics Bachelor of Arts (BA) or Bachelor of Science (BS) -- and then will complete an  application for consideration to the Department of Economics .  

Admission to both the BA and BS majors in Economics is capacity-constrained based on the following criteria:  

• Prospective transfer students will need to submit syllabi for each prerequisite course taken at their current non-UW institution so equivalency to UW courses can be assessed
• Transfer direct applications are still required to meet all department prerequisites. If transfer credits do not satisfy all requirements, the student will need to wait to apply as a UW student in a later quarter once the prerequisite coursework is completed
• The RTW Exam
• Personal Statement
• Department of Economics Application (see below for link!) 

-Our Application Requirements, including the application form and personal statement prompt can be found on our website .   -Meeting the criteria does not guarantee admission.

**Since equivalents to STAT 311   are   un common in WA State community and technical colleges, it can sometimes be a challenge to take the course prior to applying to UW.  At this time, we know that Shoreline Community College , North Seattle College , Seattle Central College , and South Seattle College all offer the equivalent of STAT 311, listed as MATH 211.  Tacoma Community College offers the equivalent of Q SCI 381 (which we accept in place of STAT 311), listed as MATH& 146. 

***English Composition courses must be taken at a U.S. institution. Courses taken in countries where the primary language spoken is not English will not satisfy this requirement, even if the course is taught in English.

Application and RTW Registration Forms

The deadline for Autumn  2024 admission consideration is Friday, April 5th, 2024 . The RTW Exam should also be completed in Spring 2024. The exam will be held online (synchronously) on  Friday, March 29th, 2024.  Register for the online Transfer Direct RTW Exam . The major application is not yet open, but will be available by Friday, March 22nd.

Timeline for Autumn 2024 Direct-to-Major Admission Pathway

December 15, 2023 - UW Transfer Application opens February 16, 2024 - UW Transfer Application deadline March 29th, 2024 - Take the Economics RTW Exam  April 5, 2024 - Department of Economics Transfer-Direct Application deadline Mid- to late April - Review of Department f Economics Transfer-Direct Application occurs Early May - Department of Economics notifies UW Office of Admissions of Transfer-Direct Application decision May 1 - June 30, 2024 - UW Office of Admissions notifies applicants of admission to both the UW and to the Department of Economics Summer 2024 - New admits attend UW Advising & Orientation session and register for 2024 Autumn Quarter courses

General Transfer Admission Pathway

For students who are unable to meet the specific requirements for the Direct-to-Major Pathway, it is still possible to pursue Economics as a major, but only admission to the UW. Prospective transfer students can follow the instructions and timeline for UW's general transfer admission process. When offered admission and enrolled at the UW, the student can work to complete any missing requirements, and then aim to apply to the Department of Economics through its general admission process for UW students.

A common scenario that leads to pursuing the General Transfer Admission Pathway:  A student's current school does not offer an equivalent course to UW's ECON 200/ 201, STAT 311, MATH 124-126, and/or English Composition. This student can still pursue the UW's General Transfer Admission process, gain admission, enroll at the UW, and then plan to apply to the Department of Economics during a future cycle.

Applying to the University of Washington

The   University of Washington Admissions   website has answers to most questions about application to the university. When you fill out an application to UW you will be asked about your intended major as part of the application process. You should list Economics as your intended major, but keep in mind that you will be applying to the major separately, after starting at the University of Washington as a student. It is also a good idea to talk in your UW application essay about the topics and ideas you want to study at UW and particularly in the Economics major. The strongest applicants to the UW are those who not only show evidence of previous academic success, but those who have also made the case in their personal statement for their interest in specific academic fields of study offered by UW.

Transcripts are evaluated officially by the UW Admissions Office only when a student applies to the university. If you are transferring from a Washington State community or technical college, you can check how your classes transfer to UW by using the Admission Office’s   Transfer Equivalency Guide .

Information Sessions

We generally host Prospective Student Information Sessions on the 1st and 3rd Thursdays of each month from 3:00-4:00pm.  These sessions are led by an adviser and we cover topics such as the difference between the BA and BS programs, application requirements, the RTW exam, our holistic review of applications, course planning, and any other questions you may have regarding our admissions process. These sessions coincide with UW's Transfer Thursday sessions.    

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Transfer Applicants

The college experience is a journey, and journeys often take us to destinations we did not originally intend to reach. At Columbia College and Columbia Engineering , we’re intentional in our efforts to welcome over 125 transfer students each year, from a range of two- and four-year institutions, and we value the unique and diverse perspectives they bring to our community.

Transfer Applicants FAQs

May i transfer from columbia college to the engineering school (or vice-versa) once accepted and enrolled.

If you are enrolled at either Columbia College or Engineering and you genuinely feel that you should attend the other, you may apply as an internal transfer student. Internal transfers must submit the Internal Transfer Application by March 1. There is no guarantee that you will be able to transfer to a different school. Undergraduate Admissions consults with the Berick C enter for Student Advising to review your academic performance and curriculum and determine if a change is appropriate.

Are there any scholarships available for transfers?

There are no academic, athletic or talent-based institutional scholarships at Columbia, as all of our institutional financial aid is need-based. However, our students are often the recipients of merit-based scholarships from outside organizations (state grants/scholarships, local/national merit-based awards, etc.).

May I transfer for the spring semester?

No. We do not accept applications for January/spring enrollment from transfer candidates.

Application-Related Information

Application requirements.

A completed transfer application includes the following items. Please be sure to read the additional details about each component in the folders below. 

• The Coalition Application  powered by Scoir
• Columbia Supplement to the Coalition Application
• $85 application fee or fee waiver request
• An official high school transcript from all high schools attended
• An official college transcript from all colleges attended
• The Coalition Application Transfer Report
• The Coalition Application Curriculum Report
• Two College Academic Recommendations
• Optional: Standardized tests

The Coalition Application

Transfer applicants must use the Coalition Application  powered by Scoir to apply for admission to Columbia. (The Common Application is for first-year applicants only.) The Application Profile has multiple sections, but not all are required.

The following Application Profile sections are required for a complete transfer application to Columbia: 

• Personal Information
• Contact Information
• Demographic Information
• Citizenship
• Family Information
• High School Information
• College Information
• Additional Information
• In-Progress College Coursework
• Completed College Coursework
• Additional Exams
• English Proficiency Tests
• Honors & Distinctions
• In the Activities/Experience section, please include details about activities from both high school and college. Be sure to include all clubs, organizations, research positions, jobs, internships and/or volunteer activities that you participated in beyond the classroom. 

We encourage transfer applicants to list all college coursework on their application, including current coursework, but discourage students from listing high school coursework.

The following Application Profile sections are not required for a complete transfer application to Columbia: 

• 9th-11th Grade Coursework
• 12th Grade Coursework
• Coalition Essay

Please note : While the Coalition Essay in the Application Profile is not required for a complete transfer application, applicants will be asked to upload a 400-600 word essay on the Columbia Supplement to the Coalition Application responding to the following prompt in the Uploads section of the application: 

• Please explain why you are interested in transferring from your current institution. (The personal essay does not need to be specific to Columbia, but it should inform the committee why you wish to leave your current institution.)

Columbia-Specific Application Questions

Applicants are asked to respond to Columbia-specific questions to tell the Admissions Committee more about their academic, extracurricular and intellectual interests. These questions allow us to better understand your intellectual curiosity, habits of mind, love of learning and sense of self. These questions also allow the Admissions Committee to learn more about you in your current community and why you feel Columbia’s distinctive experiences in and out of the classroom would be a good fit for your undergraduate education.

Transcripts

Please submit transcripts from all high schools and colleges attended. Electronic transcripts are preferred for fastest processing . Please note that we receive many documents daily and that transcripts may take several days to process. 

We cannot accept transcripts submitted by applicants as official unless they are mailed in a signed, sealed envelope; electronic transcripts are official if they are sent directly from an institution and/or from a school official.

School Forms

The Transfer Report , which collects information about your standing at your current institution, should be completed by a school official such as an adviser, dean or registrar at your current institution. This form may accompany your official college transcript. Transfer Reports should be sent electronically to [email protected] if they cannot accompany your official transcript.

The Coalition Application Curriculum Report collects information about courses in which you are currently enrolled. Mid-term grades are often not available by March 1; we will accept this form until April 15 but strongly recommend that it be submitted as soon as mid-term grades are available. 

Curriculum Reports should be submitted electronically to [email protected] , or uploaded directly through your applicant portal. Please do not submit the curriculum report until mid-term grades are available. A curriculum report with grades listed as "in progress" or with no grades listed will not meet this requirement. 

The curriculum report is not required for students who are not currently enrolled in a college or attending a school that operates on the quarter system.

2 College Academic Recommendations

• These recommendations must come from college professors who have taught you in a college course. Recommendation letters should not come from high school teachers, employers, research supervisors or family members.
• An optional third recommendation may be accepted from an advising dean or academic adviser.

Standardized Tests

Columbia is test-optional for transfer applicants to Columbia College or Columbia Engineering. Please review our standardized testing policy for additional details, as well as our English language proficiency requirement if applicable. Transfer applicants who choose to submit test-scores may self-report their results and may submit scores up through March testing dates.

Eligibility 

To be eligible for enrollment as a transfer student at Columbia, you must have earned: 

• 24 points of credit (the equivalent of one year of full-time study) at another institution, or be registered to complete 24 points of credit by the time you enroll.
• If you left high school without receiving a diploma in order to attend an early college program, you are not eligible for transfer admission and must apply as a first-year student by the appropriate Early Decision or Regular Decision deadline. You will not be eligible to receive credit for such accelerated programs except for credit earned through standardized examinations (e.g., AP and IB exams); such credit will be limited to 16 points, the equivalent of one full semester at Columbia.

If you’re an International student, you should read our International Transfer Students section for additional eligibility requirements. 

Candidates who have completed  more than four semesters of college coursework elsewhere are not encouraged to apply. Columbia’s academic requirements and institutional policies make completion of all graduation requirements in a reasonable and timely fashion unlikely.

Columbia College transfer applicants who have taken a break in their education of more than a full year (for any reason other than required completion of national military service), or who wish to attend school part time, should consider applying instead to Columbia University’s School of General Studies.  

Columbia Engineering transfer applicants should proceed with this transfer application, regardless of any break in schooling. 

Please note that all transfer admittance is for fall semester only.  

Supplementary Materials

Supplementary materials are not a required part of our admissions process—but there are occasions where they can enhance our understanding of your application. (In other words, it’s completely up to you if you’d like to include these materials.)

Transfer Credit

You must have completed or be registered for 24 points of credit (the equivalent of one year of full-time study) at another institution. No more than 64 points in Columbia College or 68 points in Columbia Engineering will be awarded as transfer credit, including points earned through AP or IB examinations. We do not grant credit for college courses taken before a student's graduation from high school. Credit for standardized exams (e.g., AP, IB, A level exams) will be limited to 16 points, which is equivalent to one full semester at Columbia. For more detailed information, students should refer to the Academic Credit for Transfer Students section of the Berick Center for Student Advising website.

Please note that transfer credit evaluation occurs only at the time of acceptance. We cannot review transcripts and/or courses for transfer before a candidate submits an application.

Columbia does not award transfer credit for courses that are not analogous to those available at Columbia College or Columbia Engineering. We encourage you to review our College Bulletin and Engineering Bulletin to become familiar with the types of courses that are offered here and therefore the courses that are more likely to be awarded credit.

The Core is the cornerstone of undergraduate academic life at Columbia. Even those transferring in with advanced credit should expect to take elements of the Core, if not all of it. Students are very rarely exempt from Core classes like Literature Humanities , Contemporary Civilization , Art Humanities and Music Humanities .

Students are expected to graduate within eight semesters, including time spent at another college or university. Students are typically not permitted to extend their undergraduate studies unless they are enrolled in one of our Joint Degree programs (e.g. the Combined Plan ).

Dates & Deadlines

• March 1: Application deadline for transfer candidates
• March 1: Financial aid application deadline
• By June 1: Admissions and financial aid decisions released online 
• Mid June: Deposit deadline for admitted transfer students
• Late June: Deadline for final transcripts for admitted students.

What We Look For in Transfer Students

Admission to Columbia is not based on a simple formula of grades and test scores. Instead, we consider a variety of factors . Each year, we admit a small group of transfer students to Columbia College and Columbia Engineering. Because space in the sophomore and junior classes is limited, admission is highly competitive. We typically admit fewer than 10 percent of the applicants for transfer admission each year. Potential transfers are expected to have a minimum GPA of 3.5 overall; Columbia Engineering candidates are strongly encouraged to have a minimum GPA of 3.5 in their mathematics and science courses.

The majority of successful applicants to Columbia Engineering have completed an engineering track curriculum. For applicants with first-year standing at time of application this includes:

• Two semesters of Calculus
• Two semesters of Physics
• One semester of Chemistry

Enrolling transfer students will need to complete Core Curriculum requirements in addition to graduation requirements within their primary field of study. Our review takes into account a candidate's ability to complete their course of study in a standard timeline of eight total semesters. To allow more flexibility with course selection at Columbia, we recommend applying with first-year standing at your current institution when possible. 

Due to the timing of the transfer process, we are generally unable to consider grades earned in the second semester of the year of application; thus, high school grades, rigor of program and standardized test scores are all important in the evaluation of transfer credentials, especially for students applying for sophomore standing. If you have applied to Columbia previously, the documents you provided at that time will not roll over (with the exception of SAT or ACT scores); you must resubmit any information requested by this transfer application.

Financial Aid

At Columbia, we are committed to fully supporting our transfer community. All transfer applicants who are citizens, permanent residents or other eligible non-citizens are evaluated without regard to their financial need. Foreign students applying for aid must understand that such aid is awarded on an extremely limited basis. Columbia meets 100% of demonstrated financial need for admitted transfer students and does not give any scholarships for academic, athletic or artistic merit.

Please visit the Financial Aid website for more information on financial aid for transfer students, including all required forms.

Accuracy & Authenticity

All applicants should review our Accuracy & Authenticity statement prior to submitting their application, as all applicants to Columbia University must confirm on their application that they understand and agree to adhere to the above expectations.

For questions about undergraduate admission and the application process, please visit our online FAQs . If you still can't find your answer, please contact us  or email us at [email protected] .

Deadline Approaching for Transfer Applications

Frequently Asked Questions by Transfer Applicants

Understanding the Process

Testing Policy

Application Fees and Fee Waivers

English Proficiency Requirements

A Message for Prospective Applicants

Financial Aid Deadline Approaching for Transfer and Combined Plan Applicants

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Incoming Transfer Students

Congratulations on your admission to uc berkeley, watch our overview video.

Preparation for the Major

Transfer students should have the following courses COMPLETED  before   their first semester at Berkeley:

• Full year of calculus (equivalent to MATH 1A and 1B  or  MATH 16A and MATH 16B at Berkeley).
• Introduction to Micro- and Macroeconomics (equivalent to ECON 1 at Berkeley). (This can be a combination of an exam score and equivalent transfer credit )

To find equivalent coursework at a California Community College, use  https://assist.org/ .  Click here to learn more about transferring Economics credit to the major.

To be Admitted to the Economics Major, Transfer Students Must:

• Apply to the major in their first semester.
• Earn a minimum of a C (2.0) grade in each  prerequisite courses taken at Berkeley. 

Applying to the Economics Major as a Transfer Student

All new transfer students are required to apply to the economics major during their first semester.   fill out the  online application  by the listed deadline.  see deadlines  here . transfer students will be denied from the economics major if they apply after completing their first semester at berkeley. .

Economics Major Advising for Transfer Students

Please review the Sample Transfer Student Plan .

Prerequisites

There are five prerequisite courses for the Economics Major. All five classes (or their equivalent) must be completed prior to acceptance to the major and all must be taken for a letter grade. For a detailed explanation of the Economics admission process, please review our Prospective Student Page .   If you are transferring from a California community college, check your courses on assist.org to ensure that they are equivalent to the Berkeley courses.  

Introduction to Economics:   ONE course or equivalent required. 

• ECON 1 or 2 . ​ A t Berkeley, these courses include both micro and macro economics in one course.

* Calculus : You must take both A and B of either sequence.  TWO courses or equivalent required.

• MATH 1A or 16A (or equivalent) and
• MATH 1B or 16B (or equivalent)

*Introduction to Statistics:   ONE course or equivalent required. 

• STAT 20, STAT 21, STAT W21, or STAT 88/DATA C88S ;  or
• An upper division statistics course (STAT 131A, STAT 135, or STAT/DATA C140)

* At least one math or stat prerequisite course must be taken at UC Berkeley. For most transfer students, this is typically the statistics course. Please note: For students choosing STAT 88 to fulfill the statistics requirement, STAT/COMPSCI/INFO C8 must be completed before  or  at the same time as STAT 88.

** Intermediate Economic Theory:   ONE course required to apply for the major.

• ECON 100A or 101A:  Microeconomics 
• ECON 100B or 101B: Macroeconomics or UGBA 101B
• ECON 140 or 141  (effective Fall 2019)

** The prerequisite intermediate theory course must be taken at UC Berkeley. UGBA 101A cannot be used as a prerequisite for the major. No exceptions. UGBA 101B is considered outside the department. Economics majors are allowed to complete up to two courses from outside the department to count towards major requirements

Students with Transfer Credit From 4-year or Out-of-State Institutions

Students transferring economics prerequisite credit from another UC campus, other 4-year, or out-of-state institution  are encouraged to consult with an economics advisor to determine acceptable alternative prerequsite coursework. An upper division Economics course and one of our quantitative prerequisites must be taken in the first semester.  Students should follow petition procedures below. Contact an economics advisor at [email protected] if you have any questions. 

• Click here for more information about transferring Economics credit to the major.
• Once obtained, please email math equivalency to [email protected].
• Once obtained, please email statistics equivalency to [email protected].

What courses should I take my first semester at Berkeley?

Enroll in any remaining prerequisite courses you did not fulfill with transfer credit.   Remember, you need at least a total of 13 units to be considered full-time in L&S. We recommend a balanced course load of 13-16 units in your first semester to help with your transition to Berkeley. For most transfer students, your first semester schedule might look similar to this:

• Statistics 20 or 21/W21 -- 4 units
• Economics 100A or 100B -- 4 units
• A third (or fourth class) could be taken to fulfill other graduation requirements such as:  ​ ​ ​ American Cultures , American History and Institutions , or any remaining L&S Breadth requirements . You could also look into taking courses for interest such as Transfer Transitions taught by the Transfer Center or  DeCal  courses. Since economics is an admissions based major, we also  encourage you to look into prerequisite courses you can take in your first semester for an alternate major . You can work with advisors in the College of Letters and Science to help you search for an alternate major. 

This schedule assumes that the equivalent of a year of calculus and ECON 1 were completed prior to the student's first semester at Berkeley. 

If you have any questions, please feel free to contact an advisor at [email protected] .

Transfer Applicants

Transfer students play a meaningful role in the life of the College. Your experiences at other institutions contribute to the diversity of our student body and provide valuable perspective to all kinds of interactions on campus, from classroom conversations to coffee chats on the quad. We are committed to assembling a community of talented scholars from a wide range of backgrounds, and this includes transfer students.

If you have already completed at least one term as a full-time student in a bachelor's degree-seeking program at another college or university, you should apply as a transfer student. All others, to include high school students who have taken college-level courses, should apply as  first-year applicants .

The University of Chicago offers transfer applicants a choice of two application plans. Your application will go through the same careful review process no matter which of these plans you choose, so you should pick the one that suits you best. In picking the UChicago application plan that's right for you, you'll want to consider when you will be ready to apply and whether you are prepared to make a binding commitment to UChicago.

2023-2024 Timelines

*11:59 p.m. applicant's local time on March 1 or first business day of March.

**Late afternoon Chicago local time on the last business day in March.

Transfer Application Plans

Transfer early decision.

Our Transfer Early Decision (TED) application is best for students who have identified UChicago as their absolute first choice for transferring and know they would choose to attend UChicago immediately if admitted. This admission plan is binding, meaning that if admitted, you commit to attending UChicago, withdrawing outstanding transfer applications from any other school, and agreeing not to apply to transfer to any additional colleges. If you apply Early Decision, you will need to download, complete, and submit a Transfer Early Decision Agreement by uploading it in your UChicago Account.

If you are enthusiastic about applying to UChicago but would like to compare admissions offers, transfer credit estimates, or financial aid packages from multiple colleges before making a final decision, you should consider applying through the Rolling Decision plan.

Transfer Early Decision applicants will receive an admissions decision of admit, deny, or waitlist.

Transfer Rolling Decision

In our Transfer Rolling Decision (TR) application plan, students are strongly encouraged to submit their application by the March 1 priority deadline. We will continue to review applications until June 1 and we will release decisions on a rolling basis starting in early May. Applying as a Rolling Decision applicant does not constitute a binding commitment to attend if admitted, and you will have until June 5 to reply to your offer if admitted.

Transfer Rolling Decision applicants will receive an admissions decision of admit, deny, or waitlist.

Required Application Materials

Transfer application for admission and supplement essays.

Applicants should submit their choice of Apply Coalition, Powered by Scoir or the Common Application *, both of which include the University of Chicago Supplement . Applicants will also be prompted to create a UChicago Account , where they can submit information and view their admissions decision.

Select One of Two Applications

There are several online application platforms accepted by many colleges and universities. Through the online application platform, you submit basic information about your background, academic profile, and extracurricular activities, as well as a brief personal statement; all of this information can be easily shared with multiple colleges you decide to apply to. If you apply to the University of Chicago, you will also submit several supplemental essays, which will not be seen by other institutions.

UChicago accepts Apply Coalition, Powered by Scoir or the Common Application for transfer applicants. We treat both equally in the admissions process. You'll want to pick a single application platform to use, whichever you feel works best for you.

Questions about technical matters related to using one of these consortium applications should be directed, respectively, to the folks at Apply Coalition, Powered by Scoir or the Common Application . Questions about our own requirements should be directed to us .

Extracurricular Activities

In your list of extracurricular activities, you should include whatever it is that you have spent your time doing outside of class during high school and college. This could be an official club, team, or competition; a hobby you pursue on your own; a part-time job; a family responsibility; or anything else you do with your time outside of class. Colleges ask for this information not because they have any specific expectation or preference for how you spend your time, but to see what's meaningful, worthwhile, or interesting to you. We do not require certificates proving participation in activities. If the space provided on the application to list all extracurricular and work experiences is not sufficient, you may share further details through the "Additional Information" section or in your UChicago Account.

Application Essay

The personal statement is your chance to present yourself and your ideas in your own words. Through Apply Coalition, Powered by Scoir or the Common Application, your essay will be sent to the schools you are applying to, and should not be specific to any one school. Your essay should be appropriate for a wide array of audiences and should put your best foot forward.

The personal statement is not required for the transfer application. You have the option to submit one if you like. If applying through Apply Coalition, Powered by Scoir, the application will say that the Coalition Essay is required. You may submit a personal statement, or you may write “N/A”. If applying through the Common Application, the personal statement will appear as optional.

UChicago Supplement

The University of Chicago Supplement requires one extended essay of your choice from our list of several prompts and one short essay on why you would like to attend the University of Chicago as a transfer student. For this second essay, transfer students will be asked to answer the following prompt (in approximately 500 words):

• Please tell us why you are planning to leave (or have already left) your current college or university, and how the University of Chicago will satisfy your desire for a particular kind of learning, community, and future. Please address with some specificity your own wishes and how they relate to UChicago.

The Supplement essays should be submitted through Apply Coalition, Powered by Scoir or the Common Application .

Your UChicago Account

Students may create a UChicago Account before or after starting their application on the Common Application or Apply Coalition, Powered by Scoir. To create a UChicago Account before you begin working on your application, please visit getstarted.uchicago.edu .

If you begin by working on the application, you will receive an email with instructions on how to set up your UChicago Account. When you sign in to your UChicago Account , you will be able to complete and update your profile, apply for financial aid, upload supplementary materials if you wish, and eventually view your admissions decision.

If you previously applied to UChicago as a first-year, transfer, or Summer Session student, you already have a UChicago Account in your name and will not receive emailed instructions. If you forgot your password from your previous account, please use the “forgot password” function with the email address you used in your Common Application or Apply Coalition, Powered by Scoir application to access your account.

Application Fee or Automatic Waiver

The University of Chicago does not charge an application fee for students applying for need-based financial aid. For students not applying for need-based financial aid, our application fee is $75 and can be submitted through the Common Application or Apply Coalition, Powered by Scoir.

Credit Card

Please follow the instructions on the application for submitting the application fee online.

Check or Money Order

Please include a note with the check or money order with the applicant's full name and address and mail it to the College Admissions Office by the application deadline. Checks should be made payable to the University of Chicago.

The Office of College Admissions Attn. Matt Cowell 1101 E. 58th St. Rosenwald 005 Chicago, IL 60637

High School and College Transcripts

Transfer students are required to submit both a final high school transcript and college transcripts for every post-secondary school attended. You are welcome to submit either official copies or unofficial copies; official copies are only required for admitted students who choose to enroll. If applying with unofficial copies, each transcript must show your full name and school name. Unofficial copies can be uploaded in the documents section of the Common Application , in the Coalition Application Supplement if applying through Apply Coalition, Powered by Scoir , or in your UChicago Account. We prefer electronic submission instead of physical mail for official transcripts.

Final High School Transcript

We require a transcript detailing your coursework and grades over your entire high school career. If you graduated, the transcript should list your graduation date. In reading your application, your transcript will serve as a roadmap of your academic path in high school. We will be looking at your academic record across all four years of high school, primarily to see that you have challenged yourself productively in your course selection and done well in those courses.

Your transcript is considered in the context of your high school. Course offerings and opportunities can look very different from one high school to the next, and we want to see how you took advantage of what was available to you at your high school. You would never be at a disadvantage in the admissions process for not having pursued an opportunity that was not available to you. A School Profile is usually included with your transcript that tells us about the environment at your school, course offerings, curriculum, and educational outcomes. We do not require complete syllabi.

If you have taken courses during high school at institutions other than your final high school, such as a previous high school or a local college, please be sure to submit transcripts for these grades if they are not included in your final high school transcript.

College Transcripts

Please make sure to include transcripts from every post-secondary school you have attended after high school. If you received pass/fail marks for college or university courses instead of grades, please request that your instructors submit a short, written evaluation of your work to the admissions office separately.

Current College Coursework

If using Apply Coalition, Powered by Scoir, please include any in-progress or future college coursework through the end of the current academic year in the College Coursework section of your application profile. If using the Common Application, you should include any in-progress college coursework in the Mid-Term report. If you are not currently enrolled in courses, you do not need to complete the College Coursework section or the Mid-Term report.

Transcripts written in a language other than English

Transcripts written in a language other than English should be accompanied by a certified translation and a grading scale.

Two Teacher Evaluations

We require two recommendations from teachers who have taught you in an academic subject. Academic subjects, as defined for the purposes of letters of recommendation, include mathematics, social studies, history, science, English or literature, foreign language, and other courses in which you are doing substantial amounts of reading, writing, or class discussion.

If you feel that you have not had satisfactory contact with professors at your college or university, you may ask a teaching assistant or lab instructor who may have had more experience working with you to provide a recommendation. A recommendation from a recent high school teacher is also acceptable for those who are just in their first year of college, though we recommend at least one of your recommendations come from someone who has worked with you in an academic context in college. If you have questions about whether a particular course is a good choice, feel free to contact your regional Admissions Counselor .

Ask for recommendations from teachers who know you well and can speak specifically and positively about your contributions in the classroom, academic interest, and interactions with classmates. This does not necessarily need to be the teacher who gave you the best grades, but instead someone who best knows your academic personality and thinks highly of you. Plan to have a brief conversation with your recommender to give them context on your educational plans, as this can be helpful in writing a more detailed letter.

As teachers are often writing letters of recommendation on their own time and are therefore not getting paid to do it, we also strongly encourage students to write their recommenders a thank you note.

Submitting Letters of Recommendation

All teachers have the option of submitting letters of recommendation and school forms online via  Apply Coalition, Powered by Scoir or the Common Application. They should follow the instructions on the application for submitting these forms. Teachers may print out and submit these forms on paper even if you submit your application online. Letters of recommendation must come directly from the recommender and should not be sent by the applicant. Letters of recommendation can be added to your application after the application deadline, so you do not need to ask your recommender to submit their letter before or at the same time as you have submitted your application.

If your recommenders are most comfortable writing in a language other than English, they may do so. Have them submit the original letter accompanied by a translation.

Supplemental Recommendations

If you feel that we won't be able get a full picture of who you are without a third letter of recommendation from another teacher, an employer, role model, youth leader, or friend, you may submit one additional letter. Submitting a supplemental letter of recommendation is not an expectation, and please be considerate of the significant time commitment writing a good letter of recommendation takes before asking a potential recommender. 

No Harm Testing Policy

Submitting an SAT or ACT is optional and not required for admission. In addition to being test-optional, UChicago practices a “No Harm” policy for application review when considering SAT or ACT scores. Any SAT or ACT score submitted will only be used in review if it will positively affect an applicant’s chance of admission. Test scores that may negatively impact an admission decision will not be considered in review. All applicants, including domestic students, international students, and transfer students will be reviewed under this policy.

Reporting Scores

Students submitting SAT or ACT scores may share either official or self-reported scores. Students sharing self-reported scores will not be required to submit official score reports unless they are admitted and choose to enroll. You are able to self-report test scores through Coalition, Powered by Scoir or the Common Application . You will not need to superscore your own results or recalculate your scores in any way; send your scores exactly as you receive them. To be considered official, scores can be sent by a school official, listed on a transcript, or sent to the University of Chicago directly from the testing agency. UChicago’s SAT code is 1832; the ACT code is 1152.

Testing Deadlines

While we would, of course, like to receive your scores before the appropriate deadline, we will accept the February ACT for Transfer Early Decision and Transfer Rolling Decision and the March SAT for Transfer Rolling Decision.

College/Transfer Report

Transfer students are required to submit a College/Transfer Report indicating their academic standing at their current or most recently attended college or university. The report should be completed by a dean, registrar, or academic adviser who has access to your disciplinary and academic records and sent directly to the Office of College Admissions. If using the Common Application, you can download the College/Transfer Report in the “Supporting Documents” section in the Common Application. If using Apply Coalition, Powered by Scoir, you may use the University of Chicago College/Transfer Report.

If a college or university cannot provide an official report, don’t panic!  We will still be able to review your application in its entirety without any penalty.

Optional Components

Financial aid application.

While funding is limited for transfer students, we are committed to meeting 100% of your demonstrated need with a loan-free financial aid award for all U.S. citizens and permanent residents if you are admitted and applied for funding. Transfer students are eligible for financial aid only if they apply for funding during the admissions process and will not be eligible for financial aid after receiving their admissions decision or during their four years in the College. If you think you will need financial aid at any point during your four years at UChicago, you should apply for financial aid when you apply for admission.

The number of quarters for which you receive financial aid will depend on your transfer credit evaluation, which you will receive after you are offered admission. Learn more about  applying for financial aid .

If you are neither a citizen of the United States nor a permanent resident, then we consider you to be an  international transfer applicant , even if you are currently studying at a U.S. college or university. International transfer applicants are not eligible for financial aid.

Recommended Video Profile

If you would like to add your voice to your application, you have the option to submit a two-minute video introduction instead of the traditional college interview, which is not part of our application process. Your recording does not need to be extensively rehearsed or polished, and the video does not need to be edited.

You may record your video introduction using the platform of your choice, and then upload a file to your UChicago Account. You may upload your video to your UChicago Account at any time, but we recommend uploading by March 6 th for Transfer Early Decision and within a week of submitting your application for Transfer Rolling Decision.

We hope students find creative ways to share their voice and ideas, so we focus on content rather than filming quality when reviewing recommended video profiles. For the purposes of our review, it is still impressive if a student is sharing important ideas and perspective on their specific potential for contribution to UChicago even if that video was filmed “selfie-style” on a phone. It is much less helpful if the video is professionally lit and edited, but contains little to no unique information about the student or their specific candidacy for UChicago. We encourage students to film in a quiet space that limits outside distractions (background noise, music, pet or sibling interference, etc). While it’s ok to rehearse your message a bit so that you feel confident and ready, it’s helpful for us to hear these spoken in your normal, conversational voice—memorizing a “script” or reading from prepared sheets/notecards may come appear as a less engaged and conversational experience. If there is any important information relevant to your candidacy you were unable to address elsewhere in the application, please share that information here.

Supplemental Materials: Optional Art, Creative, Research, or Other Supplements

Students may submit supplemental material representing a significant talent, passion, or achievement by uploading it through their UChicago Account. These materials include, but are not limited to, creative writing projects, highlights from music/dance/visual art/theater performance, school capstone projects such as AP Capstone or the equivalent, research projects, business plans, or other work of note.

Students may also elect to submit results of AP exams, SAT Subject Tests, IB courses, or A-Level courses on an optional and self-reported basis.

Transfer Credit

If admitted, the Dean of Students office will provide you with an initial evaluation of your transfer credits. We recommend you submit your transfer credit materials when you apply for admission in order to receive an initial credit evaluation in a timely manner. These materials include the Transfer of Credit form and syllabi for each course you would like to receive a credit evaluation, all of which can be submitted in your UChicago Account. Learn more about how UChicago considers transfer credit and how to submit your coursework for evaluation.

Academic Requirements

Transfer students must attend the University of Chicago for at least two academic years (six quarters) and complete the Core curriculum , along with more than half of their major requirements bearing UChicago course numbers. Certain College-sponsored study abroad programs (chiefly the Civilizations study abroad programs) may be used to meet these requirements.

Starting the summer before matriculation in the College, transfer students may not earn additional credits from schools other than the University of Chicago, except through direct-enrollment study abroad programs sponsored by UChicago. However, these courses will not count toward the residency or course requirements. Most transfer students can complete their studies with no more than one extra quarter beyond the usual four college years, although this may depend on how coursework completed elsewhere fits into the structure of a UChicago degree program.

If you would like to visit the University to study for one year or less before returning to another institution, you should apply as a student-at-large . Students who already have a bachelor’s degree are not eligible to apply to the undergraduate College at the University of Chicago, as the College does not grant second bachelor’s degrees. However, you are welcome to pursue a  graduate degree  or apply as a  graduate-student-at-large  through the  Graham School of General Studies.

Academic Opportunities for Incoming Transfer Students

Incoming transfer students are invited to take classes during the summer before matriculation through Summer Quarter and/or September Term, and will receive information about how to register for these courses in late Spring. Learn more online about Summer Quarter and September Term course offerings.

Freshman requirements

• Subject requirement (A-G)
• GPA requirement
• Admission by exception
• English language proficiency
• UC graduation requirements

Additional information for

• California residents
• Out-of-state students
• Home-schooled students

Transfer requirements

• Understanding UC transfer
• Preparing to transfer
• UC transfer programs
• Transfer planning tools

International applicants

• Applying for admission
• English language proficiency (TOEFL/IELTS)
• Passports & visas
• Living accommodations
• Health care & insurance

AP & Exam credits

Applying as a freshman

• Filling out the application
• Dates & deadlines
• Personal insight questions
• How applications are reviewed
• After you apply

Applying as a transfer

Types of aid

• Grants & scholarships
• Jobs & work-study
• California DREAM Loan Program
• Middle Class Scholarship Program
• Blue and Gold Opportunity Plan
• Native American Opportunity Plan  
• Who can get financial aid
• How aid works
• Estimate your aid

Apply for financial aid

• Cal Dream Act application tips
• Tuition & cost of attendance
• Glossary & resources
• Santa Barbara
• Campus program & support services
• Check majors
• Freshman admit data
• Transfer admit data
• Native American Opportunity Plan

Economics Transfer Pathway

Course expectations.

• Microeconomics (one course)
• Macroeconomics (one course)
• Single variable calculus (one-year sequence) Note: Students are encouraged to take the single variable calculus sequence for STEM majors to keep their options as open as possible for undergraduate and graduate school alternatives.

Full sequences can take two to four terms to complete (depending on whether your institution is on semesters or quarters), so you'll want to start them early. To check which of your community college courses satisfy the Pathway course expectations at multiple UC campuses, refer to the UC Transfer Pathways Guide for a summary list. Use ASSIST to find the specific classes offered at your community college that will satisfy the expected coursework at a particular UC campus. In addition to the coursework above, you will need to fulfill minimum requirements expected of all transfer applicants to UC.

If you’re working on an Associate Degree for Transfer (ADT) in economics at your community college, there's a lot of overlap with UC Transfer Pathway coursework. The difference between what UC expects and what some ADTs require is the full introductory sequence of single variable calculus. Also, UC does not expect you to complete statistics at the community college but some campuses may require it post-transfer. Make sure to check ASSIST to find statistics courses that count towards this major at UC. Additional courses required for an ADT may be eligible for UC credit at some campuses. Check ASSIST for details.

Applicable majors

The Economics Pathway applies to the degree programs listed below. More degree programs may be added in the future so you should check back periodically to see if your major has joined this list.

• Business Management Economics, B.A. at Santa Cruz
• Economics, A.B. at Davis
• Economics, B.A. at Berkeley
• Economics, B.A. at Irvine
• Economics, B.A. at Los Angeles
• Economics, B.A. at Merced
• Economics, B.A. at Riverside
• Economics, B.A. at San Diego
• Economics, B.A. at Santa Barbara
• Economics, B.A. at Santa Cruz
• Economics/Mathematics, B.A. at Santa Cruz
• Global Economics, B.A. at Santa Cruz

Campus GPA requirements

Admission to different UC campuses and majors varies in competitiveness depending on how many students apply and how many slots are available. As a result, the minimum GPA and grade requirements for particular courses may vary from campus to campus. Make sure to look on the campus admissions websites to find minimum expected grade point averages for the major you are interested in.

Tools to help you prepare

• Transferring to the Wharton School

At the Wharton School, the world’s first collegiate business school, the undergraduate program integrates the intellectual enrichment of a liberal arts education with a comprehensive business curriculum. Wharton students take courses in the arts, sciences, and humanities while learning business fundamentals and pursuing a business concentration.

• Apply for Admission
• International Applicants
• Curricular Requirements
• Eligibility Guidelines
• Transfer Admission: Checklist and Deadlines
• Transfer Credit
• Transferring to the College of Arts and Sciences
• Transferring to the School of Engineering
• Transferring to the School of Nursing
• Transferring to the College of Liberal and Professional Studies
• What Penn Looks For

If you’re interested in the Wharton School, you must apply to transfer after your first-year to enter for your sophomore year. There are no spaces available for entering juniors.

To apply, you must meet specific academic requirements by the end of the term in which you are enrolled at the time of transfer application. Beyond academics, it’s important that you have demonstrated leadership skills through involvement in your current college community.

If you want to transfer after one year of college, you must have completed:

• A score of “5” on the AP Calculus BC exam (no credit is awarded for the AB exam)
• A course deemed to be equivalent to MATH 1400
• A score of “5” on the AP Microeconomics exam
• A score of “6” or “7” on the IB Higher Level Economics exam
• A course deemed to be equivalent to ECON 0100
• A score of “5” on the AP Macroeconomics exam
• A course deemed to be equivalent to ECON 0200

Or, in lieu of separate introductory courses in micro and macroeconomics:

• One semester of a combined introductory micro and macroeconomics course ( BEPP 1000 ), which can be fulfilled by a course deemed to be equivalent to BEPP 1000 .

We recommend that you satisfy Wharton's foreign language requirement by the time you enroll at Penn. The requirement is equivalent to two semesters of college-level language courses and can be fulfilled by either completion of coursework or appropriate placement scores.

To learn more about the Wharton undergraduate program and the requirements for the degree, explore the Wharton School website .

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Transfer Students

Admission decision timeline for transfer applicants.

Admission decisions or a request for more information, such as spring-term grades, will be posted by May 31. If spring grades are requested, a decision may not be available until mid-July.

Admission letters and certificates will be mailed following the release of admission decisions online.

A World of Opportunity

As a transfer student at usc, you will enjoy unparalleled opportunities in and outside the classroom. from access to world-class faculty and the ability to conduct your own original research, to acquiring real-world experience through service learning and internship programs, the possibilities are endless. transfer admission to usc remains highly competitive, and we look for students with outstanding talents and leadership skills. fight on.

Essential Information

Successful transfer applicants:.

• Present at least one year of rigorous, full-time academic coursework, with strong grades. Check out our Transfer Student Profile to see the average GPA of our most recent class of admitted transfer students.
• Show consistent progress toward a degree with at least one year of rigorous, full-time academic coursework. Competitive candidates typically take 14-16 units per term.
• Complete the equivalent of USC’s lower-division Writing requirement, Writing 130.
• Meet our minimum math requirement by demonstrating a mastery of Algebra II in high school, or Intermediate Algebra in college with a grade of C or better. Many majors require more math.
• Make satisfactory progress toward meeting USC General Education requirements.
• Complete additional lower-division courses required by their intended major, if applicable. Refer to Additional Coursework by Major to see if your intended major requires lower-division courses that should be completed before you transfer. This is especially important for students pursuing degrees in science, engineering, architecture, dental hygiene or business.
• International students whose native language is not English must also demonstrate English-language proficiency .

When to Transfer

USC accepts both sophomore and junior transfer students. By transferring as early as your sophomore year, you can take more of your General Education and elective courses at USC. You will be part of the USC community for a longer time and have more opportunities to get involved with campus life and make the connections that can help you after graduation.

Alternately, if your academic record in high school fell short of USC expectations, you may be able to position yourself as a stronger candidate if you complete two years of solid undergraduate coursework at another institution before applying to transfer. Additionally, if you complete most of your General Education requirements before transferring, you will have more time to pursue a double major, a major-minor combination, or a unit-heavy major while you are enrolled at USC.

Current high school students, please note: If you are still in high school, USC considers you a first-year applicant, regardless of the number of college units completed prior to high school graduation. If you have questions about your class standing, please call the USC Office of Admission at (213) 740-1111 .

Transfer Units

USC does not require a minimum number of transfer units.* However, if you will have earned fewer than 30 transferable semester units by the end of the spring term, we will base our decision either primarily on your high school record and/or SAT or ACT scores (if you submit them). Please note that applicants to the 2023-2024 academic year are not required to submit SAT or ACT scores, although they may still submit them if they wish.

*The School of Cinematic Arts, however, does require 48 units to transfer into the Film and Television Production program.

College Transcripts

You must submit official college transcripts from any and all colleges you have attended, regardless of whether or not all coursework or degree requirements were completed. Failure to do so may be viewed as a violation of academic integrity, which could result in revocation of admission and/or dismissal from the university.

Selecting a Major

Transfer applicants must indicate a first-choice major on the application. We also consider transfer students for an optional second-choice major or Undecided/Exploratory status.

English Proficiency Requirement

International transfer applicants whose native language is not English must submit a TOEFL, IELTS, PTE Academic or qualifying SAT or ACT test score earned within two years of their application date. More information is available on our International Students page.

Remedial Coursework

Placement exams offered at your current college will determine your need for any remedial coursework in writing and mathematics prior to your admission to USC. Remedial courses are not transferable.

Required Courses Taken on a Pass/No Pass Basis

As many as 24 semester units, including up to 4 units of General Education courses, may be taken on a Pass/No Pass basis. Typically, only one Core Literacy course may be taken on a Pass/No Pass basis.* Both Global Perspectives courses may be taken on a Pass/No Pass basis. Please note that writing courses taken on a Pass/No Pass basis will not fulfill USC’s lower-division writing requirement.

*Due to disruptions caused by COVID-19, some exceptions may apply.

Dates and Deadlines

You are considered a transfer applicant if you have enrolled in college since leaving high school.

For some majors requiring a portfolio or audition: Application Deadline: December 1, 2023

December 1 is the final deadline for transfer students applying to the following programs:

Kaufman School of Dance School of Cinematic Arts – BFA programs only School of Dramatic Arts – BFA programs only Thornton School of Music

See Additional Major Requirements for information about your intended program.

All other majors Application Deadline: February 15, 2024

Extensions of application deadlines are considered on a case-by-case basis. Students who are unable to meet the published deadlines may contact an admission counselor to be considered for an extension.

Financial Aid Priority Application Deadline: March 4, 2024

Applicants who want to be considered for need-based financial aid must submit the FAFSA * and CSS Profile applications by this date.

California residents should also apply for Cal Grants by this date.

*Undocumented or DACA students should submit their 2022 tax return and third-party letter confirming undocumented status instead of the FAFSA.

Visit our Financial Aid page for more information. To check on the status of your financial aid application, visit the FAST page in your applicant portal .

Regular Decision Notification: May 31

Transfer candidates will receive either an admission decision or a request for spring grades by May 31. If you receive a request for spring grades, you will be notified of an admission decision by mid-July.

Application Checklist

Complete the Common Application

Official final high school transcripts showing date of graduation. Students who completed secondary school outside the U.S. may substitute a copy of a diploma or leaving certificate. Students who did not finish high school should submit transcripts showing any grades they received before leaving, as well as a copy of their completion certificate (such as a GED). These students may also submit a letter of explanation.

Official college transcripts from any and all colleges you attended (regardless of whether coursework or degree requirements were completed).

We need to review your most recent fall-term grades, so be sure your current school has posted them before transcripts are sent. If your school requires an email address to send electronic transcripts, please use [email protected] . This email address should only be used by schools; students should not personally send copies of their transcripts to this address.

Not required unless specifically requested by your intended academic department or major.

Portfolio, resumé and/or additional writing samples, if required by major. Performance majors may also require auditions. Refer to the Additional Application Requirements section , below, for more information.

Affirmations will be available in the portal after we receive your application. Your digital signature may be submitted after the application deadline.

If the application fee poses a financial burden, you may request a fee waiver through the Profile section of the Common Application.

Additional Application Requirements

If you are applying to any major in any of the schools listed below, it is your responsibility to complete your application by the appropriate deadline. Unless otherwise noted, all deadlines are the same as those listed on the Dates and Deadlines section. Be sure to obtain any required supplementary forms and to fulfill all departmental requirements.

Dornsife College of Letters, Arts and Sciences

USC School of Architecture

Roski School of Art and Design

Iovine and Young Academy for Arts, Technology and the Business of Innovation

Marshall School of Business

USC School of Cinematic Arts

Kaufman School of Dance

USC School of Dramatic Arts

Viterbi School of Engineering

Thornton School of Music

Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences

Veterans are encouraged to take advantage of an array of services including academic and career counseling, financial aid and veteran benefits information, religious life and more. For more information, visit the USC Veterans Resource Center .

Application fee waivers are available to veterans and their dependents. To request this fee waiver, select the appropriate option under the school-specific fee waiver question, located in the USC Questions section of the Common Application.

Credits & Policies

Units that must be earned at usc.

Transfer students must complete a minimum of 64 units in residence at USC, or half the units typically required for graduation. A few exceptions are noted below. While in residence at USC, you are also expected to:

• Complete all upper-division units in your major and minor.
• Complete WRIT 340, a minimum of two Core Literacy GE courses from a Dornsife College department, and any remaining General Education courses not taken before entering USC.
• Take all your fall- and spring-semester courses for credit at USC. Courses may be taken at other institutions only during summer sessions, with limitations.

Exceptions:

Engineering “3-2” Program: Students must complete a minimum of 48 units in residence at USC. Two-thirds of any transferable coursework must be completed at one of USC’s four-year partner institutions.

Bachelor of Architecture: Students must earn at least 80 units at USC. A maximum of 70 of the transferable units for this program may be earned elsewhere.

Transfer Unit Limits

• USC limits the transfer of credit in certain categories. You may transfer up to: Sixty-four (64) units of credit from other institutions, except where noted.
• Four (4) units each of English as a Second Language, physical education activity courses and music ensemble courses.
• Eight (8) units of dance.
• Twelve (12) units of physical education theory courses.
• Sixteen (16) units of individual instruction in music.
• Other studio and performing arts classes are also limited. Check with an advisor.

Courses/Units That Will Transfer

Accredited courses: Coursework completed at, or degrees from, U.S. institutions accredited by the six regional accrediting agencies are generally accepted. Coursework completed at international post-secondary institutions approved by the local Ministry of Education as degree-granting institutions may also transfer.

Advanced Placement (AP), International Baccalaureate (IB) and other standardized examinations: We accept a maximum of 32 units for standardized examinations.

Please visit arr.usc.edu/transfercredit for a list of standardized exams and the course requirements they fulfill.

College courses taken during high school: We accept a maximum of 16 units, included in the 32-unit combined maximum for AP/IB credits. These courses must be taught by college faculty on a college campus, appear on your college transcript as part of the regular college curriculum and must not be applied to your high school diploma. They can fulfill General Education requirements, but they cannot fulfill the writing or foreign language requirements nor receive equivalence to USC courses.

Courses/Units That May Transfer

Courses in these categories will be considered by petition, and credit is granted on a case-by-case basis. Be sure to keep copies of course syllabi, exams and papers, as we may ask for these in making our determination. Nontraditional formats/time frames: Distance-learning, online courses, concentrated “intensive” sessions, special weekend modules, and other nontraditional course formats and time frames.

Please note that elective units only — not equivalence to USC courses or fulfillment of requirements — are granted for foreign language and laboratory science courses taught via distance learning, TV, or in an online or correspondence course.

Due to disruptions caused by COVID-19, some exceptions may apply.

Courses/Units That Will Not Transfer

Unaccredited institutions: Coursework or degrees completed at U.S. institutions not accredited by a regional accrediting agency. Low grades: Courses in which your grade was less than C– (1.7).

No degree credit: College extension courses and courses taken at international institutions not credited toward a degree at that college.

Areas of study not offered by USC: These include agriculture, business office procedures, hotel management, food services, industrial mechanics, interior design, fire science, forestry, police academy, and similar professional and technical programs.

Duplicated material: An AP exam and IB exam or college course covering the same material.

Life and work experience: Including portfolio work, continuing education, equivalency examination units, and courses offered by business and governmental agencies (even if evaluated by the American Council on Education).

Placement exams: Courses and/ or unit credits awarded by another institution for placement examinations or credit by exam.

Remedial/college preparatory/ personal development: Including mathematics courses below the level of college-level algebra. (Intermediate Algebra, USC’s minimum math requirement for admission, is not transferable.)

Nontraditional formats at two-year colleges: Including independent study, directed study, correspondence courses, internships and travel courses.

Graduate-level courses: Graduate-level coursework taken by undergraduate students.

Determining Your Transfer GPA

USC calculates your transfer GPA on the basis of your grades in all USC-transferable courses, including grades of D and below. Plus and minus grading is taken into account. Expired incompletes, unofficial withdrawals and missing grades are treated as an “F.” Credit/No Credit and Pass/No Pass marks are not included in the transfer GPA.USC does not honor other colleges’ academic “renewal” or “forgiveness” programs that permit students to improve a substandard grade. If you repeat a transferable course for which you earned a grade of D+ or lower, both grades will be included in your transfer GPA. If the grade on the first course was a C- or higher, only the first grade is included.

Your transfer GPA is different from the GPA earned in courses you take at USC. The transfer GPA and your USC GPA are kept separate until it is time to determine if you are eligible to graduate and earn graduation honors, as described in the USC Catalogue .

Academic Standards and Requirements

The USC Catalogue is the document of authority on policy matters, and it changes from time to time. It provides complete information about academic standards governing coursework taken at other colleges, as well as specific requirements for your major field. Please visit catalogue.usc.edu for the most current version.

Students who began college in fall 2015 or after: Students are required to follow these revised General Education requirements if they graduated high school in spring or summer 2015 and their first full-time term of college enrollment was fall 2015 or after (excluding summers).

Students who began college prior to fall 2015: Students who started at any college or university before summer 2015 will follow the GE program in effect prior to fall 2015.

Transfer Tools

Transfer planning brochure.

This brochure will help you navigate the application and transfer process, and introduce you to our transfer policies. View the Transfer Planning Brochure .

Interactive Planning Guide

This online resource will help you determine which undergraduate courses at other institutions will satisfy USC’s General Education courses, as well as the lower-division coursework required for any major. Go to the Interactive Planning Guide .

Transfer Planning Worksheet

This worksheet will help you keep track of the transferable courses you have completed and what courses are still in progress. Download the Transfer Planning Worksheet .

Students who began full-time, college-level work prior to fall 2015 (excluding summer semesters) will need to follow the pre-2015 General Education requirements .

Attend a Transfer Information Session

In this session , an admission counselor will discuss how credits transfer to USC and how to present a competitive transfer application.

Additional Coursework by Major

Find the lower-division, introductory coursework that may be recommended or required for your intended major. Download the Additional Coursework by Major file.

Articulation Agreements: Community Colleges

These lists indicate the community college courses that fulfill General Education and other requirements, as well as equivalents to lower-division courses at USC. Visit Articulation Agreements with Community Colleges.

Articulation Histories with Local Four-Year Colleges

Though USC does not maintain formal articulation agreements with four-year colleges, this resource will help you determine which courses have been accepted for transfer in the past. Courses not included on the history have not yet been reviewed and may or may not transfer. Most academic courses from four-year institutions are accepted for transfer credit. View Articulation Histories .

DACA Students

For information about application for DACA students, please refer to  this page .

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Transfer Applicants

The path to NC State is not always direct. About 20% of our students start their college career at another college or university. If you've already graduated from high school and begun your college education at another institution, you should apply as a transfer applicant. Please note that the most competitive transfer applicants will have reviewed and completed our recommendations for competitive applicants. Not yet graduated from high school? You'll need to apply as a first-year applicant . If you are not a U.S. citizen or permanent resident, you'll need to apply as an international applicant.

Prepare to Apply

• Plan your path – Once you identify which major you are interested in applying for, review our recommendations for competitive applicants to set yourself up to be competitive in the review process.
• See how your courses may transfer – Search our transfer course credit database to help you select courses that will transfer or to get an idea of how many credits you will bring with you to NC State.
• Earn credits – We recommend you have a minimum of 30 transferable college semester credit hours completed (or 45 quarter hours) before you apply to NC State. If you have less than 24 transferable college semester credit hours completed when you submit your application, not including dual enrollment coursework, we will request your high school transcript and SAT or ACT test scores along with your college transcript to complete your application.
• Review our deadlines – Transfer applicants can apply for fall admission or spring admission . The application becomes available in August. Make sure to pay attention to the additional requirements and timelines if you are applying for a studio-based major or the Agricultural Institute .

How to Apply

Apply online.

Choose to apply through one of our two applications – we do not have a preference which application you choose.

Pay the Fee

A non-refundable application fee of $85 is required. If you think you may qualify for fee waiver, view fee waiver eligibility requirements and learn how to submit documentation here .

Select a Major

On the application, you’ll be asked to select up to two majors based on your interests. We encourage you to  select two different majors  because if we determine you’re not competitive for your first-choice major, you’ll be reviewed for your second-choice major. We encourage you to review our recommendations for competitive applicants prior to applying.

• At NC State, we consider students for admission directly into the major they apply for.
• There is not an undeclared option for transfer applicants.
• Admitted students must take courses to meet the degree requirements for the major they have been admitted into for at least one year before considering or applying for a major change while at NC State.
• Some programs do not accept applications for spring entry .

Students interested in a  studio-based major  (Architecture, Art + Design, Fashion and Textile Design, Graphic & Experience Design, Industrial Design) must  apply by November 1  in addition to submitting a 10-piece portfolio and design essay.

• 100+ Major Options
• Recommendations for Competitive Applicants

Complete the Essay Prompts

Our transfer class is enriched by the different experiences our applicants bring to the table. We have some short answer questions on the application to help us get to know you better. These responses will be included in your application.

Required Short Answer Questions

• Explain why you selected the academic program above and why you are interested in studying this program at NC State.

Submit Your Transcripts

Request an official transcript from each institution you have attended be sent directly to  our office . Students with less than 30 transferable credits completed or who are under the age of 21 at the time they apply may be required to submit an official high school transcript and self-reported test scores. 

How To Be Competitive

Learn what we take into consideration during application review and how to be a competitive applicant. 

Use our transfer credit database to see how your completed courses may provide you transfer credit at NC State. 

Military Resources

Learn more about our three ROTC programs, military credit opportunities, active-duty military personnel fee waivers, and more.  

Already applied? Log in to wolfPAW, your applicant portal, to check your application status or view any missing items. 

Transfer Advisors

Transfer students are essential to NC State’s success. That’s why we work closely with transfer advisors to make getting here as easy as possible.

After You Apply

Check your email.

After you submit your application to NC State, you will receive an email with credentials to log in to wolfPAW , your applicant portal. Here, you can check for missing items and stay up-to-date on the status of your application.

We encourage you to check your email often , as we may email you about additional items needed to complete your application. Using your school-assigned email address? Sometimes our emails may be blocked by the server, so we recommend using a non-school email to receive our communications.

Submit the FAFSA

You don’t need to wait for an official admission decision to submit your FAFSA , and we encourage students to apply as soon as possible .

• Priority filing date for NC State: March 1
• NC State school code: 002972

View Your Decision

You will be notified of your admission decision on your wolfPAW account. If you completed your application on time and submitted all required materials by the materials deadline, you will receive a decision on the notification date corresponding to the application deadline for the semester you applied for.

Types of Decisions

• Admit – Some students we are able to admit right away. Head to our admitted student page to learn about next steps for joining the Wolfpack family. An official evaluation of your transferable credit will be provided to admitted students.
• Pending Current Grades – Applicants for fall admission may be requested to submit their current grades during the spring term to help us make a final decision.
• Waitlist – We are unable to admit all qualified students into our class. Some applicants are placed on the waitlist who we believe would be successful at NC State if space is available.
• Deny – Unfortunately, some students will not be considered competitive for transfer admission at this time. We encourage denied applicants to review our recommendations for competitive applicants or contact our office to discuss future options.

Virtual Transfer Sessions

Register for a virtual information session to learn more about what it takes to be a competitive transfer applicant.

Register now 

Contact Our Office

Have additional questions? Reach out to us.

Connect with us 

2013 Theses Doctoral

Essays on the Economics of Education: Structured Transfer Programs, Enrollment Patterns, and Efficiency at Community Colleges

Crosta, Peter Michael

In the United States, community colleges serve nearly half of the 18 million students enrolled in postsecondary education. However, it has only been the last decade or so where these public, two-year institutions have claimed substantial attention from the research community. This dissertation consists of three essays that focus on aspects of the community college student pathway and feature analyses relevant to research, college, and state stakeholders. The first essay evaluates the effectiveness of structured transfer pathways for Associate in Arts and Associate in Science degrees in North Carolina (called pre-major programs). It asks how these programs impact student behavior and the postsecondary outcomes of earning a community college credential, transferring to a four-year institution, and earning a baccalaureate degree compared to students enrolled in conventional, less structured associate degree programs. The paper employs an instrumental variables technique that exploits exogenous variation in student exposure to the pre-major program opportunity. Among first-time in college students, reduced-form estimates suggest that pre-major programs have a negative intent-to-treat effect on earning the intended community college credential among students enrolled in institutions that offer pre-majors. However, the program offer does not appear to have an effect on four-year credential outcomes. A plausible explanation for the findings is not that structured programs are ineffective, but rather, there likely is a failure in the policies between two-year and four-year colleges that govern the transfer of credits. Alternatively, the programs may simply be too ``light touch" to result in detectable impacts. The second essay examines the relationship between community college enrollment patterns and two successful student outcomes -- credential completion and transfer to a four-year institution. It also introduces a new way to visualize the various attendance patterns of community college students. Patterns of enrollment intensity (full- or part-time status) and continuity (enrolling in consecutive terms or skipping one or more terms) are graphed and then clustered according to their salient features. Using data on cohorts of first-time community college students at five colleges in a single state, the study finds that over an 18-semester period, ten patterns of attendance account for nearly half the students, with the two most common patterns characterized by enrolling in one semester full time or one semester part time. Among the remaining students who persisted, there is astounding variation in their patterns of enrollment. Clustering reveals two relationships: the first is a positive association between enrollment continuity and earning a community college credential and the second is a positive association between enrollment intensity and the likelihood of transfer. The third essay discusses an economic model for community college pathways. In a departure from cost models that use cross-sectional data to relate college expenditures to student outcomes, this paper takes a longitudinal cohort approach to estimate pathway costs. It suggests a model for estimating costs, revenues, and efficiency metrics for cohorts of students progressing through a community college. The framework is then used to simulate how economic metrics change as intermediate student and institutional goals are accomplished, with a special emphasis on informing colleges engaging in reform processes. It is argued that goals with the greatest efficiency (such as increasing completion rates for students who have earned 30 credits but have not earned a credential) should be preferred when budget consciousness is prioritized. Efficiency is a central theme running through the essays. In the first essay, structured transfer pathways are not found to be more efficient (in terms of student progression) than unstructured pathways, likely due to policy weaknesses. The second essay highlights the scattered enrollment patterns generated by community college students, many of which are not efficient pathways for completing college. The third essay explicitly measures the expenditures and outputs to understand efficiency quantitatively and to see how college reforms may improve efficiency.

• Education, Higher
• Community colleges

More About This Work

• DOI Copy DOI to clipboard

transfer statement essay on econ/math passion USC - improvements

pengster 1 / -   Feb 5, 2024   #1 Gripping the wheel, I nervously scanned the unfamiliar interstate. I focused on the relentless flow of dashed white lines, fatigue creeping in, and the pressure to maintain perfect alignment, gnawing at my concentration. As the weariness settled in, my grandfather's voice cut through the tension, "When you're behind the wheel, it's not just about your perspective. You've got to sense the rhythm of the road and be aware of the other players. What are they seeing? Where are they positioned?" His wisdom hung in the air, a reminder to navigate the intricate dance of shared space. Upon entering college, the unfamiliar surroundings sparked a hunger for knowledge. Late-night discussions with passionate classmates became a ritual, fueling my intellectual curiosity. I sought opportunities aligned with my thirst for knowledge-immersing in volunteer opportunities through student organizations and participating in various clubs. Using the collaborative and problem-solving skills developed in these diverse experiences proved vital when addressing challenges in class. I recall the moment when the intricacies of a complex economic theory suddenly clicked, representing a milestone in my intellectual journey. These interactions catalyzed my academic and personal growth, propelling me to seek a deeper understanding of different subjects and perspectives. Within the homogenous landscape of my high school, economics was just another subject-fine and straightforward. However, it was at UCSB that a transformation occurred. The academic environment, diverse perspectives, and a more in-depth exploration of subjects ignited an intellectual curiosity that surpassed anything I had experienced before. While high school provided a foundation, it was the collegiate experience UCSB provided that truly changed me, opening my mind to new ideas, challenging my assumptions that extended far beyond the realm of textbooks and classrooms. This pursuit would eventually lead me to a small meeting room, where I attended a doctoral seminar. I became engrossed in a professor's insights on the Chinese economy, my mind racing with questions. I eagerly participated in the ensuing discussion, seeking to understand the nuances of the economic resurgence of state-owned enterprises and entrepreneurial spirit. Through this experience, I discovered the impact of exploring mathematics and its economic implications on my understanding of complex issues. The web of connections and underlying principles resonated deeply with my aspirations. Motivated by this revelation, I sought additional opportunities to engage in theoretical discussions, pushing the boundaries of my knowledge and challenging my analytical abilities. This transformative experience solidified my commitment to understanding the practical applications of my studies and delving into academia within the realm of theoretical inquiry in quantitative economics. My vision was clear: to contribute meaningfully to the ongoing dialogue in the field, blending theoretical exploration with practical application. Shaped by experiences beyond the classroom-participating in doctoral seminars, tackling real-world economic challenges, and engaging in collaborative projects-I recognized the profound impact of applying theoretical concepts with practicality. At the USC Dornsife College of Letters, Arts and Sciences, my enthusiasm is centered on acquiring a sophisticated understanding of economic conventions through the intersection of mathematics and economics, as offered by the mathematics/economics (BS) program and other valuable resources. USC stands out with its multitude of cutting-edge economic research centers and the presence of esteemed researchers such as Nobel Prize laureate Angus Deaton. These unique opportunities at USC are pivotal in enabling me to achieve my academic and research goals. In particular, I aspire to contribute to constructing mathematical models that compile data and generate meaningful data points for my research endeavors. Professor Deaton's impactful work in analyzing poverty, welfare, and consumption is a guiding inspiration. USC's distinctive resources and academic environment provide the ideal platform for me to pursue this aspiration and thrive in my academic journey. Just as my grandfather's calm voice accompanied me on the highway, his wisdom has been my steady companion in navigating the twists and turns of academic pursuits. The intricate dance of shared space, whether on the road or within the academic community, orchestrates the harmony of experiences woven into the fabric of my journey. As I embark on the road to transfer, I carry with me the lessons learned from both the highway and the classrooms of UCSB. Seeking a destination where the rhythm of the academic journey aligns seamlessly with my aspirations to pursue studies in the field of economics.

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What is Transfer Pricing and why is it a hot economic issue?

27th April 2023

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We have added to our YouTube channel a short explainer video that looks at transfer pricing. Transfer pricing is controversial because it can be used by transnational corporations to manipulate taxable income and avoid paying taxes. Understanding this issue is important for students taking macroeconomics exams especially when studying globalisation and fiscal policy.

Transfer pricing refers to the practice of determining the price at which goods or services are bought and sold between related companies, such as subsidiaries of the same multinational corporation operating in different countries. The objective of transfer pricing is to allocate the profits earned by the multinational corporation among its different subsidiaries, based on the value they contribute to the overall business.

Transfer pricing has become a hot economic issue because it can be used by multinational corporations to shift profits to lower-tax jurisdictions, thereby reducing their overall tax liabilities. This has led to concerns among tax authorities that they may be losing out on significant tax revenues, and among the public that multinational corporations are not paying their fair share of taxes.

Furthermore, transfer pricing can also be used to distort trade patterns and investment decisions, as companies may be incentivized to locate their operations in countries with lower tax rates rather than where it makes the most economic sense. This can have negative implications for the overall efficiency and competitiveness of the global economy.

To address these concerns, tax authorities around the world have been increasing their scrutiny of transfer pricing practices, and have been developing regulations and guidelines to ensure that multinational corporations are not engaging in tax avoidance or other harmful practices.

• Transfer pricing
• Globalisation
• Deglobalisation
• Hyper-globalisation
• Transnational Businesses

Geoff Riley

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First-generation student Talha Islam '24, who emigrated from Bangladesh at 11, brought to Cornell a passion for community building and mentorship, inspired by the support he received at LaGuardia Community College. 

Community college transfers flourish at Cornell

By caitlin hayes, cornell chronicle.

In 2021, Talha Islam ’24 was a full-time student at LaGuardia Community College in New York City while working more than 40 hours a week at a Whole Foods to help support his family. At work in Tribeca, he’d often see customers wearing Cornell hats and sweatshirts – which seeded a dream that would change the trajectory of his life.

“I realized that I had to get myself out there, I had to apply,” said Islam, an applied economics and management major in the Charles H. Dyson School of Applied Economics and Management in the Cornell SC Johnson College of Business.

This year, Islam, who emigrated from Bangladesh at age 11, will be the first in his family to earn a bachelor's degree. He follows in the footsteps of many students who find their futures in Ithaca after transferring from community colleges. 

“If you had told me 15 years ago that I would be graduating from Cornell, I would have laughed,” said Kyle Griswold ’24, a Marine Corps veteran and plant science major in the College of Agriculture and Life Sciences (CALS). Griswold discovered his passion for plants in Australia, after being stationed in Japan; back in the States, he built a STEM foundation at Monroe Community College (MCC) in Rochester before transferring to Cornell.

“I wanted to do research and be challenged more intellectually, and I really got that here,” Griswold said.

Accepting and supporting community college students has long been an institutional priority, with 100 students on average admitted from community colleges each year. As part of Cornell’s land-grant mission, admissions teams – particularly in CALS, the ILR School and the College of Human Ecology (CHE) – work directly with State University of New York (SUNY) and City University of New York (CUNY) community colleges, clearly articulating transfer pathways and requirements and building relationships with transfer counselors who can guide talented students to consider Cornell. Generous institutional grants, which do not need to be repaid, enable students with financial need to enroll. Once on campus, students receive support from student services within the colleges, through specialized programs and from each other.

“We are charged with helping improve people’s lives in the state,” said Ian Schachner, senior associate director of admissions in ILR. “If research helps the state, we do it; if teaching helps the state, we do it. If it helps to provide a pipeline for these incredible community college students to get the best education in the state, we do that, too.”

“We want Cornell to be an option for students who may not have originally thought that their journey could lead to Cornell,” said Katherine McComas, vice provost for engagement and land-grant affairs and professor of communication in CALS. “The collaborations we have with SUNY and CUNY, including many of their community colleges, are long-standing, and we’re excited to grow and strengthen new and existing transfer pathways as well.”

Rebecca Mack, longtime transfer planning counselor at MCC, has followed many students on their Cornell journeys – and said graduation is just the beginning. “I have seen how Cornell can transform lives,” she said. “People are incredibly successful once they’re given the opportunity, and they go on to make the world a better place.”

Kyle Griswold '24, a Marine Corps veteran and former hardcore punk musician, transferred from Monroe Community College and found both intellectual rigor and community at Cornell.

‘A massive benefit’

Once a Marine Corps armory chief, Griswold brought leadership and community-building skills he gained through his service to his campus lab. Olivia Maday ’24, a biology and society major in CALS, said the bumpy road that led her to Niagara Community College/SUNY Niagara – after a move in high school from Delaware to Louisiana disqualified her for in-state tuition in either state – made her resourceful and motivated to help others.

“I’ve learned to never give up,” Maday said. “I could have easily given up in high school. I could have said, ‘There’s no way I’ll be able to go to college and afford it.’”

First-generation student Isabella DeRubeis ’24, in the ILR School, excelled in high school but didn’t know what she wanted to study in college. She enrolled at MCC and found opportunities in and out of the classroom, serving in student government and playing basketball, that allowed her to grow into her interests and strengths.

“In student government, I learned so much about being on a team, leading, advocating for students, which then aligned with what I want to do in the future with a law degree,” DeRubeis said. “In basketball, I learned to be tough, to persevere. I feel like community college prepared me for Cornell, and Cornell prepared me for life.”

Transfer students also enrich a diverse student body.

“Community college students expand the range of stories and backgrounds,” Schachner said, “so any class at Cornell could have someone who is a parent or grandparent, a veteran, someone who has stories about business and leadership on a nuclear submarine or in a steel mill, someone who can talk about poverty, because they were picking flowers to survive . There’s a massive benefit everyone here gets by expanding the range of people you can learn from.”

Paul Fisher, senior associate director of admissions in CHE, agreed.

“College students in general are motivated by the hope that lives can be changed through the power of education,” he said. “Community college students just come at it from all over the life and experience spectrum, and one of the joys of working with these students is never knowing what kind of life story they will bring.”

First-generation student Isabella DeRubeis '24 came to Cornell from Monroe Community College, where she found her footing as a leader and scholar.

Game changers

Cornell’s need-blind admissions and grant-based financial aid are often the first essential forms of support for students transferring from community colleges.

“Many students think it’s too expensive, they rule Cornell out before they even look at it,” Mack said. “They don’t realize that if they’re lower- or middle-income, Cornell has amazing financial support.”

Maday said that filling out the College Scholarship Service profile, in addition to the FAFSA, made all the difference for her – because it allowed her to describe not only her parents’ income but also what other financial burdens her family has, including the fact that she has multiple college-age siblings.

“A lot of schools did not give me the opportunity to do that, and it was a game changer,” Maday said.

Once on campus, students can find personal and community support from orientation to graduation.

“Imposter syndrome hits a community college student twice as hard,” Islam said. “You’re now at a top-tier university, where everyone is a go-getter, and you feel like, ‘Wow, can I compete with these people?’ And you feel already kind of behind.”

CALS has a designated transfer student success navigator, a point person who helps students throughout their Cornell journey. In ILR and CHE, student services provides similar support.

“Part of our role,” Schachner said, “is to let them know that their being here is no accident.”

A program run in collaboration with CALS , formerly called HHMI-CURT and now PAVER, provides community and connects transfer students with research opportunities to help them compete for graduate programs in the life sciences.

“We get you in a cohort, we get you the skills and the experience, so that when you want to apply to vet school or Ph.D. programs, you’re ready,” said Melanie Ragin, a community college alumna who serves as assistant dean for inclusion and academic excellence in the College of Veterinary Medicine.

“The program has made a huge difference for me,” Maday said. “I’ve been able to talk to advisers and people at conferences about what I can do after I graduate to set myself up for success.”

Support for community college students also comes from the students themselves: Maday is a CALS ambassador and gives advice to prospective students; Griswold is an outreach peer counselor for veterans; Islam is a new student orientation leader and president of CC STEP , a student group for transfer students (from any school) that hosts social events and builds community.

“The whole purpose is to make people feel more comfortable and to share stories and inspire each other,” Islam said. “Right now it’s just social, but we’re hoping to go to different community colleges and talk to the students about the process we went through to get to Cornell.”

New pipelines for community college students are also being formed, such as a CALS effort to map a curriculum for sustainable farming and viticulture students from Tompkins Cortland Community College (TC3) and Finger Lakes Community College, respectively, to transfer to Cornell.

“Once we get the foundation set with Finger Lakes and TC3, we hope to branch out to other community college partners as well,” said Sandy Drumluk, assistant director of admissions and transfer coordinator for CALS. “This is such a diverse group and always an important part of our incoming class – and working with them is the most fun part of my job.”

Olivia Maday '24 transferred from Niagara Community College (SUNY Niagara) and now helps other prospective transfer students as a CALS ambassador.

Another world

Even if their paths were longer or more winding, community college students find at Cornell the same thing other students do: intellectual community and passion.

“I found a lot of community just within plant science,” Griswold said. “That’s really why I wanted to come here: because it’s so large, and you get a multitude of perspectives, and now I really understand how broad the discipline is.”

“I really grew through my coursework and through research,” DeRubeis said. “I was really challenged and was able to find my passions and just learn from so many different people. I’m going to miss it here a lot.”

Students said Commencement would be bittersweet, but also a day filled with pride, celebration and gratitude.

“I remember the drive here when I was starting – coming to this big-name world that’s tucked away and hidden down here,” Griswold said. “It was kind of like crossing a threshold, leaving one world and entering another: this world where all these different disciplines are working together, a kind of ideal. It’s pretty remarkable, and I just have a strong sense of gratitude and appreciation for being here.”

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FACT SHEET: President   Biden Takes Action to Protect American Workers and Businesses from China’s Unfair Trade   Practices

President Biden’s economic plan is supporting investments and creating good jobs in key sectors that are vital for America’s economic future and national security. China’s unfair trade practices concerning technology transfer, intellectual property, and innovation are threatening American businesses and workers. China is also flooding global markets with artificially low-priced exports. In response to China’s unfair trade practices and to counteract the resulting harms, today, President Biden is directing his Trade Representative to increase tariffs under Section 301 of the Trade Act of 1974 on $18 billion of imports from China to protect American workers and businesses.   The Biden-Harris Administration’s Investing in America agenda has already catalyzed more than $860 billion in business investments through smart, public incentives in industries of the future like electric vehicles (EVs), clean energy, and semiconductors. With support from the Bipartisan Infrastructure Law, CHIPS and Science Act, and Inflation Reduction Act, these investments are creating new American jobs in manufacturing and clean energy and helping communities that have been left behind make a comeback.   As President Biden says, American workers and businesses can outcompete anyone—as long as they have fair competition. But for too long, China’s government has used unfair, non-market practices. China’s forced technology transfers and intellectual property theft have contributed to its control of 70, 80, and even 90 percent of global production for the critical inputs necessary for our technologies, infrastructure, energy, and health care—creating unacceptable risks to America’s supply chains and economic security. Furthermore, these same non-market policies and practices contribute to China’s growing overcapacity and export surges that threaten to significantly harm American workers, businesses, and communities.   Today’s actions to counter China’s unfair trade practices are carefully targeted at strategic sectors—the same sectors where the United States is making historic investments under President Biden to create and sustain good-paying jobs—unlike recent proposals by Congressional Republicans that would threaten jobs and raise costs across the board. The previous administration’s trade deal with China  failed  to increase American exports or boost American manufacturing as it had promised. Under President Biden’s Investing in America agenda, nearly 800,000 manufacturing jobs have been created and new factory construction has doubled after both fell under the previous administration, and the trade deficit with China is the lowest in a decade—lower than any year under the last administration.   We will continue to work with our partners around the world to strengthen cooperation to address shared concerns about China’s unfair practices—rather than undermining our alliances or applying indiscriminate 10 percent tariffs that raise prices on all imports from all countries, regardless whether they are engaged in unfair trade. The Biden-Harris Administration recognizes the benefits for our workers and businesses from strong alliances and a rules-based international trade system based on fair competition.   Following an in-depth review by the United States Trade Representative, President Biden is taking action to protect American workers and American companies from China’s unfair trade practices. To encourage China to eliminate its unfair trade practices regarding technology transfer, intellectual property, and innovation, the President is directing increases in tariffs across strategic sectors such as steel and aluminum, semiconductors, electric vehicles, batteries, critical minerals, solar cells, ship-to-shore cranes, and medical products.   Steel and Aluminum   The tariff rate on certain steel and aluminum products under Section 301 will increase from 0–7.5% to 25% in 2024.   Steel is a vital sector for the American economy, and American companies are leading the future of clean steel. Recently, the Biden-Harris Administration announced $6 billion for 33 clean manufacturing projects including for steel and aluminum, including the first new primary aluminum smelter in four decades, made possible by the Bipartisan Infrastructure Law and the Inflation Reduction Act. These investments will make the United States one of the first nations in the world to convert clean hydrogen into clean steel, bolstering the U.S. steel industry’s competitiveness as the world’s cleanest major steel producer.   American workers continue to face unfair competition from China’s non-market overcapacity in steel and aluminum, which are among the world’s most carbon intensive. China’s policies and subsidies for their domestic steel and aluminum industries mean high-quality, low-emissions U.S. products are undercut by artificially low-priced Chinese alternatives produced with higher emissions. Today’s actions will shield the U.S. steel and aluminum industries from China’s unfair trade practices.   Semiconductors   The tariff rate on semiconductors will increase from 25% to 50% by 2025.   China’s policies in the legacy semiconductor sector have led to growing market share and rapid capacity expansion that risks driving out investment by market-driven firms. Over the next three to five years, China is expected to account for almost half of all new capacity coming online to manufacture certain legacy semiconductor wafers. During the pandemic, disruptions to the supply chain, including legacy chips, led to price spikes in a wide variety of products, including automobiles, consumer appliances, and medical devices, underscoring the risks of overreliance on a few markets.   Through the CHIPS and Science Act, President Biden is making a nearly $53 billion investment in American semiconductor manufacturing capacity, research, innovation, and workforce. This will help counteract decades of disinvestment and offshoring that has reduced the United States’ capacity to manufacture semiconductors domestically. The CHIPS and Science Act includes $39 billion in direct incentives to build, modernize, and expand semiconductor manufacturing fabrication facilities as well as a 25% investment tax credit for semiconductor companies. Raising the tariff rate on semiconductors is an important initial step to promote the sustainability of these investments.   Electric Vehicles (EVs)   The tariff rate on electric vehicles under Section 301 will increase from 25% to 100% in 2024.   With extensive subsidies and non-market practices leading to substantial risks of overcapacity, China’s exports of EVs grew by 70% from 2022 to 2023—jeopardizing productive investments elsewhere. A 100% tariff rate on EVs will protect American manufacturers from China’s unfair trade practices.   This action advances President Biden’s vision of ensuring the future of the auto industry will be made in America by American workers. As part of the President’s Investing in America agenda, the Administration is incentivizing the development of a robust EV market through business tax credits for manufacturing of batteries and production of critical minerals, consumer tax credits for EV adoption, smart standards, federal investments in EV charging infrastructure, and grants to supply EV and battery manufacturing. The increase in the tariff rate on electric vehicles will protect these investments and jobs from unfairly priced Chinese imports.   Batteries, Battery Components and Parts, and Critical Minerals   The tariff rate on lithium-ion EV batteries will increase from 7.5%% to 25% in 2024, while the tariff rate on lithium-ion non-EV batteries will increase from 7.5% to 25% in 2026. The tariff rate on battery parts will increase from 7.5% to 25% in 2024.   The tariff rate on natural graphite and permanent magnets will increase from zero to 25% in 2026. The tariff rate for certain other critical minerals will increase from zero to 25% in 2024.   Despite rapid and recent progress in U.S. onshoring, China currently controls over 80 percent of certain segments of the EV battery supply chain, particularly upstream nodes such as critical minerals mining, processing, and refining. Concentration of critical minerals mining and refining capacity in China leaves our supply chains vulnerable and our national security and clean energy goals at risk. In order to improve U.S. and global resiliency in these supply chains, President Biden has invested across the U.S. battery supply chain to build a sufficient domestic industrial base. Through the Bipartisan Infrastructure Law, the Defense Production Act, and the Inflation Reduction Act, the Biden-Harris Administration has invested nearly $20 billion in grants and loans to expand domestic production capacity of advanced batteries and battery materials. The Inflation Reduction Act also contains manufacturing tax credits to incentivize investment in battery and battery material production in the United States. The President has also established the American Battery Materials Initiative, which will mobilize an all-of-government approach to secure a dependable, robust supply chain for batteries and their inputs.   Solar Cells   The tariff rate on solar cells (whether or not assembled into modules) will increase from 25% to 50% in 2024.   The tariff increase will protect against China’s policy-driven overcapacity that depresses prices and inhibits the development of solar capacity outside of China. China has used unfair practices to dominate upwards of 80 to 90% of certain parts of the global solar supply chain, and is trying to maintain that status quo. Chinese policies and nonmarket practices are flooding global markets with artificially cheap solar modules and panels, undermining investment in solar manufacturing outside of China.   The Biden-Harris Administration has made historic investments in the U.S. solar supply chain, building on early U.S. government-enabled research and development that helped create solar cell technologies. The Inflation Reduction Act provides supply-side tax incentives for solar components, including polysilicon, wafers, cells, modules, and backsheet material, as well as tax credits and grant and loan programs supporting deployment of utility-scale and residential solar energy projects. As a result of President Biden’s Investing in America agenda, solar manufacturers have already announced nearly $17 billion in planned investment under his Administration—an 8-fold increase in U.S. manufacturing capacity, enough to supply panels for millions of homes each year by 2030.   Ship-to-Shore Cranes   The tariff rate on ship-to-shore cranes will increase from 0% to 25% in 2024.   The Administration continues to deliver for the American people by rebuilding the United States’ industrial capacity to produce port cranes with trusted partners. A 25% tariff rate on ship-to-shore cranes will help protect U.S. manufacturers from China’s unfair trade practices that have led to excessive concentration in the market. Port cranes are essential pieces of infrastructure that enable the continuous movement and flow of critical goods to, from, and within the United States, and the Administration is taking action to mitigate risks that could disrupt American supply chains. This action also builds off of ongoing work to invest in U.S. port infrastructure through the President’s Investing in America Agenda. This port security initiative includes bringing port crane manufacturing capabilities back to the United States to support U.S. supply chain security and encourages ports across the country and around the world to use trusted vendors when sourcing cranes or other heavy equipment.   Medical Products   The tariff rates on syringes and needles will increase from 0% to 50% in 2024. For certain personal protective equipment (PPE), including certain respirators and face masks, the tariff rates will increase from 0–7.5% to 25% in 2024. Tariffs on rubber medical and surgical gloves will increase from 7.5% to 25% in 2026.   These tariff rate increases will help support and sustain a strong domestic industrial base for medical supplies that were essential to the COVID-19 pandemic response, and continue to be used daily in every hospital across the country to deliver essential care. The federal government and the private sector have made substantial investments to build domestic manufacturing for these and other medical products to ensure American health care workers and patients have access to critical medical products when they need them. American businesses are now struggling to compete with underpriced Chinese-made supplies dumped on the market, sometimes of such poor quality that they may raise safety concerns for health care workers and patients.   Today’s announcement reflects President Biden’s commitment to always have the back of American workers. When faced with anticompetitive, unfair practices from abroad, the President will deploy any and all tools necessary to protect American workers and industry.  

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Guest Essay

Biden’s Get-Tough-on-China Tariffs May Backfire

By Steven Rattner

Mr. Rattner is a contributing Opinion writer. He served as counselor to the Treasury secretary in the Obama administration.

The tide of globalization is receding, at least from American shores. Two successive presidents have come down firmly on the side of tariffs rather than trade agreements as the preferred mechanism for managing international commerce.

History shows that we should proceed with caution. While there are political and security reasons for tariffs, America’s new protectionist stance will raise prices, limit consumer choices and risk our growth.

The past aggressive and widespread imposition of levies of this sort has made clear that restraining trade brings with it serious risks to economic prosperity, both for the United States and for other affected countries.

Last week, after lying low on this front for most of his term, President Biden announced a raft of new tariffs on selected Chinese imports, including electric cars, solar panels, steel and aluminum. While the tariffs cover only $18 billion of imports, they are, by design, meant to keep Chinese products, like electric vehicles, from entering the U.S. market. In doing so, he has in large measure aligned his trade policy with that of his predecessor Donald Trump.

It’s not hard to understand the reasons for this. While the U.S. economy continues to grow (albeit a bit slowly) and create jobs (at a fast pace), Americans are dissatisfied; polls show that a majority of voters surveyed said the state of the economy is poor.

In a search for culprits, eyes often turn to the growing number of inexpensive imports, particularly from China. No doubt decades of increased trade have caused some losers. Entire domestic manufacturing industries — from furniture to electronics to toys to bicycles — have essentially disappeared. And now our ability to compete in new sectors, like electric vehicles and solar panels, is in grave doubt.

Moreover, as political tensions with China have grown, so have concerns about the national security implications of trade. China is a major source of critical minerals such as lithium and cobalt, essential ingredients in many batteries. And the increase in tariffs on Chinese semiconductors is only the latest in a string of policies intended to support domestic manufacturing of chips, which are key components in everything from autos to military equipment.

In that context, at least some of Mr. Biden’s new tariffs targeted at China make sense. But others — like the increase in the duties on certain aluminum and steel products to 25 percent from between zero and 7.5 percent — seem motivated by Mr. Biden’s desire to outflank his opponent in Rust Belt swing states. They will increase the cost of these materials for American industry, hampering efforts to rebuild our manufacturing strength.

In addition, the Biden administration announced that it would be extending Trump-era tariffs on $300 billion of Chinese imports, including consumer electronics, furniture, clothing and shoes.

While Mr. Biden’s relatively surgical attack on specific Chinese products is far more defensible than Mr. Trump’s wildly broad-brush approach, the sharp reversal in U.S. trade policy over the past seven years brings with it legitimate worries about growth, inflation and the overall number of American jobs.

Every student in an introductory economics course learns about David Ricardo’s 200-year-old theory of comparative advantage: the idea that by specializing in the products that they can produce most efficiently and then trading with others, nations can be better off.

In the wake of the 1929 stock market crash, Congress passed the Smoot-Hawley tariffs. Though pitched as a means of protecting workers and farmers during a downturn, the tariffs triggered a wave of global protectionism that exacerbated the Great Depression and contributed to an estimated two-thirds decline in global trade.

Lesson learned, trade liberalization began, and successive accords brought tariffs down sharply, often to minimal levels. That culminated with the North American Free Trade Agreement, which went into effect in 1994, and the admission of China to the World Trade Organization in 2001.

As macroeconomists argued, the resulting increase in trade brought consumers in the United States and elsewhere less expensive and often superior goods, helping fuel strong economic growth and moderate inflation.

What macroeconomists missed were the microeconomic effects. While trade aided overall prosperity, significant pockets of American workers — particularly in manufacturing — lost their jobs or found their wages cut. One study , for which the Massachusetts Institute of Technology economist David Autor was a co-author, found that the “China shock” cost us nearly one million manufacturing jobs and 2.4 million jobs in total. Little was done to assist affected workers.

Without a doubt, Mr. Trump’s full-throated opposition to free trade contributed to his 2016 election, and he lost no time in carrying out his agenda, even on some imports from allies like Japan and European nations, including steel and aluminum, washing machines and solar panels.

The general problem with tariffs is that study after study has shown that they raise prices for consumers and probably cost more jobs than they save, particularly as affected countries retaliate.

Mr. Trump declared victory when China promised to purchase an additional $200 billion of American products — a promise it didn’t keep.

Mr. Trump is now making a far more aggressive package of tariffs the centerpiece of his campaign. He has proposed imposing at least a 60 percent levy on all imports from China and a 10 percent tariff on imports from everywhere else. This month, he added a 200 percent duty on vehicles made in Mexico by Chinese companies to his laundry list of protectionist policies.

While I’m not predicting another Great Depression, Mr. Trump’s trade agenda, were it put in place, would have a far worse impact on the global economy than Mr. Biden’s more tailored approach.

The new protectionism has already put the prospect of further trade agreements on ice. Washington insiders joke that the position of United States trade representative should be retitled United States anti-trade representative. The current trade representative, Katherine Tai, said falsely last week that the evidence of tariffs leading to higher prices had been “largely debunked.”

Not so. Mr. Biden was correct in 2019 , when he criticized Mr. Trump for this quixotic trade war. “President Trump may think he’s being tough on China,” Mr. Biden said in a campaign speech. “All that he’s delivered as a consequence of that is American farmers, manufacturers and consumers losing and paying more.” (Ms. Tai later walked back her recent comment.)

A Goldman Sachs analysis found that from the start of 2018 to the start of 2020, prices of tariff-targeted goods rose by about 4 percent and the prices of nontargeted goods fell 1 percent. Numerous studies have found that those higher prices were borne almost entirely by American companies and consumers — not by Chinese exporters. A Tax Foundation analysis concluded that the Trump tariffs cost 166,000 jobs.

Retaliation, the inevitable result of tariff imposition, has already begun. The “buy American” provisions of the Inflation Reduction Act helped spur Europe to add its own “buy European” requirements to its new green infrastructure bill. All told, the number of worldwide protectionist trade interventions roughly doubled in 2020 and has remained elevated, according to Global Trade Alert.

We need a better approach. Tariffs can be used to temporarily shelter nascent domestic industries — much as Alexander Hamilton proposed when he served as our first Treasury secretary. They can be used judiciously to address unfair trading practices. And they can be used when national security is genuinely at risk.

However, we also need to resume removing trade barriers, not increase them. Among other things, we need the World Trade Organization to function, but the Trump and Biden administrations have blocked all candidates for its appellate body and chosen to act unilaterally, rather than through the W.T.O.

I’m hoping that when the election dust settles, we can get back to what David Ricardo explained so clearly two centuries ago.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Steven Rattner is a contributing Opinion writer and the chairman and chief executive of Willett Advisors. He was a counselor to the Treasury secretary in the Obama administration. @ SteveRattner • Facebook

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