Introduction: The North Carolina "Comprehensive Articulation Agreement" ("CAA") is a joint agreement between the North Carolina Community College System (NCCCS) and the University of North Carolina (UNC) System that governs the transfer of students between the two systems. It was created in 1996 and underwent significant revision in 2014. Problem Statement: Without proper evaluation of the efficacy of this landmark document, we cannot know whether the 2014 revision has reduced barriers to effective transfer. Theoretical Framework: The student, contextual, and institutional factors of Influence Theory (Webb et al., 2015) were the lens through which this dissertation was framed to better understand the effects of the CAA on applicable transfer credit. Objectives: This dissertation sought to determine what changes had occurred in the application of credit toward the university major that was awarded to transfer students following the 2014 "CAA." In addition to an overall review, this examination of applicable credit also looked for differential impacts based on a student's race/ethnicity, gender, and socioeconomic status. Methods: This dissertation employed a method of causal inference known as difference-indifferences to examine the change in applicable credit for NCCCS transfer students before and after the implementation of the 2014 "CAA." The treatment group consisted of those students who earned either the AA or the AS degree prior to transfer, while the control group consisted of those who did not. Separate analyses were conducted to determine both the immediate and delayed impacts of the policy implementation. Results: The dataset for this dissertation included 110,012 transfer students from the NCCCS to the UNC System over the academic years 2009-2010 to 2018-2019. At the accepting university, on average, AA- and AS-degree earners now apply to their major of choice approximately three credits (or one course) "fewer" than they did prior to the 2014 revision. Additionally, regardless of whether students earn an AA or an AS degree prior to transfer, Black and Hispanic students, on average, transfer and apply to their major of choice approximately three credits (or one course) "fewer" than do White students. Lastly, Black and Hispanic AA- and AS-degree earners, on average, transfer and apply to their major of choice approximately three credits (or one course) "more" than they did prior to the revised "CAA." Recommendations: Rather than institution-specific baccalaureate degree plans (BDPs), the UNC System should create statewide BDPs for each major of study. Furthermore, a common course-numbering system should be instituted among UNC System institutions. Both the NCCCS and the UNC System should enhance their communication measures pertaining to the "CAA" in their interactions with students and faculty/staff members. The two systems should work together to establish a process to measure, monitor, and promote equitable transfer outcomes for all racial/ethnic groups. Conclusion: The 2014 "CAA" has resulted in statistically significant increases in applicable credit for Black and Hispanic degree earners; however, the overall number of credits applied toward the transfer majors of choice for Black and Hispanic students continues to lag behind that of White students. Thus, the revised "CAA" has made progress in reducing barriers, but there is still much to consider and reform, if equitable outcomes for all students are to be realized. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]