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Ashby, C. M., & General Accounting Office, Washington,DC. (2005). Transfer students: Postsecondary institutions could promote more consistent consideration of coursework by not basing determinations on accreditation. Report to Congressional Requesters. GAO-06-22. Government Accountability Office. Retrieved June 13, 2008, from Education Research Complete database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED486448&site=ehost-live&scope=site
Each year thousands of students transfer from one postsecondary institution to another. The credit transfer process, to the extent that it delays students' progress, can affect the affordability of postsecondary education and the time it takes students to graduate. Seeking information on the processes and requirements that postsecondary institutions have in place to assess requests to transfer academic credits, Congress asked GAO to examine: (1) how postsecondary education institutions decide which credits to accept for transfer; (2) how states and accrediting agencies facilitate the credit transfer process; and (3) the implications for students and the federal government of students' inability to transfer credits. When deciding which credits to accept from transfer students, receiving institutions consider the sending institution's type of accreditation, whether academic transfer agreements with the institution exist, and the comparability of coursework. However, institutions vary in how they evaluate and apply a student's transferable credits. Many officials from postsecondary institutions with regional accreditation told GAO that they would not accept credits earned from nationally accredited institutions. To streamline the transfer process, most institutions have transfer agreements with other institutions that generally provide for the acceptance of credits from the other institution without further evaluation. In some instances, institutions review student credits--not rejected for other reasons, such as accreditation--to determine comparability to their academic offerings. State legislation, statewide initiatives, and the accreditation standards that accrediting agencies set help facilitate the transfer of academic credits from one postsecondary institution to another. Among other things, states support the establishment of statewide transfer agreements, common core curricula, and common course numbering systems. Accrediting agencies facilitate the transfer process through the standards they set. The accrediting agencies that GAO reviewed generally adhere to the principle that institutions should not accept or deny transfer credit exclusively on the basis of a sending institution's type of accreditation. A student's inability to transfer credit may result in longer enrollment, more tuition payments, and additional federal financial aid, but current data do not allow GAO to quantify its effects on the students or the federal government. Data are not available on the number of credits that do not transfer, making it difficult to assess the actual costs associated with nontransferable credits. Appended are: (1) Scope and Methodology; (2) State Legislation Related to Transfer of Academic Credit; (3) Comments from the Department of Education; and (4) GAO Contacts and Staff Acknowledgments.
British Columbia Council on Admissions and Transfer,Vancouver. (2000). Annual report to the ministry of advanced education, training and technology, 1999-2000. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED444646&site=ehost-live&scope=site
This report documents what projects and activities the British Columbia Council on Admissions and Transfer (BCCAT) has undertaken in the 1999-2000 fiscal year. This past year, BCCAT has put considerable effort into initiating plans and projects to improve credit transfer arrangements and processes. A prototype for a Web-based electronic transfer credit evaluation form was developed. The Associate Degree Review Task Force prepared and circulated draft curricular revisions as well as a discussion paper on the potential use of the associate degree as a transfer credential. The Council invited articulation committees to submit grant proposals for Transfer Innovation Projects. Other major events include the production of "Principles and Guidelines for Flexible or Innovative Transfer" as a supplement to the "official" transfer policy document and the Student Transfer Handbook, and the establishment of the Task Force on Standards and Processes and the Transfer & Articulation Committee. BCCAT also produced three newsletters and responded to inquiries with respect to potential transfer difficulties. The Council staff provided assistance regarding transfer policy to many individual institutions including several private schools. The Executive Director also met with officials of the Ministry of Education to discuss their plans for the creation of several new Career Technical Centers in British Columbia. (JA)
British Columbia Council on Admissions and Transfer,Vancouver. (2001). Articulation Committee handbook: A guide to the mandate and operations of provincial post-secondary Articulation Committees in British Columbia. Third Edition Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED462093&site=ehost-live&scope=site
This handbook, created by the British Columbia Council on Admissions and Transfer (BCCAT), serves as a guide to individuals who serve on postsecondary articulation committees in British Columbia. The handbook is divided into four parts. Part A includes a chart detailing the major activities of BCCAT and a description of the membership, purpose, and objectives of the Transfer Articulation Committee (TAC) responsible for overseeing the work of all articulation committees. Part B includes a description of the roles, objectives, goals, and other guidelines for articulation committees; a description of the roles and responsibilities of BCCAT and articulation committee chairs, individual committee members, and system liaison persons; and guidelines for setting effective meeting agendas and taking minutes. Part B also includes answers to frequently asked questions, such as the process to be followed when an institution changes its curriculum, how to encourage institutions to participate in articulation committees, how to keep meetings on track, and the expectations of host institutions. Part C outlines principles and guidelines for transfer, including procedures for flexible and innovative transfer and guidelines for block transfer agreements. Part D provides a copy of the Transfer Credit Evaluation Form and the Articulation Committee Meeting Report Form. (KP)
Clemetsen, B., & Balzer, J. (2008). Paving the path to success: Community college & university degree partnerships. College & University, 83(3), 12. Rhttp://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ789763&site=ehost-live&scope=site
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A review of the literature on student transfer supports the concept of developing the Degree Partnership path between community colleges and universities. In this article, the authors summarize the literature's findings regarding barriers to successful student transfer. A brief description of "key program elements" will convey how the partnership enhanced systems in order to reduce the impact of barriers described in the literature. Finally, they share descriptive statistics relating to the program's successful implementation as well as the results of a qualitative study of the program's meaning for a diverse set of students.
D'Antoni, K. J., & Coulson, G. (2008). Articulating success in West Virginia. Techniques: Connecting Education and Careers, 83(1), 42. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ782574&site=ehost-live&scope=site
Two years in West Virginia, college filing cabinets were stacked high with articulation agreements. College faculty members were traveling to and from area high schools in an effort to develop and finalize articulation agreements; all part of the process. And to what end? Less than 1 percent of students in the state were taking advantage of the articulation agreements. Articulation was proving to be a waste of time and energy. Colleges and high schools agreed that it warranted a review of the process and policies. After careful scrutiny of the articulation processes, it became clear that students and parents did not understand the meaning of articulation; what it provides; how to use it; or its value. It was also determined that students who elected to use the articulation agreements were meeting barriers in accessing the credits once they enrolled in a postsecondary institution. It was apparent that if articulation was to be valued by the student, changes needed to be made. A new approach was needed. Today, more than 40,000 West Virginia students are participating in a new articulation process, called EDGE (Earn a Degree--Graduate Early). It uses the same philosophy and criteria set forth by articulation--but changes the way articulation credits are processed.
Falconetti, A. M. G. (2007). Articulation, academic progress, and graduation: A comparison of community college transfer and native students in selected Florida universities. (Ed.D., University of North Florida). Retrieved June 13, 2008, from PrQuest Dissertations and Theses database. http://proquest.umi.com/pqdweb?did=1404356221&Fmt=7&clientId=65345&RQT=309&VName=PQD
The purpose of this concurrent mixed methods study was to explore how well Florida's 2+2 articulation agreement and transfer student services meet the needs of students. Phase I employed quantitative methodology to compare the academic success and persistence to graduation of a single cohort ( n = 2,612) of Florida public community college Associate in Arts graduates ( n = 1,738) and native ( n = 874) juniors (60-to-70 credit hours) who entered the same universities as FTIC. Discriminant analysis results yielded statistically significant differences in the academic success and persistence of community college transfer and native student graduates and dropouts. On average, native students graduated with twice as many lower level credit hours and cumulative credit hours than community college transfers. Discriminant analysis results did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. However, the results of the chi-square tests of independence indicated that a greater percentage of native students graduated and a greater percentage of community college transfer students dropped out of academic degree programs. These findings support the conclusion that community college students are as academically capable as native students but may benefit from services that promote student engagement. The qualitative component provided a context for enhancing the interpretation of quantitative findings and for addressing the structure of articulation services, availability of transfer student services, compliance with the statewide articulation agreement, and advocacy of transfer students on each campus. Interviews with 15 current and previous administrators led to the identification of three significant issues related to the rapidly evolving universities and their primary feeder community colleges.
Handel, S. J. (2007). Second chance, not second class: A blueprint for community-college transfer. Change: The Magazine of Higher Learning, 39(5), 38. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ775139&site=ehost-live&scope=site
While American community colleges are highly regarded for providing access to higher education for many students, especially those from educationally disadvantaged backgrounds, many of those students never make significant progress in earning a baccalaureate degree. In order to do so, they must successfully transfer to a four-year institution. For decades, policymakers and educators have been concerned about the low numbers who make that transition successfully. A 2003 U.S. Department of Education report notes that only about half of the community college students who indicate a desire to transfer to a four-year institution eventually succeed. The number of students "lost" in the transfer process represents both a waste of individual talent and a failure of America's higher-education establishment. This article focuses on strategies implemented by the University of California (UC) Regents that resulted in a 33 percent increase in transfer students over the last eight years. The success of UC's "transfer mission" has produced seven "habits" that have been shown to have a positive effect on community college students' transferring to, and ultimately succeeding in, four-year institutions: (1) Insist on academic preparation; (2) Communicate first things first; (3) Support community college counselors; (4) Implement articulation policies that help most students most of the time; (5) Admit community college applicants first; (6) Set transfer targets for students at community college; and (7) Establish a "transfer-going" culture. (Contains 3 figures and 14 resources.)
Jones, G. A. (2007). An analysis of articulation and transfer procedures for four Tennessee Board of Regents institutions: The effect on baccalaureate attainment. (Ed.D., Tennessee State University). Retrieved June 13, 2008, from ProQuest Dissertations and Theses database. http://proquest.umi.com/pqdweb?did=1400426481&Fmt=7&clientId=65345&RQT=309&VName=PQD
Investigation of articulation and transfer practices and the impact on baccalaureate attainment for two pair of community colleges and universities in Tennessee was the focus of this study. The matriculation process of transfer students from Shelby State Community College to the University of Memphis and Motlow State Community College to Middle Tennessee State University was examined in an effort to provide more insight into processes contributing to the baccalaureate graduation rate of community college transfer students. Thoroughly reviewing the literature and analyzing studies by experts accomplished this goal. Additionally, prevalent demographic and socioeconomic factors, barriers and challenges, and transfer, persistence, and graduation rates surrounding the development of articulation agreements were identified. This research included a quantitative study examining transfer and graduation rates of fulltime, first time 1991 and 1995 cohorts of students by race, gender, and age. An analysis was conducted to determine a relationship between institutional practices and student performance. Student performance was measured using number of credit hours obtained pre- and post-transfer, completion of program, and number of years to completion. The methodology consisted of a quantitative critique exploring whether statistically significant differences existed for transfer and graduation rates as a result of institutional practices via parametric statistical tests. Frequency distributions described pertinent characteristics of the sample population. Two paired t-tests were used to detect if relationships existed for students who used articulation process or course equivalency process. The results provided insight into baccalaureate outcomes. The conclusion of the study offered recommendations to academicians and policy makers so that students who begin their college career in community colleges have the ability to obtain a baccalaureate degree.
Linton, M. F. (2008). A study of transfer students' perceptions of the adjustment interventions used by four-year colleges to prepare students to complete the baccalaureate degree requirements. (Ed.D., Temple University). Retrieved from ProQuest Dissertation and Theses database. http://proquest.umi.com/pqdweb?did=1472136451&Fmt=7&clientId=65345&RQT=309&VName=PQD
Many students choose the community college as the initial pathway to obtain the baccalaureate. Berger and Malaney (2003) assert that although the majority of students entering community colleges aspire to transfer to the four-year college few achieve this goal. Over 80% of all students enrolled in community colleges in the US plan to transfer to four-year colleges (Cedja, Kaylor and Rewey, 1998; Post Secondary Opportunity, 2001). The community college continues to provide access and educational opportunity to a diverse constituency. For many, it is the starting point to pursue higher education due to factors such as flexible schedule, location and open access. The community college is known to remain true to its mission of providing the first two years of college education (Grubb, 1999; Laanan, 2000). To understand the transfer student population, this study engaged in examining themes such as, academic performance at the four-year college (Cedja et al., 1997; Cedja et al., 1998) and the transfer shock concept used to describe the student's initial contact with the four-year college (Berger and Malaney, 2003; Laanan, 2001; Johnson 1987; Hills, 1965). However, few studies have addressed transfer students' adjustment in the senior institution, from the perspective of transfer students: studies by scholars such as Berger (2001), Laanan (2001) and Berger et al. (2003) in the last decade are beginning to move beyond academic performance measured by GPA and address psychosocial experiences from the students' perspective. This study examined transfer students' perspectives regarding the adjustment interventions provided by the senior institution. It is designed to address the psychosocial concerns of transfer students,' and continues to fill the gap in the continuum of studies on transfer students' adjustment in the four-year college. Students clearly voiced their perceptions of the adjustment programs and identified the most effective ones. The resilient students interviewed for this study overcame many bathers to successfully transfer to the four-year college. Students hope to graduate successfully, but success is not guaranteed as they compete in a nation where fewer than 16% of transfer students successfully graduate from four-year colleges. A strong internal drive largely accounted for much of the students' success. The aspirations, which empowered them to achieve their goals, were not unlike the "personality buffers" Masten (2003) referred to as the main factors leading to success. This study also gives us a lens to view the plight of the large majority of community college students who are unable to transfer successfully to universities. The allocation of many resources, efforts and strategic plans are needed to impact this phenomenon. The overall findings reveal that transfer students are most successful when four-year colleges provide them with the best interventions to help them succeed. Education administrators and policymakers should take into account the social and economic impact of college dropouts and the role they play in decreasing the dangers of social reproduction of poverty. For future planning, I recommend that four-year colleges seriously consider the needs of the transfer students' population and include them in yearly financial budgets to provide the resources and programs needed to ensure students' success.
Miller, H. N. (2007). How should colleges evaluate transfers of credit from for-profit institutions? Trusteeship, 15(6; 6), 34-34. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27821653&site=ehost-live&scope=site
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The article presents an answer to a question regarding the evaluation of transfers of credit from for-profit organizations to colleges.
Moodie, G. (2007). Do tiers affect student transfer? Examining the student admission ratio. Community College Journal of Research and Practice, 31(11), 847. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ779415&site=ehost-live&scope=site
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This study considers whether formally segmenting 4-year institutions by admissions selectivity affects the admission of transfer students. It develops a new measure, the student admission ratio, to compare the admission of transfer students in formally and highly segmented systems, informally and less segmented systems, and in formally unified systems. The study finds that the segmentation of systems by admissions selectivity does not adversely affect transfer admissions. The study concludes by positing that the formal structure of a system is not so important for student transfer as the processes for implementing transfer policy, and it considers the implications of this for practice. (Contains 10 tables.)
Mosholder, R. S., & Zirkle, C. J. (2007). Historical trends of articulation in America: A review of the literature. Community College Journal of Research and Practice, 31(9), 731. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ775852&site=ehost-live&scope=site
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Articulation agreements have been part of the American educational scene for well over 100 years. Initially implemented as a tool for more effectively and efficiently delivering liberal educations, they became more common as the numbers of community colleges grew during the 1960s and 1970s. During the mid-1980s, the universal education promise of open enrollment was seen by many as a way of "dead-ending" minority students. This perception attracted much scholarly attention and foundation funding. It also resulted in many efforts to improve minority transfer, including negotiated articulation agreements. The past decade has seen higher education expenses increase more rapidly than other state expenses. Articulation agreements are attractive during such periods because of their cost savings potential. Scholars and administrators involved in developing these agreements can prepare themselves for discussions and negotiations by understanding some of the reasons why they have varied in popularity and utility. This literature review analyzed the sociocultural and historical contexts affecting articulation. It also sought answers to research questions addressing the chronological progression and prevalent trends in the development of the processes of articulation, the relationship these trends have to the historical and regional variations in support for articulation agreements, and the levels of student success in articulated programs of study.
Pattillo, G. (2006). Community college transfers and college graduation. College & Research Libraries News, 67(7; 7), 462-462. Retrieved June 13, 2008, ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=21614775&site=ehost-live&scope=siteNOTE: Full text is available from WilsonSelectPlus database, but no permanent URL links to this fulltext article.
The article reports on the college attendance and graduation in community colleges. It states that forty percent of the total number of first-time freshmen attendance, enroll to community colleges to pursue their bachelor's degree while only fourteen percent were found to be successful in earning the degree. A study which was conducted by William R. Doyle concludes that credits accepted by community college or universities affects the success rate of students. The study shows that only forty-two percent succeed in earning a bachelor's degree of those who have their credits accepted partially.
Schneider, C. A. (2008). Institutional data analysis: Transfer students and student services. (Ed.D., Seattle University). Retrieved June 13, 2008, from ProQuest Disserations and Theses database. http://proquest.umi.com/pqdweb?did=1460436791&Fmt=7&clientId=65345&RQT=309&VName=PQD
This study explored factors associated with persistence to graduation of transfer students by examining records from 4635 students at an independent, four-year university in Washington State. The students had transferred from other institutions of higher education between summer quarter 1997 and fall quarter 2002. The twin purposes of this examination were to determine which groups of students and what types of needs might be better served by additional support services and to explore a method for analysis of institutional data. This qualitative study took place within the frame of action research. Analysis using descriptive statistics identified demographic and experiential attributes associated with significantly higher rates of attrition or non-graduation of students. These factors included having less academic experience, being over 25 years of age, being of African American or Native American ethnicity, having a family income below $20,000 per year, being financially independent, and having a combination of high financial need and low grant aid. Further exploration of the data using a data mining technique, specifically binary tree analysis, identified patterns within the factors associated with persistence. This analysis indicated that the strongest predictor of graduation was credits earned in the first year, which in turn was predicted by first quarter credits, with first quarter credits predicted most strongly by academic preparation and financial factors. Congruent with the findings of Adelman, the conclusions of the study emphasized the importance of academic momentum as a factor in persistence. The study also concluded that knowledge of student characteristics derived from extant institutional data can be highly beneficial to service design and planning, particularly in the identification of groups of students needing specific services. The study also indicated that students who transferred from community colleges performed as well as students who transferred from four-year universities. Recommendations from the study suggest that services to transfer students focus on transition support from preparation for transfer through the first quarter of enrollment at the receiving institution, in such ways that the number of credits earned the first quarter will be maximized. The study also recommends the development of nation-wide data collection on transfer students.
Sessions, K. W. (2007). Academic success of transfer students and native students in southeast Alabama. (Ed.D., Auburn University). Retrieved June 13, 2008, from ProQuest Dissertations and Theses database. http://proquest.umi.com/pqdweb?did=1342724701&Fmt=7&clientId=65345&RQT=309&VName=PQD
The purpose of the study was to identify variables associated with the baccalaureate graduation status and number of terms enrolled for transfer students who have completed a portion (at least 30 semester hours) of their undergraduate program at an Alabama community college and who later transferred to a public four-year institution in Alabama to complete their baccalaureate degree and the baccalaureate graduation status and time to graduation of native students who completed all of their baccalaureate degree at one four year-university. In conducting the study, the researcher randomly selected academic records of two student groups: (1) native students who began their college career at Troy University, and (2) transfer students who began their college career at one of the primary feeder community colleges for Troy University between 1998 and 2000, and who later transferred at least 30 semester hours of credit to Troy University with a goal of completing their baccalaureate degree there. In addition, the researcher equally subdivided these two groups (transfer or native) by declared major into three discipline categories: business, education, or nursing. The total number of students in the data set was 300. The dependent variable was graduation status---whether or not a student was graduated. Student demographic variables were as follows: (a) age, (b) gender, (c) ethnicity, (d) major, (e) type (transfer or native), (f) cumulative grade point average, and (g) number of terms enrolled. Results from the statistical analysis showed that transfer students had a slightly higher mean cumulative grade point average than the native students. In addition, the transfer students had been graduated at a slightly higher rate than the native students. While the transfer students had higher grade point averages and were graduated more often, native students were enrolled in fewer terms during their college experience. There was a statistically significant relationship between the predictor variables of college major, student type (transfer or native), cumulative grade point average, and terms enrolled and whether or not a person was graduated with a baccalaureate degree. There was no statistically significant relationship between the predictor variables of age, gender, and ethnicity and whether or not a person was graduated with a baccalaureate degree.
Sinwell, C. A. P. (2008). Post-transfer students' perceptions of a community college's institutional effectiveness in preparing them for persistence to baccalaureate attainment. (Ed.D., University of Virginia). Retrieved June 13, 2008, from ProQuest Dissertations and Theses database. http://proquest.umi.com/pqdweb?did=1481673131&Fmt=7&clientId=65345&RQT=309&VName=PQD
A college education is increasingly essential to people who desire career stability, job growth, and financial security. This is especially true for the under-serviced and at or near poverty portion of society. Community college programs are becoming a more crucial step in preparing individuals for eventual attainment of a bachelor's degree, the fast-evolving minimum qualification for a wide array of positions. To their credit, community colleges have embraced their stated mission of encouraging access to higher education leading to a postsecondary credential for all students. The purpose of this study was to determine how well students perceive the effectiveness of one community college in preparing them for eventual persistence to baccalaureate attainment. This descriptive study employed a survey methodology to solicit input from a select cohort of university seniors who transferred from the same community college to a local state university. The survey focused on programs and services generally perceived by administrators to affect transfer students. The surveys requested that students rank 24 items based on their importance and on how effectively they were offered. Transfer students' responses indicated that there is a great need to: (1) improve the quality of transfer information provided by counselors and faculty; (2) provide high quality of academic programs that prepare them for the academic rigor of university coursework; and (3) provide reasonable tuition rates and more financial aid. It was observed that community college students' profiles typically included many "risk factors", i.e., factors generally known to negatively affect persistence to degree attainment. For example, enhanced advising and counseling services, on-campus childcare and work opportunities can potentially improve time-to-degree for students. Such programs and services require increased attention by the community college administration. With societal and economic needs requiring a more highly developed, degree-possessing workforce, there is a resulting imperative that community colleges facilitate students' preparation for transfer into and successful matriculation in baccalaureate degree programs. Community colleges need to remain active in protecting reasonable tuition rates, providing financial aid, improving academic advising services, promoting academic rigor in teaching and learning, and offering orientation programs conducted by caring and informed counselors.
Venezia, A. (2006). Levers for change: Steps states can take to improve college readiness. Connection: The Journal of the New England Board of Higher Education, 20(4), 16. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ792633&site=ehost-live&scope=site
America's current systems of K-12 and higher education are based on the traditional view that only an elite group of students attends college. Today, the majority of students attend some form of postsecondary education after high school. These students encounter numerous challenges: many do not complete their programs of study, almost half the students in higher education require remediation, and college-going and completion rates are inequitable in terms of income level, race and ethnicity. As student demographics shift and students who have been traditionally underrepresented in postsecondary education become the majority in the population, the United States could face an education crisis. To counter this trend, the author advocates connection of high school and postsecondary education standards, policies and practice. Much of this should occur at the state level and it must particularly affect the "broad-access" institutions, which admit almost every applicant and educate more than 80 percent of America's college students. Though students of all races and ethnicities may aspire to the same levels of education, the roadblocks along the way have different impacts on different groups of students, according to data from Stanford University's Bride Project and The Education Trust. To understand these issues more deeply, the National Center for Public Policy and Higher Education and its partners analyzed state-level policies that facilitate, or undermine, student transitions from high school to college in four states: Florida, Georgia, New York and Oregon. The research revealed that four policy levers are particularly promising for states interested in creating sustained K-16 reform. This article discusses these policy levers which center on: (1) assessments and curricula; (2)finance; (3) data systems; and (4) accountability.
Washington State Higher Education Coordinating Board,Olympia. (2005). Articulation and student transfer. House Bill 2382 Progress Report Washington Higher Education Coordinating Board. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED491300&site=ehost-live&scope=site
The objective of this work is to provide transfer students with a pathway that will prepare them in the same manner as direct entry students for a specific major at any public baccalaureate institution in the state, and for any of the independent institutions that wish to join the agreement. Wherever possible, the work groups were encouraged to stay within the boundaries of the current Direct Transfer Agreement (DTA) or the current Associate of Science Transfer Degree (AS-T). The DTA and AS-T allow students to transfer to a baccalaureate institution as juniors, with most or all of their lower-division general education requirements fulfilled. All public and many private baccalaureate institutions accept students with a DTA or AS-T package, eliminating the necessity of evaluating each course on a transcript. The DTA outlines broad areas in which students must complete credits (e.g., communication skills, quantitative skills, humanities, social sciences, natural sciences, and electives). The AS-T has a similar structure, with more specificity in math and science. The benefit of developing new pathways within the DTA and AS-T lies in the identification of specific courses that will better prepare students for their majors at baccalaureate institutions. For example, a student intending to major in English might choose among a variety of natural science courses, while a student intending to major in nursing would need to take certain chemistry courses as part of his or her natural science requirements. This document is organized into the following parts: (1) Associate Degree Pathways; (2) Statewide Course Equivalency System; and (3) House Bill 2382.
Washington State Higher Education Coordinating Board,Olympia. (2006). Consolidated transfer report. Transfer policy and upper-division Baccalaureate capacity Washington Higher Education Coordinating Board. Retrieved June 13, 2008, from ERIC database. http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED498217&site=ehost-live&scope=site
Transfer is a primary strategy for providing access to baccalaureate-level education in Washington State. For thousands of students, transfer is an effective and efficient way to complete their studies. About 41 percent of the 16,800 students awarded degrees at Washington public baccalaureate institutions in the 2000-2001 academic year had completed at least 40 credits at a community or technical college. Of these students, 67 percent had completed an academic associate degree, and another five percent had completed both an academic and a technical associate degree prior to transfer. However, many students who begin their academic journey at community colleges with the intention of transferring and completing a baccalaureate degree are not able to reach their goal. This report provides greater detail about the policies and practices being used to increase the number of students who successfully transfer to baccalaureate institutions. Based on analysis of current policies and practices, the Higher Education Coordinating Board (HECB) recommends: (1) Continued work to develop additional transfer associate degrees for majors at baccalaureate institutions that currently lack a good match with existing associate degrees; (2) Re-examination of existing proportionality agreements to ensure they adequately reflect the goals for transfer within the state's system of higher education; (3) Provision for general enrollment growth to help meet enrollment needs of transfer students as well as direct entry students, with priority to institutions in the Puget Sound region; (4) Continued support for high-demand enrollments to reduce programmatic capacity constraints that currently limit access to specific majors; and (5) Development of a Web-based transfer advising system to provide students the opportunity to explore multiple majors at more than one institution, improving their ability to efficiently transfer credits and continue making progress toward their degree goal. The following are appended: (1) Bachelor of Applied Science Task Force: (2) Summary Information on Baccalaureate of Applied Science Degrees; (3); Engineering Technology Major Related Program/Engineering Technology Work Group Participants; and (4) Business Major Related Program/Business DTA/MRP Workgroup Participants (Contains 10 figures and 4 tables.)