|
 |
Introduction |
This paper examines the relationship of state postsecondary policy and the effectiveness
of the community college–baccalaureate transfer function. The structures of state policy
that affect two-year to four-year (2/4) transfer performance include: mission statements;
statewide plans; the design of governance structures, legislation, and regulation; funding,
tuition, and financial aid; and data collection and accountability.
Community or two-year colleges have many functions in addition to transfer preparation,
such as adult, vocational, continuing, community, and remedial education. It is not
always easy to distinguish between these programs at the college level, as some
vocational courses are offered for credit toward academic degrees, and many students
move back and forth between the types of programs. My focus on state policy for 2/4
transfer is not intended to devalue other dimensions of community college performance.
Nor is it intended to suggest that state policy is more important than institutional or
program influences on 2/4 transfer effectiveness. Indeed, earlier studies of campus and
program effects on transfer show that the latter are almost as important in predicting
transfer performance as individual student factors. Much less is known about the
relationship of state policy to transfer performance, however. Thus I begin with a
discussion of 2/4 transfer and its growing importance to statewide performance in higher
education. I then present a synthesis of the research on transfer, transfer rates, influences
on transfer performance, and state policy designs for transfer. My survey of current
approaches examines the policies of six states (Arkansas, Florida, New Mexico, New
York, North Carolina, and Texas). In the final section, I discuss my findings, present an
analytical framework for characterizing the dimensions of state policy on 2/4 transfer,
and offer state policy recommendations to improve performance and accountability for
transfer.
|
