State Policies on Student Transitions: Results of a Fifty-State Inventory
| Title: | State Policies on Student Transitions: Results of a Fifty-State Inventory |
| Author: | Ewell, Peter T. Boeke, Marianne Zis, Stacey |
| Date: | 2008 |
| Catalog #: | |
| Price: | FREE |
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| Description: |
As part of the Center for State Policy on Student Progression (C2SP), this study concentrates on four key transitions that directly affect the number of college graduates that a state can generate.1 The first is the transition from high school to college. This transition is influenced by policies that establish high school exit standards, put college-preparatory high school curricula in place, establish explicit competency or skill levels that define “college readiness,” or create dual enrollment programs through which high school students can earn college credit. The second transition is from pre-college to college-level work. This is affected by policies governing basic skills testing and placement. The third transition is from two-year to four-year institutions of higher education. This is affected by state policies about transfer of credits and degrees. The fourth and final transition is from the status of being enrolled in a postsecondary institution to having graduated from one. This is affected by policies on acceleration or the availability of alternative ways for students to make progress, and the provision of incentives to institutions to increase graduation rates or incentives to students to graduate on time. Sections of the report on each of these topics describe the approaches taken by the fifty states. Individual summaries of each state’s response can be found on the NCHEMS C2SP web page at www.nchems.org/c2sp. Most of these state entries contain multiple links to state web pages describing policies in detail. Please visit http://nchems.org/c2sp/transitions.php for a summary report and each individual state reports. |