Articulation Agreements and Community College Enrollment

Paper Summary:

In this article, the writer claims that properly administered, articulation agreements can provide students with the framework they need to ensure they receive credit for coursework accomplished at community colleges, while providing the receiving institutions with the reassurance they require to grant such credit. The writer notes however, that improperly performed, these agreements can actually do more harm than good. To determine how they are intended to operate in practice, this paper provides an overview of articulation agreements and their impact on community college enrollment in general, with an emphasis on North Carolina community colleges in particular. An analysis of the relevant literature is followed by a summary of research in the conclusion.

Contents
Introduction
Review and Discussion
Background and Overview
Constraints to Developing Effective Articulation Agreements.
Conclusion

From the Paper:

"The role of the community college in the baccalaureate education process has traditionally been associated with the first two years of college; therefore, state policies and articulation agreements have focused on connecting a prescribed sequence of lower-division courses at the community college with upper-division courses at four-year institutions. In their traditional roles, community colleges provide a starting point to higher education; community college students earn at least 12 credit hours at the community college, then transfer to a four-year institution to complete a bachelor's degree. This role recognizes that a substantial percentage of American students will begin their higher education and complete a substantial number of credits at the community college; 12 credit hours has been established as the minimal equivalent of full-time enrollment for one semester, as a basis for classifying a student as a community college transfer ."

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