THE AUTHORS PRESENT A SET OF SPECIFIC GUIDELINES WITHIN A FRAMEWORK OF FIVE PRINCIPLES. (1) MAXIMUM FREEDOM TO TRANSFER SHOULD BE PRESERVED FOR STUDENTS WHO MAKE SATISFACTORY JUNIOR COLLEGE RECORDS. ATTENTION IS GIVEN TO THE PLACE OF HIGH SCHOOL RECORDS, TEST SCORES, INSTITUTIONAL GRADE DIFFERENTIALS, FLEXIBILITY, AND METHODS OF COMPUTING GRADE POINT AVERAGES. (2) IT IS IMPORTANT TO PROVIDE AN ATMOSPHERE OF FREEDOM OF CHOICE FOR TRANSFER STUDENTS, RATHER THAN ONE OF DIRECTION OR REDIRECTION. THIS PRINCIPLE LEADS TO GUIDELINES FOR EVALUATION OF QUANTITY AND NATURE OF TRANSFER CREDIT, CONSIDERATION OF GRADES EARNED IN SPECIFIC COURSES (REGARDLESS OF OVERALL AVERAGES), THE USE OF PLACEMENT AND VALIDATION EXAMINATIONS, AND THE METHODS OF CREDITING HIGH SCHOOL ADVANCED PLACEMENT COURSES. (3) THE PRINCIPLE OF EQUALITY OF TREATMENT FOR NATIVE AND TRANSFER STUDENTS WITH RESPECT TO CHANGES IN REQUIREMENTS HAS IMPLICATIONS FOR TIMING OF CHANGES IN COURSES, PROGRAMS, AND GRADUATION REQUIREMENTS, AND FOR PROGRAMS OF ACADEMIC ADVISEMENT. (4) PROBLEMS OF TRANSFER STUDENTS DIFFER FROM THOSE OF FRESHMEN IN SUCH MATTERS AS COUNSELING, FINANCIAL ASSISTANCE, AND PARTICIPATION IN COCURRICULAR ACTIVITIES. (5) ARTICULATION PROGRAMS MUST BE CHARACTERIZED BY CAREFUL PLANNING, CONTINUITY, REGULAR EVALUATION, AND CONCENTRATION ON THE WELFARE OF THE TRANSFER STUDENT. (WO)