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.