ERIC Number: ED521330
Record Type: Non-Journal
Publication Date: 2011-Jun
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Affordability and Transfer: Critical to Increasing Baccalaureate Degree Completion. Policy Alert
National Center for Public Policy and Higher Education
Low rates of college completion have long been a major deficiency in the performance of American higher education. Over the last decade, the extent and importance of the problem was documented by the National Center for Public Policy and Higher Education in the "Measuring Up" national and state report cards on higher education, and by international comparisons of educational performance. This "Policy Alert" addresses baccalaureate degree completion and the vital role of community colleges as the entry point for many students seeking bachelor's degrees. It focuses particularly on states with rapidly growing young populations, where ethnic groups and low-income students with low rates of college participation and completion are most concentrated. The report notes that community colleges are more crucial than ever, but that state financial aid and transfer policies that enable students to move from two-year colleges to baccalaureate-granting institutions are not keeping pace with current needs. (Contains 4 tables, 2 figures, 10 resources and 11 endnotes.)
Descriptors: Higher Education, Ethnic Groups, Transfer Policy, Public Policy, Community Colleges, Academic Persistence, Graduation Rate, Bachelors Degrees, Low Income Groups, Transfer Programs, Articulation (Education), State Regulation, School Holding Power, Student Costs
National Center for Public Policy and Higher Education. 152 North Third Street Suite 705, San Jose, CA 95112. Tel: 408-271-2699; Fax: 408-271-2697; e-mail: center@highereducation.org; Web site: http://www.highereducation.org
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: Policymakers
Language: English
Sponsor: Bill and Melinda Gates Foundation; Lumina Foundation for Education
Authoring Institution: National Center for Public Policy and Higher Education
Grant or Contract Numbers: N/A