The Senate Committee on Higher Education, chaired by Sen. Judith Zaffirini (D-Laredo), conducted an interim hearing on April 11, devoted primarily to issues associated with college and university transfer practices. Questions often arise among policy makers over whether students take courses that don't apply directly toward their degrees because of confusion or needless duplication.
Transfer problems have subsided greatly in recent years with the development of the Core Curriculum and Common Course Numbering System. Undoubtedly the situation is much better than before these initiatives, which involved community and technical college faculty serving on many advisory panels.
Significantly, any initial concerns about rigor and quality have largely been put to rest by faculty members in each discipline at all levels sorting out any differences in curriculum and learning objectives. In fact, during the hearing, Commissioner of Higher Education Raymund Paredes praised community colleges, adding, "Universities are often surprised by how much rigor exists" at these schools. Another witness stated that any concerns about rigor have been "blown away" by the data, which continue to indicate that students who earn associates degrees perform "as well or better" than students who begin at universities.
A digression: Statistics on this subject are complex. It can be simultaneously correct that (1) those who transfer with an associates degree perform splendidly at universities and (2) transfer and graduation rates are very low. Quite simply this is because so many students drop out of academic programs at two-year schools before completion. Interestingly, according to testimony, part of the reason for the grim figures is that, in order to qualify for federal Pell Grants, students must state they intend to transfer when perhaps they have no such plan (making the fractional denominator larger than it should be and hence the success percentage smaller, if this makes sense). Statistical validity is problematic in this area to say the least. At any rate, low completion rates are more appropriately in the province of college readiness rather than with the charge addressed in this particular hearing.
Now back to the transfer issue.
Under current law, transfers are expedited voluntarily using articulation agreements between community colleges and universities. One question before the committee concerned whether the Legislature should mandate a uniform quantity of courses that every public university must accept. Mentioned frequently is the approach in Florida, which requires all state universities to accept 60 semester hours that apply toward a baccalaureate degree. Richard Rhodes, president of Austin Community College, testifying on behalf of the Texas Association of Community Colleges, endorsed this approach during the hearing.
Dr. Rhodes stated that one way to encourage students to remain longer in community colleges—saving money for all participants, and increasing the ultimate rate of success—is to adopt the Florida model, which panelists observed has produced better results than the voluntary approach in Texas. If students are certain of a smooth transfer of all courses, presumably they will remain until finished, when the subsequent rate of success at a university is much better.
As noted here before, we can expect many universities to oppose this idea. UT-Austin, for instance, has enrollment caps, which would cause difficulties, according to testimony.
Another item worth our attention is a proposed statutory cap of 60 semester hours for an associates degree, unless particular programs require more hours to satisfy certification requirements. This could get interesting on community college campuses if such a law passes in the next Regular Session.
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