Introduction
The Florida College System takes its student success rates very seriously and is continually looking for ways in which to improve them. One area of focus has been on the success rate of Florida’s Associate of Arts (AA) transfer students.
In 1971, the Florida College System, in collaboration with the State University System (SUS), established Florida’s “2+2” Statewide Articulation Agreement. The agreement establishes that an AA transfer student who has graduated from one of Florida’s public community colleges, junior colleges, or state colleges with an AA or AS (in predetermined disciplines) degree and is in good standing, is guaranteed admission to one of Florida’s eleven state universities. Although the agreement guarantees acceptance at one of Florida’s universities it may not be the student’s first choice, but the risk of the credits not transferring over to a four-year institution is eliminated. Ensuring that the AA or AS degree will satisfy the 60 credit hour requirement needed for the student to enter the university as a “junior.” (Hughes, Scheuch, & Alexander, 2009)
In 1972, the Florida Board of Governors put into practice Regulation 6.004 entitled, Implementation of Undergraduate, Degree-Seeking Transfer Students, which states “AA graduates will receive priority admission over out-of-state students” (BOG, 1972). The only restrictions that may be imposed on the AA transfer students’ eligibility would be that of curriculum, space or fiscal limitations.
AA Transfer Student Proportion
Examining the 2007-08 data, provided by the Florida Board of Governors, 38 percent of the admissions made during that academic year where to AA transfer students and 37.5 percent of the admissions were to SUS natives (FBOG, 2009). An SUS native is a student that starts out attending a four-year institution and does not transfer in with an AA degree from another institution.
Grade Point Averages
There was little to no difference in student grade point averages between the AA transfer and SUS native students in 2007-08. AA transfer students maintained a “B” average despite their many external responsibilities and distractions (e.g. working full-time, families) competing for their time and attention. The SUS native maintained a “B+” average during the same timeframe and typically attended school full-time. AA transfer students’ GPAs have remained steady at 2.96 since 2001-02, according the Division of Community Colleges’. Demonstrating that even though they are attending part-time and working full-time, the AA transfers students are able to maintain their grades.
Student Semester Hours
Interestingly enough, when you compare the average number of Student Semester Hours (SSH) an AA transfer student takes to that of an SUS native student; the AA transfer student will take on average “1.5 fewer semester hours per term” or “one less course per year.” This seems to be a reasonable difference, since most community college students’ work part- or full-time and take longer to reach graduation (OPPAGA, April, 2005).
Academic Advising
Through the years, research has revealed that the greatest frustration on the part of an AA transfer student was the lack of guidance and counseling when enrolling for courses. This often resulted in the student taking hours in excess of those required for their program. Today thanks to the many advances in technology, students and counselors can utilize online platforms like the AA Transfer Evaluation, available on the FACTS.org website, to ensure they are on track with their program requirements. Counselors for the SUS native students utilize a tracking or advising-mapping systems to help them in facilitating their students’ progress through the program, in conjunction with FACTS.
When you compare the number of courses taken by the SUS natives to that of the AA transfer students you will see that the AA transfer student has usually taken at least one additional course, a foreign language. This is due in part to the fact that there are no language requirements in high school or for most AA degrees. This is one criterion that the SUS should take into consideration adding to the “2+2” System. Overall though, indications are strong that the “2+2” system is working for Florida’s community college students and has eased the transition between the institutions.
Graduation Rates
Graduation rates are also a strong indicator of success for this program. However, when you try to compare the rates between SUS natives to AA transfers, it would be like comparing apples and oranges. Data indicates that 70 percent of all AA transfer students graduate versus 80 percent of the SUS natives. Most AA transfer students are working full-time and attending school part-time, which results in a longer time to confer their degrees than that of the SUS natives and skews the data comparison.
Today, Tomorrow and the Future Based on statistics alone you could say that the “2+2” System has helped improve the success rate of AA transfer students in our State. It is impressive, how a program started in 1971 still plays a pivotal role in student success at both the community college and university level today.
In a recent news release prepared by the State University System (SUS, August, 2011) , The College Board, a nationally known not-for-profit membership organization, ranked the University of Central Florida (UCF) as the “largest transfer Institution in the State University System of Florida.” The article goes on to say that “Florida’s 2+2 Pathways to Success Program” earns a national nod (SUS, 2011).
UCF has received over $1M in funding from the State Legislature for its existing program, Direct Connect to UCF. UCF has partnered with six community colleges from across the state: Brevard Community College, College of Central Florida, Daytona State College, Lake-Sumter Community College, Seminole State College of Florida and Valencia College; these partnerships have undoubtedly led to UCF’s AA transfer success; a win-win, for the students and the institution.
There is no doubt that the basic tenet of the “2+2” Pathways to Success Program has been just that, a success!
References
Hughes, J., Scheuch, K., & Alexander, J., (Ed. 2009-01). (April, 2009). Statewide Articulation Agreement. Retrieved September 28, 2011 from http://www.fldoe.org/cc/osas/evaluations/pdf/Zoom2009-01.pdf
Layman, K. (August, 2011) Florida’s “2+2 Pathways to Success Program” earns national nod. State University System of Florida. Retrieved September 29, 2011 from http://www.flbog.edu/pressroom/news.php?id=408
OPPAGA (Report No. 05-30). (April, 2005) Excess Hours at Community Colleges Warrant Attention by Department of Education and the Legislature. Retrieved September 29, 2011 from http://www.oppaga.state.fl.us/reports/pdf/0530rpt.pdf
State University System (SUS) of Florida Facts and Figures. (2007-2008) SUS Fact Book. Retrieved September 28, 2011 from http://www.flbog.org/resources/factbooks/factbooks.php
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