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Best Strategies for Successful Credit Transfer: Results of the 2013 Concurrent Enrollment Credit Transfer Study

Presented at the 2013 NACEP National Conference in Jacksonville, FL (10/20/2013)

Magda Narozniak

on 3 June 2014

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Transcript of Best Strategies for Successful Credit Transfer: Results of the 2013 Concurrent Enrollment Credit Transfer Study

Best Strategies for Successful Credit Transfer
Results of the 2013 Concurrent Enrollment Credit Transfer Study

Oldest CEP in the nation; founded in 1955
About 10,000 Students in 2013-2014
900+ Certified Instructors
About 170 High Schools (CT, NY, MA)
24 Departments, 48 Courses
Agriculture, American Studies, Art, Biology, Chemistry, Classics, Economics, English, French, Human Development/Family Studies, American History, European History, Horticulture, Italian, Kinesiology, Latin American Studies, Marine Sciences, Maritime Studies, Mathematics, Music, Natural Resources & the Environment, Physics, Plant Science, Spanish, and Statistics

40 Courses at 1000-level
9 Foreign Language Courses at 3000-level
1 Horticulture Course at 1000-level
1 Horticulture Course at 2000-level
1 Plant Science Course at 3000-level
UConn ECE Growth
Magdalena Narozniak &
Brian A. Boecherer
University of Connecticut
Office of Early College Programs
Early College Experience

In-Depth Alumni Study
Who we are:
Discussion Questions
How can NACEP help successful credit transfer?
Is the position of a "Transfer & Articulation Chair" required?
Best Strategies*
Training at the High School
"Talking About Credit Transfer"
Extensive website portal
Electronic Guide to credit transfer process
Forms available for requesting transcripts
*Implementation scheduled for Spring 2014
Direct Student Mailing
Before students apply to college, send them a pamphlet explaining the process
NACEP Support
Create a position & committee to address issue
If a university/college Admissions Office sets CEP transfer policy, it increases the chances of transfer by 3.5.

If Admissions is responsible for processing CEP transfer credit it increases the rate by 4.2 times.
If a university/college accepts AP credit, it increases the likelihood of accepting CEP credit almost 12 times (11.6)
Universities & Colleges that are familiar with NACEP have an almost 5 times (4.96 times) greater chance of accepting CEP credit
For community college acceptance, having CEP credit increases the rate by over 12 times (12.1). There is no significance for 4-year universities.
Accepting CEP credit is perfectly correlated with community colleges.

This means that every 2-year school that responded accepts CEP credit.
If university/college faculty set CEP transfer policy, it decreases the chances of transfer by 83%
If a university/college accepts UConn credit under normal transfer conditions, this increases the chances of transferring credits earned through UConn ECE by almost 3 times (2.8 times)
If CEP credits are accepted at a university/college, they can be used as elective, general education, and major credits. Thus, once it is accepted there are no barriers to using it.
Not every region of the United States had statistically significance in terms of CEP credit transfer…
In Connecticut CEP credits have a 4 times (4.2 times) greater chance of being accepted
In the Southwest, accepting CEP credit is perfectly correlated
However, New England (which also includes Connecticut) had a decreased chance of accepting CEP credit compared to the rest.

It decreases by 69%!!!
This seems to indicate that regional reputations matter significantly and begs the question of the positive impact on regional NACEP chapters.
Survey Details
Students from 1 & 4-Year Out surveys were asked to volunteer for In-Depth Survey
Highlighted Results
Credit Transfer Big Deal!
Anecdotal Evidence: Student requests & comments
1 & 4-Year Out Alumni Surveys
1-Year (2010-2011 Cohort)
N=981; 11.23% response rate
96.2% went on to college
12.6% were not able to transfer credit
4-Year (2007-2008 Cohort)
N=189; 29.48% response rate
98.4% went on to college
11.2% were not able to transfer credit
Policy Database
In-Depth Alumni Survey
Survey of Registrars & Admissions Officers
Concurrent Enrollment Credit Transfer Study
Concurrent Enrollment Credit Transfer Study*
Arm administrators with evidence!
Project investigating how UConn ECE credits transfer to North American post-secondary institutions
where credit is earned and rejected
transfer policy
student experience
perception of CE among higher education administrators
*Winner 2012 NACEP Small Research Grant
Transfer Database
Searchable resource for students & parents
About 900 institutions
Mining websites for policy concerning CE
Rating the likelihood of CE credit transfer 1-5
Includes survey info
Scale 1-5
To date: 25% completed
Concurrent Enrollment Credit Transfer Survey
N=85 representing a 30.5% response rate
Investigates their credit transfer process
where credits were accepted & rejected
where they got info about the process
97.6% continued to college
78.6% attempted to transfer ECE credit
81.8% were able to transfer all
9.1% some credit transferred
9.1% none transferred
60.0% went to a public institution
91.7% went to a 4-year institution
64.7% stayed at one institution
48.2% had someone
at the high school
explain the process
45.8% had someone
at the high school
explain how to get
a transcript
Positive results
Very easy transfer process
Good availability of info
Good availability of counseling
High ease of completing transfer documents

What do they do with the credit?
57.6% were able to skip intro courses
11.8% were able to graduate early
23.5% were able to do a double major or minor
9.4% were able to do a study abroad
18.8% were able to have a personalized study plan
38.8% were able to take higher level courses

register early
While the results were positive, too many of the of the students complained of the "run around"
They found info, but they had to search a lot
High schools did not have the answers
They rely on our website heavily
Many reported they didn't transfer credit because they didn't know how or even that they could!
Survey Details
940 institutions =
Top schools +
Alumni locations +
Targeted classifications
Invitations to Survey
sent by email
paper invite
AACRAO newsletter
NACEP listserv & website
link on website
26.5 % response
About the respondents
67.0% from public institutions
88.0% from 4-year institutions
33.1% had over 10,000 students
17.4% accredited or going through
accreditation with NACEP
Credit Transfer
97.3% accept Advanced Placement credit (55.7% with a score of 3 or higher)
82.6% accept International Baccalaureate credit
97.5% accept dual enrollment credit
99.2% accept transfer credit
82.3% accept concurrent enrollment credit
74.4% accept UConn ECE credit
Who sets CE policy?
36.4% Office of the Registrar
71.0% not
with NACEP
72.8% CE credit is treated along the guidelines of transfer credit
20.4% Office of the Admissions
6.0% Office of Transfer Admissions
31.8% Chief Academic Officer
23.4% Departments of Colleges
2.7% Faculty
Multiple Response Question
11.1% Other
Who process CE policy?
55.7% Office of the Registrar
28.0% Office of the Admissions
8.4% Office of Transfer Admissions
6.8% Departments of Colleges
2.7% Faculty
Multiple Response Question
7.1% Other
How do you evaluate comparability?
Multiple Response Question
Once at college
59.0% electives
53.0% general education requirements
48.9% major requirements
11.1% remedial courses
83.6% do not require meeting with an adviser to transfer credit
28.2% have a expiration date on credits
85.5% do not include transfer credit in first semester GPA
Count for:
84.0% require all credit transfer
16% allow students to choose
66.3% offer DE
52.5% offer CE
At admissions
73.6% do not consider a student with concurrent enrollment credit more competitive in the admissions process
51.6% think a student is better prepared for college with concurrent enrollment credit
Do you want to be in our database?
53% said YES!
96% accept UConn transfer credit
80% accept UConn ECE credit
Surveys of institutions & Alumni should continue
71% of respondents said they were not familiar with NACEP
NACEP needs to gain more recognition nationally
1. Record complaints as they
come in
2. Work with Registrar's to track where transcripts are going
Letter or phone call explaining the program
Guide for all instructors & site representatives
Define task in the role of the site representative
Better informed students means better credit transfer.
Include info in student guide
Transfer &
Articulation Chair
Put it on the front page!
What have you found works at your institutions?
What does the process look like for you?
Thank you!
Full report of Institutions and Alumni survey are forthcoming.
Resources available upon request.
If you have any questions, don't hesitate to contact us!
Presented at the 2013 NACEP National Conference
Jacksonville, FL
October 20, 2013

Students as
What do we do when a complaint comes into the office?
Full transcript