Articulation and Transfer « Advance CTE Blog

New Report: 5 Strategies to Strengthen Equity in Early Postsecondary Opportunity Participation and Completion

Thursday, March 3rd, 2022

Every year, more than 5.5 million secondary learners take advantage of Early Postsecondary Opportunities (EPSOs), including dual and concurrent enrollment and exam-based courses, like International Baccalaureate (IB) and Advanced Placement (AP). EPSOs aim to provide high school learners with an intentionally designed authentic postsecondary experience leading to officially articulated and transferable college credit toward a recognized postsecondary degree or credential. Career Technical Education (CTE) courses make up approximately one-third of all EPSO enrollments and are a critical component of a high-quality CTE program of study, bridging secondary and postsecondary learning.

Advance CTE’s vision, Without Limits: A Shared Vision for the Future of Career Technical Education, calls on states to ensure that each learner’s skills are counted, valued and portable. At the state level, systems are needed to translate competencies and credentials into portable credit and to ensure that all learners have the opportunity to participate in high-quality and equitable EPSO programs. To this end, Advance CTE, in partnership with the College in High School Alliance, surveyed State CTE Directors to better understand state policies that support EPSOs in CTE. The survey revealed key findings, which subsequently led to recommendations for steps to better advance and support CTE EPSOs, ensuring equity and access to EPSOs for all CTE learners. To read more about the results of the survey and our resulting findings and recommendations, or to learn more about the following actions, read the executive summary and associated full report, The State of CTE: Early Postsecondary Opportunities.

To better ensure equitable access for all learners, particularly in CTE EPSO programs, states can take the following actions:

1.Identify and highlight equity goals in statewide EPSO programs and target specific learner populations for recruitment. States with statewide EPSO programs, particularly those with targeted equity goals, have been able to reduce equity gaps by adjusting funding and tuition models, standardizing entrance requirements, providing statewide navigational supports and centralizing articulation agreements. A critical review of state-level data, including conducting opportunity gap analyses, can allow states to target historically marginalized populations for participation while simultaneously ensuring that these learners have access to high-quality EPSOs. Utah has a long-standing statewide concurrent enrollment program that focuses on continuous improvement, particularly for learners of low income, who attend postsecondary institutions at more than twice the rate of learners of low income who do not participate in the program.

2.Increase publicly available and actionable information for learners and their families. Access to high-quality EPSOs for every learner is just one part of equity; equally important is ensuring that every learner is successful by increasing transparency around opportunities and outcomes in EPSOs, including providing state-level outcome data, navigation assistance and career advising throughout the EPSO experience. Increasing communication with parents and learners about available EPSOs, their requirements and available supports will help first-generation learners and under-served groups not familiar with the postsecondary process access these programs and know how the associated credit transfers. States like Indiana, Maryland, and Kentucky all have public dashboards that share both enrollment and outcome data, disaggregated by learner population and program type. Other states, like Massachusetts, aggregate their EPSO programs through an online catalog, with filters for subpopulations, to demonstrate the range of opportunities available statewide.

3.Identify and remove barriers to access, including restrictive costs or entrance requirements, and target specific learner populations for recruitment. Data demonstrates significantly higher gains for learners of color in dual enrollment programs compared to their peers not enrolled in EPSO opportunities. While states noted that scholarship and tuition supports reduce barriers to entry, burdensome entrance requirements and a lack of information about EPSOs limit a learner’s ability to participate. For example, Tennessee’s statewide EPSO program offers grants that allow learners to take up to 10 dual enrollment courses for free. As states look to increase postsecondary attainment goals, they can leverage enrollment and outcome data to identify opportunity gaps and examine root causes, such as restrictive admissions requirements that may affect learners disproportionately.

4.Increase supports for learners enrolled in EPSOs to ensure completion. While capacity challenges do exist, research indicates the value of early warning systems, counseling programs, and financial supports that remove or overcome barriers to completion. Statewide incentives can encourage districts to expand these types of systems that allow secondary learners to be successful in EPSOs. Alaska’s Acceleration Academy helps high school learners complete math or science courses over the summer to prepare them for participation in the Alaska Native Science and Engineering Program, an EPSO partnership with the University of Alaska-Anchorage.

5.Expand statewide and inter-state articulation agreements to account for all types of CTE EPSOs. Statewide agreements can help guarantee recognition of CTE EPSO credit and facilitate automatic transfer between a secondary institution and a corresponding postsecondary institution of the learner’s choice. Ensuring that the transfer of credit is as frictionless as possible is vital to supporting learners as they transition into postsecondary education and continue in a degree program. As states work to ensure that each learner’s EPSO experiences consistently are counted toward articulated credit, they should also ensure that this credit contributes to core credits in a CTE program of study and not just elective credit. States can develop additional guidelines and legislation that ensures the connection between an EPSO and a program of study. Ohio has Career-Technical Assurance Guides (CTAGs) that provide automatically articulated and transferable credit upon completion of CTE coursework.

Visit Advance CTE’s Learning that Works Resource Center for additional resource related to specific EPSOs and equity and access supports.

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Advance CTE Resources, Public Policy
Tags: Access and Equity, Alaska, Articulation and Transfer, Credit Transfer, CTE Without Limits, Dual and Concurrent Enrollment, Early Postsecondary Opportunities, Indiana, Kentucky, Maryland, Massachusetts, Ohio, State of CTE, Student Supports, tennessee, Utah

CTE Without Limits Summer Lunch and Learn #4 Recap: Knowledge Building and Transparency Key Themes for Implementing Fourth Vision Principle

Thursday, September 2nd, 2021

Advance CTE continued its five-part summer lunch and learn series delving into each of the five principles of Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Each session features a panel of leading voices from organizations across learning and work followed by interactive group discussions on the information shared and next steps.

The fourth principle of CTE Without Limits aims to fully count, value and transport each learner’s skills through systematic transformations that capture learning at stages and settings, build systems that translate competencies into portable credit, and advance a culture of hiring that values skills over degrees. The August 17 panel featured Jonathan Alfuth, State Policy Director, KnowledgeWorks; Molly Bashay, Senior Policy Analyst for Education, Labor & Worker Justice, The Center for Law and Social Policy (CLASP); and Niki DaSilva, Manager of Programs and Policy, U.S. Chamber of Commerce Foundation Center for Education and Workforce.

Throughout the session, it was clear that equity must be a key driver for this principle to be fully realized. When each learner’s skills are fully counted, valued and portable, systems will be able to respect and validate all skillbuilding experiences and remove historic barriers to paths to career success with family-sustaining wages.

Key Themes

Transparency and flexibility are key to learner-centered systems: Creating systems that make it easy for both employers and learners to value all prior learning requires flexibility both in remaining responsive to evolving workforce needs and in piloting intentional strategies to engage learners historically marginalized from opportunities to fully count skills and experiences. Alfuth elevated the importance of easily accessible and transparent policies on how prior learning is counted, valued and transferred to aid learners as they navigate their path to career and college success and offered work in California as a promising example.
The need to overcome information and administrative barriers: Bashay identified one the greatest challenges to fully leveraging credit for prior learning is lack of learner knowledge about these opportunities. In many cases, system are too complex and create significant barriers for learners, particularly those from historically underserved populations, from taking the extra steps to have experiences fully counted. Similarly, DaSilva pointed out that many employers often narrow their talent pipeline due to lack of knowledge about changing opportunities for learning and how to leverage data to identify skill needs and incorporate them into the hiring process. CTE partnerships with employers are a valuable avenue for states to streamline systems and close these knowledge gaps.
Quality standards are critical to fully counting learning: Alfuth elevated the importance of establishing clear quality standards both in state policy and in memorandums of understanding (MOUs) between secondary and postsecondary institutions to ensure credit for prior learning and particularly early postsecondary opportunities are fully valued. These standards can also help employers make better connections between credit and the skills they are seeking in new hires.

Recommendations for Implementation

Start by redefining academic success as a first step: Bashay emphasized that a key first step to expanding access to credit for prior learning and early postsecondary opportunities is changing mindsets so that all, not just ‘some’ or ‘advanced’ students, can access these opportunities. This includes state CTE leaders taking steps for CTE coursework and experiences to be valued at the same level as core academic coursework.
Utilize existing resources and best practices: Alfuth and DaSilva both lifted up state policy frameworks created by their respective organizations as valuable starting points as states consider how to include credit for prior learning as part of systems transformation for personalized learning and competency-based hiring.
Interstate transfer key area for growth: While the session reinforced the robust work that is being done to study and advance credit for prior learning, panelists and participants pointed out several areas to take current progress to the next level, including moving beyond intrastate connectivity to include out-of-state institutions.

The fifth and final lunch and learn held August 31 featured Stephen Pruitt, President of the Southern Regional Education Board (SREB); Dale Winkler, Vice President of School Improvement for SREB; and Christina Sedney, Director of Policy Initiatives and State Authorization, Policy Analysis and Research for the Western Interstate Commission for Higher Education (WICHE).

Recordings of previous Lunch and Learn sessions and additional vision implementation resources can be found on Advance CTE’s vision page.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in CTE Without Limits
Tags: Access and Equity, accountability, Articulation and Transfer, Credit for Prior Learning, Credit Transfer, CTE Without Limits, skills gap

New Vision Resource Elevates Existing Initiatives Aligned with CTE Without Limits

Thursday, July 8th, 2021

Today, Advance CTE released a repository of partner initiatives related to Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). The intent of this resource is to elevate existing national investments in the CTE, education and workforce fields related to the principles of this shared vision and to highlight current gaps to determine where future investments need to be made to accomplish the vision.

Repository initiatives were shared with Advance CTE by national partners that have signed on to CTE Without Limits. The initiatives submitted by partners serve as concrete examples from the field to help conceptualize how the principles and action areas from CTE Without Limits can be realized with shared commitment and shared ownership among leaders and practitioners at all levels.

CTE leaders will be able to access the learning and resources from the examples in this repository as a starting point for building on existing work related to the vision and laying new building blocks for transformational systems change that allows each learner to achieve success in the career of their choice without limits.

The repository currently has over 50 initiatives submitted by over 20 vision partners and will serve as a living resource that will be periodically updated. Below are a few of the examples organized by principle:

Principle 1: Each learner engages in a cohesive, flexible, and responsive career preparation ecosystem

Southern Regional Education Board (SREB): Known as Making Schools Work and spanning grades 3-14, SREB’s continuous improvement process is grounded in the belief that increased achievement starts with motivating students to make the effort to succeed. With designs for elementary grades, middle grades, high schools and technology centers, Makings Schools Work shows school teams how to create improvement plans that address five focus areas: quality instruction; aligned curriculum; career exploration and pathways; student supports; and cultures of continuous improvement.

Principle 2: Each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem

Achieving the Dream: Eight community colleges were selected in June, 2020, to participate in College Success for Single Mothers, a project led by Word Education’s National College Transition Network in partnership with Achieving the Dream and PERG Learning, with funding from ECMC Foundation. The goal of the project is to identify the needs of single mother students on campus and develop an action plan to address their needs and expand key practices and services to enhance their success in college and careers.

Principle 3: Each learner skillfully navigates their own career journey

Education Strategy Group (ESG): Making the Connection: Aligning Advising to Improve Postsecondary Access and Success makes the case for prioritizing alignment of advising across K-12 and higher education, offers a vision for achieving that alignment, and lays out concrete action steps and resources for the many stakeholders who have a role to play. This new resource was developed with input from an Expert Workgroup, comprised of national, state and local leaders, and will serve as the foundation for ESG’s efforts to ensure that high-quality, aligned advising is an expectation for every student, not enrichment for some. The microsite was developed with support from the Bill & Melinda Gates Foundation as part of the Level Up.

Principle 4: Each learner’s skills are counted, valued, and portable

U.S. Chamber of Commerce Foundation: A new open-data tool, the Job Data Exchange (JDX) is the vehicle employers need to move in a scalable, sustainable way towards competency-based hiring. The JDX, and the data standard it employs, will help employers and their HR partners break down a job description into specific skill and hiring requirements. Open-source, non-proprietary, and free to use, the JDX collects that hiring data in a structured, machine-readable way and then makes that data available to the education and workforce partners that are helping students and job seekers prepare for the workforce.

Principle 5: Each learner can access CTE without borders

Western Interstate Commission for Higher Education (WICHE): Interstate Passport® is the only nationwide network of institutionally accredited, nonprofit, public and private two- and four-year institutions dedicated to the block transfer of lower-division general education attainment based on multi-state faculty-developed learning outcomes and proficiency criteria instead of on specific courses and credits. Students of member institutions experience a seamless, efficient and economical transfer process.

To access the repository and more implementation resources related to CTE Without Limits, visit: careertech.org/without-limits.

Christina Koch, Policy Associate

By Stacy Whitehouse in CTE Without Limits, Uncategorized
Tags: Access and Equity, Articulation and Transfer, Career Advisement

Exploring Area Technical Centers: Best Practices for Aligning ATCs to Advance Postsecondary Attainment Goals

Tuesday, February 23rd, 2021

Advance CTE’s recent report on area technical centers (ATCs), Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, revealed that ATCs have a notable footprint in credential and non-degree programs for postsecondary learners and an active role in contributing to state postsecondary attainment goals. However, the extent of their impact varies across states and territories and is strongly influenced by policymaker awareness and systems alignment.

At the time of our report, forty-five states had set a goal to increase postsecondary attainment. This trend is largely inspired by the work of Lumina Foundation, a national leader in advancing access and outcomes in postsecondary education that set a national goal of equipping at least 60 percent of the working age population with a postsecondary degree or credential by 2025. Expanding access to and providing seamless transitions for learners in their journey to postsecondary attainment is critical to an equitable national economic recovery.

This post will focus on highlighting several states that offer best practices to elevate the role of ATCs in postsecondary attainment through state oversight, the role of ATCS in statewide postsecondary attainment plans, and statewide systems alignment.

For a broader breakdown of topline messages from this report and implications for states, please read our most recent post on Medium.

State Oversight

One of the report’s key policy recommendations is for states to improve the awareness, accountability, and alignment of ATCs through the restoration or enhancement of state oversight of these institutions.

Utah and Oklahoma provide strong examples of the benefits of robust state oversight and positioning of ATCs. Utah’s area technical centers, known as technical colleges, were recently elevated and designated as eight of the state’s 16 postsecondary institutions under the Utah System of Higher Education. This positioning was a solution to years of legislative changes that had created two systems of higher education, leading to legal and learner navigation difficulties that limited the potential of ATCs. This new position for ATCs enhances learner equity by providing well-aligned pathways from ATCs to four-year postsecondary institutions and uniform credit transfer policies.

Oklahoma has a separate state agency, known as CareerTech, that oversees all aspects of their CTE delivery system, including 29 ATCs known as technology centers. In addition to serving as the fiscal agent for the state’s robust allotment of CTE funding, the agency also provides oversight of program quality. CareerTech partners with other state agencies to ensure that the needs of underserved populations, including the Indian Education Board and Tribal Reintegration Program and the Department of Veteran Affairs are met.

The Role of ATCs in State Postsecondary Attainment Plans

While most states reported that ATCs were not specifically mentioned in postsecondary attainment plans, the vast majority strongly agreed or agreed that their ATCs were active contributors to postsecondary attainment goals.

Delaware’s ATCs have a significant role in supporting the state’s postsecondary attainment goal through the administration of the state Registered Apprenticeship program. This program constitutes almost 70 percent of the state’s vocational/technical school district postsecondary and adult population and allows ATCs to be strongly connected and responsive to state workforce needs despite predominantly local oversight.

Florida’s ATCs, known as technical colleges, are strongly tied to the state’s attainment goals. Because Florida’s ATCs are accredited by the Council on Occupational Education, they must maintain a 60 percent learner completion rate and 70 percent licensure exam pass rate, effectively exceeding the state’s postsecondary attainment goal. Technical colleges are the focal point of a statewide Get There campaign that combines program grants colleges with a public relations campaign to promote postsecondary attainment through a short-term credential of value.

High-quality and timely state-level data collection is key to accurate measurement and evaluation of the impact of ATCs on postsecondary attainment. In Oklahoma, the state’s technology centers contributed over 19,000 industry-recognized credentials with an 88 percent adult learner program completion rate in FY2018. Florida reported over 9,000 earned industry certifications and over 14,400 full program completers through its technical colleges for the 2019-2020 academic year.

Statewide Systems Alignment

While 27 states reported providing some level of programming at ATCs to postsecondary learners, their responses also indicated that ATCs are often disconnected from the larger postsecondary system. A few states stand out as exemplars in intentional alignment between ATCs and higher education systems.

Ohio includes its ATCs, known as Ohio technical centers (OTCs), in a statewide articulation and transfer agreement established in 2007 known as Career-Technical Credit Transfer. When combined with Career-Technical Assurance Guides that advise learners through the transfer process, these tools give learners and their credits seamless and equitable pathways from OTCs to other postsecondary institutions. Numerous OTCs have also partnered with regional community colleges to design coursework sequences that span both institutions for improved program quality and alignment.

Florida’s technical colleges are required to achieve seamless articulation and transfer agreements under state law. Technical and state colleges must create regional career pathway articulation agreements that align a technical college program with a degree program at a state college. Clock hours must also be transferable to the aligned state college degree program.

Effective alignment practices also extend to the relationship between ATCs and workforce development systems. In Delaware, ATCs are members of a statewide CTE alliance that includes representatives from vocational/technical school districts, the technical and community college system, and other state agencies and workforce partners. Collaborative efforts from this alliance expanded the state’s Registered Apprenticeship programs to include pre-apprenticeship and secondary learners, and more career pathways that span multiple institutions.

We hope these examples provide valuable insight on potential reforms for states to leverage and elevate ATCs. Visit our microsite to access full state profiles for the five states mentioned in this post. A future post will explore the potential use of ATC in economic recovery plans and highlight innovative partnerships in states.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in Advance CTE Resources, Publications
Tags: Articulation and Transfer, career pathways, Delaware, Florida, Ohio, Oklahoma, postsecondary, Postsecondary Attainment, systems alignment, Utah, workforce

Explore How AP Seminar Can be Embedded into CTE Programs of Study

Friday, February 22nd, 2019

High-quality Career Technical Education (CTE) blends academic and technical skills to provide learners with the real-world skills necessary to succeed in today’s workforce. The integration of Advanced Placement (AP) courses into CTE programs of study promotes career-readiness by encouraging the development of these critical academic and technical skills. Advance CTE has previously partnered with the College Board to explore embedding AP courses into CTE programs of study.

AP Seminar course is a foundational, project-based learning course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics. The AP Seminar course is able to fit within multiple CTE programs of study given the focus on critical thinking, collaboration and presentation skills within a projected-based learning experience.

To help state leaders integrate AP Seminar into CTE programs of study, the College Board recently released a guide, Connecting AP Seminar and CTE Programs of Study, that describes AP Seminar’s course contents and provides state, district and student examples of how AP Seminar could be potentially embedded into a CTE program of study. For example, Indiana’s new graduation pathway options include project-based and work-based learning options, such as completing an AP Capstone course or exam (including AP Seminar).

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Articulation and Transfer, College Board, Indiana, programs of study, Resource

HEA in Practice: Title III HSI STEM Articulation Grant

Wednesday, January 30th, 2019

Title III of the Higher Education Act (HEA) is the main source of institutional level funding in HEA, primarily supporting minority-serving colleges. Title III authorizes the Hispanic Serving Institutions Science, Technology, Engineering or Mathematics and Articulation Program (HSI STEM). An institution is categorized as an HSI if at least 25 percent of the full time undergraduate students are Latino. As of the 2016-2017 school year, HSIs include 65 percent of Latino undergraduate students and 15 percent of colleges and universities across the country, and these number will continue to increase.

This piece of HEA has two goals: the first is to increase attainment of STEM degrees and the second is to create a model transfer and articulation agreement for STEM degrees between two- and four-year institutions. Appropriations for this program are mandatory through FY2019. Funding can be utilized for purposes such as:

“Improving academic quality of STEM programs through curriculum revision and development, or faculty development;
Developing research opportunities for students in STEM fields;
Providing or improving student services including counseling, tutoring, mentoring or establishing learning communities;
Encouraging secondary students to pursue STEM degrees and careers through outreach activities; and
Improving STEM facilities and equipment needed for science instruction and computer laboratories.”

A great example of how this has been implemented is the Laredo Community College in Texas, which developed its STEM Articulation and Summer Bridge program through the HSI STEM grant. The STEM articulation program supports learners interested in STEM in both the college enrollment process, as well as successfully navigating the two to four year transfer. This program includes a Summer Bridge component, which provides incoming college students with advisement on everything from what to expect academically to the interpersonal skills that will be required. Learners in this program graduated at twice the rate of the college’s overall graduation rate.

Meredith Hills, Policy Associate

By admin in Uncategorized
Tags: Articulation and Transfer, HEA, Higher Education Act, HSI, STEM

State Policy Update: How States Are Working to Increase Credential Attainment

Monday, October 30th, 2017

Strategies Include Promise Programs, Reverse Transfer and Postsecondary Credential Attainment Goals

The demand for Bachelor’s degrees may be overinflated in the labor market, but the number of jobs requiring at least some postsecondary education or training is growing. According to the Georgetown Center for Education and the Workforce, nearly all of the jobs created since the recession have gone to workers with more than a high school education. As such, many states have adopted programs and policies since the recovery to help learners obtain the knowledge, skills and credentials necessary to succeed in today’s workforce.

This month, California joined the ranks of Tennessee, Oregon, Rhode Island and New York after Governor Jerry Brown signed legislation into law establishing a California Promise program. The program is designed to reduce barriers to entry for California college-goers by providing tuition-free community college to first-time students who enroll full time and complete a FAFSA form. Under the legislation, the California Community College Chancellor’s Office would be responsible for administering the program and developing a funding formula to support the program’s objectives.

Although the California Promise program has been signed into law, the program is still subject to state appropriations. The California General Assembly estimates that the program would serve 19,000 students at a total cost of $31.1 million.

Meanwhile, Mississippi is the latest state to help Bachelor’s degree candidates obtain associate’s degrees. The program, called Complete 2 Compete, aims to increase the number of Mississippians with postsecondary credentials by identifying students who either have completed enough credits to qualify for an associate’s degree or are on the cusp of completing a degree. Many postsecondary and adult learners with their sights set on a four-year degree don’t realize that they’ve already earned enough credits for another award. Under the program, some 28,000 students already qualify to receive an associate’s degree without any further education or training.

Increasingly, states are looking to reverse transfer programs like Mississippi’s to help postsecondary and adult learners get recognition for the education they have completed. According to research from the Center for Analysis of Postsecondary Education and Employment (CAPSEE), these programs help struggling students who would not otherwise complete a four-year degree earn a postsecondary credential.

States Set Ambitious Postsecondary Attainment Goals

Separately, the number of states with ambitious goals for postsecondary credential attainment is growing. In September, the Colorado Commission on Higher Education released an update to the 2012 Master Plan, setting a postsecondary credential attainment goal of 66 percent of adults by 2025. The goal is accompanied by four strategies to increase learner success in Colorado colleges and universities:

Increase credential completion
Erase equity gaps
Improve student success
Invest in affordability and innovation

New Jersey and Vermont also released goals to increase postsecondary credential attainment to 65 percent and 70 percent respectively by 2025. In New Jersey, the Office of the Secretary of Higher Education, the Department of Labor and Workforce Development and the Department of Education jointly launched a new campaign to help increase the credentialed population. The campaign, titled “65 by ’25: Many Paths, One Future,” will seek to engage colleges, universities, businesses and state officials through regional summits to devise strategic plans to achieve the goal.

In Vermont, Governor Phil Scott announced the launch of a new initiative called 70x2025vt. With guidance and support from a 25-member council of employers, educators and state officials, the initiative aims to create a college-going culture, remove barriers to access for underrepresented populations, increase college preparedness, and ensure high school students enroll in and succeed in postsecondary education. To monitor progress along the way, Vermont has identified six indicators of progress, including college aspiration and postsecondary/career integration experiences (including work-based learning).

The need for skilled workers has grown in the wake of the Great Recession. Now, more than ever, postsecondary education and training is a prerequisite for a family-sustaining job. With the recovery of the national economy, these states are working overtime to help their residents gain the skills they need for career success.

Austin Estes, Policy Associate

By admin in Public Policy
Tags: Articulation and Transfer, California, California Promise, College Access, Colorado, Complete 2 Compete, Mississippi, New Jersey, Postsecondary Attainment, Vermont

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