Transferring from a community college to a four-year institution can be an arduous and complicated process, lacking in streamlined support for students. Researchers from the policy nonprofit MDRC analyzed three universities in Texas to unpack the faculty role in credit transfer and recommend ways to improve processes for student success.

The findings, published in a June report, point to the critical role of faculty in assessing student learning at two-year colleges, but found that transfer processes are not standardized, leaving instructors at four-year institutions to decide which credits can be transferred. The report also recommends better data collection to track transfer student outcomes….

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