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An examination of the issues of centralized control and parity of esteem in Canadian systems of higher education. Includes a profile of Canadian college systems in the various provinces placing them in three categories (unitary, binary, and ternary) on the basis of purpose, administrative structure, and articulation with universities. (JT)

The methodologies and costs of converting the Minnesota Union List of Serials (MULS) to the National Serials Data Program (NSDP) requirements are outlined in this document. The conversion is considered under four logical areas: 1) providing quantitative estimates of the amount of computer analysis and programing manpower required to perform a machine conversion of the MULS into the NSDP record format; 2) providing estimates of the kinds, amounts, and sources of the data and amount of professional and subprofessional effort needed to bring the machine converted file into full NSDP specification; 3) providing quantitative estimates of the personnel and processing costs required to produce aperture card surrogates for all titles and the machine-converted file; and 4) studying the feasibility of and developing computer procedures for automated matching of records from the MULS and NST files for the purpose of transfer of ISSN and other data elements from the NST to the MULS file; and providing quantitative estimates of computer analysis and programing time required to implement the various procedures. (CH)

This is the third annual study of the application and enrollment patterns of university transfer students. This study was conducted in response to the requests for basic information about the intercampus mobility of students attending institutions under the program of the State University of New York. Findings include: (1) A total of 21,697 transfer students were enrolled in the fall 1972 at state university institutions; 60% in senior institutions and 40% in 2-year colleges. (2) The most common type of transfer student was the 2-year to senior institution transfer, followed by transfers to state university 2-year colleges from outside the state university. (3) Other types of mobility are as follows: state university 2-year college to 2-year college; state university senior college to senior college, and state university senior to 2-year college. (Author/PG)

Transfer procedures in the case of students transferring from junior colleges to upper level institutions (institutions offering only upper level and graduate work) should be as flexible as possible. Four major points should be followed closely in developing transfer policies: (1) Upper level institutions should develop programs that cater to the needs and interests of junior college graduates. (2) Upper level institutions should accept without question all graduates of junior colleges who have earned the Associate of Arts or the Associate of Science Degree. (3) Upper level institutions should set up guidelines for the general curriculum junior college students should take, but they must not quibble about specific courses. (4) Upper level institutions should give credit and accept students on the basis of life experience as well as on formal credits earned. (HS)

The purpose of this study was to compare the academic progress of junior college transfers, 4-year college transfers, and continuous juniors (natives) at the University of Illinois as measured by grade point average (GPA), academic status and continued enrollment through the first year after transfer. A secondary purpose was to compare the performance before and after transfer on the basis of mean GPA. The three student groups were also compared in 12 subject matter areas on the basis of mean GPA during the 1970-71 academic year. Some conclusions were: (1) the junior college transfers entered with a higher mean GPA than did the 4-year college transfers or native juniors; (2) the 4-year college transfers and the native juniors achieved similar mean GPAs during the first and second terms--both were higher than that earned by the junior college transfers; (3) the proportion of 4-year college transfer students who withdrew during both semesters was higher than the proportion of the other two groups; (4) the junior college group had the lowest retention ratio (82%) while the continuous juniors had the highest retention ratio (88%); and (5) junior college transfers earned the lowest mean GPA in 10 of the 12 subject areas studied. (Author/RN)

A residential concept which developed when administrators and students sought to determine a residential program which would contribute to fulfillment of an institutional goal--that of better accommodating in the largest sense of the word the junior college transfer is discussed. The participants in the program represented people who entered the program at various points and are thus able to contribute several significant vantage points. A review is presented of the historical development of the public community college system in Florida. This discussion explains how the need developed to serve transfer students at Florida State University. The numerous facets of the transfer program that was set up at this university are described in some detail. A future program in the process of being formulated is an evaluation program to measure satisfaction with the institution, participation level and involvement and other adjustment measures such as grade point average. (BW/Author)

This report presents a nontechnical summary of research conducted by the Cultural Study Center, University of Maryland, 1969-72. The study areas all centered on the black student, include attrition, admissions, demographic and attitudinal variables, vocational interests, and the University Racial Census. Recommendations based on Center studies are suggested. (MJM)

This report describes a unique institutional approach to study the causes of student attrition recently completed at Nasson College, Maine. The population of the study included all students who had been enrolled during the preceeding seven semesters and who subsequently withdrew or were dismissed for academic reasons. A questionnaire survey technique was employed with items designed to elicit responses in the areas of student personnel services, admissions effectiveness, and curriculum and instruction. The instrument was designed to identify the reasons which could contribute to a student's decision to withdraw; it was also intended to identify the college's assets from a student's perspective so that these strengths could be enhanced. Results indicated the attrition rate of Nasson College was found to be somewhat higher than similar types of 4-year institutions included in a national sample. The technique and instruments described in this study can, with minor adjustments, be broadly applied to institutions of higher learning that consider student attrition to be an actual or potential problem source. Related material and the survey instrument are included. (MJM)

This report presents the findings of a student transfer study that attempted to determine the socioeconomic characteristics of parents requesting transfers, the reasons for these requests, the frequency of transfers to different schools, parents' sources of information about transfer possibilities, parents' satisfaction with their children's school situations, and the change in the homogeneity of students as a result of transfers. Findings indicate that (1) the transfer policy has been utilized primarily by high socioeconomic status parents; (2) parents most often requested student transfers at the time of relocation to allow their children to remain in the schools they had previously attended, to place their children in particular schools' programs, or to have their children attending schools whose locations were preferable; (3) school officials, guidance counselors, friends, and central office personnel were most frequently the sources of information about the transfers; (4) parents were largely satisfied with their children's present school situations; and (5) data was insufficient to determine whether students in the district had become more or less homogeneously grouped as a result of the transfers. (Author/DN)

The hypothesis that junior college transfer students are not as efficient in completing their degree programs at Western Michigan University (WMU) as students beginning and completing their college education there, was investigated. Efficiency for individual students was defined by five variables: (1) years required to complete degree requirements, (2) terms enrolled in to complete degree requirements, (3) upper-division terms enrolled in after achieving junior status, (4) total credit registered and paid for to complete degree requirements, and (5) accumulated grade point average upon completing degree requirements. The analysis was based on the assumption that excessive years, upper-division terms, and total credits registered and paid for to complete degree requirements were costly to students, parents and tax payers. WMU graduates for 1970 were divided into three classifications: (1) native students; (2) transfer students; and (3) students not designated as native or transfer. Official school records were the data source for comparing native and transfer students on the five variables. Arithmetic means were analyzed using the t test statistic, and results tended to imply that it was not less costly for students to attend a junior college for their first two years. (AL)

The purpose of this study was to examine college grades of students, transfer and native, to determine the relationship between grades and transfer status, sex, college division, and major field of study, and their interaction to determine if these variables were related to student achievement. The study focused on the two institutional characteristics: division and major field, and on the joint relationship of variables. The subjects of the study were 128 randomly selected students attending the State University of New York at Oswego. Transfer students were defined as those who had completed more than 30 hours at another institution, while native students were defined as those who had completed less than six semester hours at another institution. The relationships between the independent and dependent variables were analyzed by means of a completely randomized 2X2X2X2X factorial of variance. The results indicated that non-science majors had a significantly higher GPA than did science majors, and that there was a statistically significant interaction between transfer status and the division enrolled: transfer students did better in the Division of Professional Studies, while the native did better in the Division of Arts and Sciences. (AF)

This study on articulation and requirements for transfer into 4-year institutions serves junior college students, faculty, and staff as a counseling aid and reference text. Questionnaire responses from a random sample of 200 colleges and universities accredited by the Southern Association of Colleges and Schools show that: (1) for transferring D credits when the applicant has an overall C average and the AA degree, 48 percent of the respondents would take the D grades (50 percent qualified acceptance) and 52 percent would not; (2) on repeat hours, 42 percent reported they did not count hours attempted every time a course was repeated, while 58 percent did so; (3) concerning requirements for continued enrollment at the institution, 30 percent required a C average and 64 percent granted good academic standing with less than a C average up to graduation (graduation requiring an overall C average); (4) for a student without the AA degree, or at least a C average on all work attempted, even if the student showed some potential for completion at the institution, 40 percent felt they would not grant him conditional admission, while 60 percent said they would grant some form of conditional admission; (5) respondents have varying numbers of on-campus and off-campus living spaces available for transfers into their junior class in the fall (five schools did not respond to this item).

This study investigated the mobility of undergraduate college students between Washington colleges and universities fall, 1971. Data were taken from Table 1 of the Higher Education Enrollment Projection (HEEP) model report forms. HEEP data reports transfers on a fall to fall basis whereas this study has recorded transfers on a spring to fall basis. Data indicated (1) in fall 1971, 10,973 undergraduate students transferred from one Washington college or university to another, a 1.1% decrease from fall 1970. (2) In fall 1971, 2,938 out-of-state or foreign undergraduate students transferred into Washington colleges and universities, a 9% decrease from 1970. (3) In fall 1971, 7.5% of the undergraduate population were transfers, a 2.5% decrease from 1970. (4) Students tend to transfer in their sophomore and junior years. Tables contain statistical data. (MJM)

During the six-year period from 1963 to 1969, the number of community college students transferring to upper division study in the state university system of Florida increased from 1,933 to 6,694. In the near future it is likely that more than half of the students enrolled in the upper division of the state universities will have a community college origin. This changing student mix at the upper division level of state universities has intensified problems of articulation that remain unsolved. This document provides an annotation of the articulation agreement of 1971 that provides a basic framework within which students who complete programs under specified conditions are assured of the acceptance of their work as they transfer to state universities in Florida. The contents include: definition of the associate of arts degree; responsibility for general education requirements; pre-professional course responsibility; admission to upper division programs that are competitive due to space or fiscal limitation; other associate degrees and certificates; publication of upper division requirements; statement of lower division prerequisite requirements; standard transcript form, and experimental programs. Appendices include statements regarding admission of junior college transfer students to quota controlled college, common transcript form, and task force guidelines. (Author/PG)

This study, conducted by Lehman College (part of the City University of New York system--CUNY) is an attempt to ascertain the academic achievement of students who transferred to Lehman College from community colleges. The population consisted of 202 community college transferees, a large majority of whom were from CUNY community colleges, mainly the Bronx Community College which is located near Lehman College. Findings consisted of (1) the status of these students two years after coming to Lehman College; (2) how long they had attended a community college and how many credits were earned; (3) how many credits were accepted by Lehman College; (4) how many of the students had received A.A. degrees; (5) what majors they followed; and (6) their academic performance before and after transferring. In general, it was found that the community college students with A.A. degrees successfully completed the Lehman College requirements for a baccalaureate degree. (BB)

In the spring of 1970, questionnaires were sent to Deans of Resident Instruction in each of 22 4-year colleges and universities in the U.S., to assess policies on accepting transfer credit in 2-year college agricultural courses by 4-year colleges and universities. It was found that the state universities will generally accept credit, with a few restrictions, in agricultural courses earned in junior and community colleges, but will not accept credit from area vocational or technical schools. Credit in agricultural courses taken in 2-year colleges outside the state will transfer to another state university with fewer restrictions than will credit earned in the same state. Few junior and community college teachers are required to meet any state certification standards. State universities assume that instructors hold masters degrees in the subjects taught. More than half the universities surveyed share course material with junior and community colleges, but only on a request basis. Fifty-five per cent of the Deans of Resident Instruction feel that students experience little or no difficulty in transferring from a 2-year college to a 4-year college. Recommendations based on the above findings are listed. (CA)

This bulletin examines the impact upon children of the increase in the general population's mobility. Particularly since World War II, as our industrial society has become more highly organized and as transportation facilities have increased, there has been a tremendous increase in the number of families moving from one place to another. How these moves from known neighborhoods, schools, and communities are made and to what extent the children are taken into consideration in planning often make a great difference in the psychosocial development of the child. Long- and short-range planning for such a move is discussed in light of the child's own self-understanding and, more specifically, what parents, teachers, and children can do to make the change of school and community less difficult. Other sections of the bulletin include helping migrant children learn while they continue to move, integrating the new child into the classroom, and a reading list that includes books related to a wide range of experiences met by children in new school situations. (Author/SES)

THE LACK OF SCHOOL TRANSFER RECORDS FOR THE CHILDREN OF MIGRANT FARMWORKERS IS A MAJOR PROBLEM IN PROVIDING CONTINUITY IN THE EDUCATIONAL PROGRAM OF THESE YOUNGSTERS. IN AN ATTEMPT TO COORDINATE THE TRANSFER OF MIGRANT FARM CHILDREN, THIS BULLETIN OF PRACTICAL SUGGESTIONS AND SAMPLE FORMS HAS BEEN PREPARED. THE SUGGESTED FORMS FOR USE WITH MIGRANT CHILDREN INCLUDE--(1) A PUPIL'S PORTABLE RECORD WHICH IS DESIGNED FOR THE PUPIL TO CARRY FROM SCHOOL TO SCHOOL, (2) A PARENTAL NOTICE FORM WHICH ENCOURAGES THE PARENTS TO TAKE AN ACTIVE INTEREST IN SCHOOL, (3) TWO REQUEST FORMS FOR SCHOOL AND HEALTH RECORDS, (4) AN ADVANCE NOTIFICATION FORM TO ALERT THE RECEIVING SCHOOL THAT CERTAIN YOUNGSTERS WILL BE ENROLLING IN A SHORT TIME, (5) A PUPIL ENROLLMENT RECORD, AND (6) A SUMMER SCHOOL RECORD. INSTRUCTIONS FOR COMPLETING THESE FORMS ARE INCLUDED IN THE FINAL SECTION OF THE BULLETIN. (ES)

A 16-STATE QUESTIONNAIRE SURVEY OF 80 COLLEGES WAS DESIGNED TO IDENTIFY THE POLICIES OF THESE INSTITUTIONS CONCERNING GRANTING OF CREDIT FOR TECHNICAL SKILLS ACQUIRED IN OTHER SCHOOLS AND COLLEGES, MILITARY TRAINING, AND WORK EXPERIENCE. USABLE RESPONSES WERE OBTAINED FROM 48 COLLEGES. ALL COLLEGES EXCEPT ONE GRANTED SUCH CREDIT FOR COURSES IN ACCREDITED JUNIOR COLLEGES, HALF REFUSED CREDIT FROM NONACCREDITED TECHNICAL SCHOOLS, 40 PERCENT WOULD NOT GRANT CREDIT FOR WORK EXPERIENCE, AND ABOUT 20 PERCENT WERE UNWILLING TO ACCEPT MILITARY COURSES FOR CREDIT. EXAMINATIONS OR OTHER DEMONSTRATIONS OF PROFICIENCY WERE COMMONLY EMPLOYED. THE TYPE OF INSTITUTIONAL ADMINISTRATIVE STRUCTURE DID NOT APPEAR TO BE RELATED TO THE POLICIES. ALTHOUGH THE LARGER COLLEGES WERE MORE LIKELY TO GRANT CREDIT FOR NONCOLLEGIATE EXPERIENCE, SMALLER INDUSTRIAL ARTS DEPARTMENTS TENDED TO BE MORE GENEROUS THAN LARGER. WHERE PROFICIENCY EXAMINATIONS WERE USED, THEY WERE COMMONLY PREPARED WITHIN THE DEPARTMENT, BUT HALF OF THE RESPONDENTS INDICATED A WILLINGNESS TO CONSIDER STANDARDIZED TESTS FOR SUCH PURPOSES. (WO)

THE PURPOSE OF THIS STUDY WAS TO DETERMINE THE EFFECTS OF LIVE MUSIC PERFORMANCES UPON ECONOMICALLY AND CULTURALLY DISADVANTAGED CHILDREN. TO EFFECT THE STUDY, A SERIES OF SCHOOL CONCERTS BY OUTSIDE PROFESSIONAL PERFORMERS WAS PRESENTED TO STUDENT AUDIENCES IN DISADVANTAGED SCHOOLS IN THE ESPANOLA VALLEY AND SANTA FE, NEW MEXICO. EVALUATION PROCEDURES WERE ESTABLISHED TO DETERMINE THE EFFECT OF THESE CONCERTS IN TERMS OF HOW MANY MUSIC FACTS THE STUDENTS ACCUMULATED AND HOW MUCH THEIR ATTITUDES WERE CHANGED ABOUT MUSIC. THE METHODOLOGY INCLUDED--(1) OBSERVATIONS BY THE RESEARCHER, (2) INTERVIEWS AND DISCUSSIONS WITH TEACHERS, SCHOOL PRINCIPALS, AND THE CHILDREN, AND (3) THE USE OF SEVERAL QUESTIONNAIRES DESIGNED FOR SELECTED CONCERT SITUATIONS WITH CHILDREN. THE FOLLOWING CONCLUSIONS WERE MADE AS A RESULT OF CHILDREN OBSERVING LIVE MUSIC PERFORMANCES--(1) CHILDREN CAN ACQUIRE FACTS ABOUT THE MUSIC, THE PERFORMERS, THE INSTRUMENTS PLAYED, AND THE PERFORMANCE AS A WHOLE, (2) ATTITUDES MAY BE OBSERVED IN EXPRESSIONS OF THEIR INTEREST IN THE MUSIC AND DESIRE FOR STUDYING AN INSTRUMENT HEARD IN THE PERFORMANCE, AND (3) TRANSFER EFFECTS IN THE AREAS OF ACCULTURATION, AND SPECIFICALLY, SELF-CONCEPT, ARE MOST DIFFICULT TO MEASURE. FURTHER RESEARCH IN THE AREA OF LIVE PERFORMANCES SHOULD INCLUDE THE USE OF STATISTICAL TECHNIQUES AND A DETERMINATION OF THE EFFECTIVENESS OF DIFFERENT METHODS OF PRESENTING MUSIC. (ES)

THE CALIFORNIA STATE DEPARTMENT OF EDUCATION HAS ADOPTED A UNIFORM TRANSFER SYSTEM FOR CHILDREN OF MIGRATORY AGRICULTURAL WORKERS. EACH SCHOOL DISTRICT ENROLLING MIGRANT CHILDREN MUST COMPLETE A STANDARDIZED FORM FOR EACH MIGRANT CHILD AND FORWARD IT WITH THE PUPIL WHEN HE WITHDRAWS FROM SCHOOL. A COPY ALSO MUST BE FORWARDED TO THE STATE DEPARTMENT OF EDUCATION. THIS INSTRUCTIONAL GUIDE PROVIDES THE SPECIFIC INSTRUCTIONS FOR IMPLEMENTING THE TRANSFER SYSTEM AND COMPLETING THE STANDARDIZED FORM. A COPY OF THE FORM IS ATTACHED. (ES)

FOR THE PURPOSES OF THIS STUDY, "AVERAGE" STUDENTS WERE DEFINED AS THOSE WHOSE COLLEGE APTITUDE TEST PERCENTILE RANKINGS WERE BETWEEN 40 AND 60 AND WHOSE INTELLIGENCE QUOTIENTS WERE BETWEEN 90 AND 110. OF THE ENTRANTS AT THE COLLEGE ON THE SEQUOIAS BETWEEN 1953 AND 1962, STUDENTS OF AVERAGE ABILITY HAD THE SAME OPPORTUNITY AS THE ABOVE AVERAGE STUDENTS TO EARN THE BACHELOR'S DEGREE IN THE STATE COLLEGES AND THE UNIVERSITY. IT WAS CONCLUDED THAT THE COLLEGE WAS FULFILLING ONE OF THE MISSIONS PERCEIVED FOR THE JUNIOR COLLEGE IN CALIFORNIA'S MASTER PLAN FOR HIGHER EDUCATION--PROVIDING A PROVING GROUND FOR POTENTIAL 4-YEAR COLLEGE STUDENTS. THIS SUCCESS IS EVIDENCED BY THE FACT THAT FEWER THAN ONE-THIRD OF ALL STUDENTS AT THE COLLEGE OF THE SEQUOIAS SUCCEEDED IN COMPLETING ASSOCIATE IN ARTS DEGREE REQUIREMENTS OR IN TRANSFERRING TO A SENIOR INSTITUTION, BUT THAT MOST OF THOSE WHO DID TRANSFER (INCLUDING THE MAJORITY OF THOSE WHO WITHDREW BEFORE RECEIVING THE BACHELOR'S DEGREE) WERE CAPABLE OF AT LEAST ADEQUATE PERFORMANCE AT THE 4-YEAR INSTITUTIONS. (HS)

The Committee on Transfer of Credit from Technical Education Centers recommends that 4-year colleges and universities in South Carolina accept all associate degree credits from accredited technical education centers. It is further recommended that degree credit be given for those courses that are comparable to courses offered on the 4-year campus, and that elective credit be awarded where no equivalent courses can be found. (HS)

There has been little empirical research on the psychological and sociological impact of transfer policies on managers and their families or on the attitudes of employees and their spouses toward corporate transfer policies. Develops and tests a number of hypotheses concerning the prediction of managerial satisfaction with recent transfers. (Author/RK)

Sponsors of these programs include nonprofit organizations, proprietary agencies, wholly owned subsidiaries of U.S. corporations, and foreign-based institutions catering to North American students. Problems arising from their non-accredited status are examined and a criterion instrument for evaluating them is developed. (LBH)

Planning was the secret in redistributing more than 600,000 library items from ten closed schools in Prince George's County, Maryland. (Author/MLF)

Through use of cartoons the authors present problems community college students face with admissions, academic counseling, registration, student services, and trasferring. (Author)

This case study of organizational change, with transition guidelines, describes how an organization development consultant helped surplus line managers to adjust to reassignments when company retrenchment caused reductions in the number of production workers. (MF)