CREDIT TRANSFER AGREEMENTS: ARTICULATION AGREEMENT/MEMORANDUM OF UNDERSTANDING
The Center for Occupational Research and Development (CORD) defines the articulation process as “a process for coordinating the linking of two or more educational systems within a community to help students make a smooth transition from one level to another without experiencing delay, duplication of courses, or loss of credit” (Hull, D. (1995). Who are you calling stupid. Waco, Texas; Center for Occupational Research and Development).
In New Jersey, the formal written agreement that is developed between secondary school districts and their postsecondary partners is referred to as an articulation agreement or a memorandum of understanding. Articulation agreements or memorandums of understanding incorporate requirements established by secondary school districts with their postsecondary partners, and are developed, and formally signed and dated by secondary and postsecondary lead administrators after the CTE program of study (POS) has been developed,
Well-developed articulation agreements provide a systematic, seamless process for students to earn college credit for college courses successfully completed during high school, and ensure that credit is transferred to partnering two-year and/or four-year postsecondary institutions.
The agreement must also identify and/or describe the expectations and requirements for students, teachers, and other staff involved in coordinating activities for the POS.
Components of an articulation agreement or memorandum of understanding that describe expectations and requirements for students, teachers and other staff involved in the POS may include the following:
- Names of partners (e.g., community college, four-year college or university, secondary school district(s));
- Names of the courses for which students will earn college credit;
- If the school district has developed a POS that will lead to multiple career options at a postsecondary institution (e.g., Health Services/Allied Health/Health Science, General) list the names of the courses that students may transition into if successfully completing the college courses.
- Year in which students begin taking college courses in high school;
- Number of college credits students will earn for successful completion of college courses;
- Educational requirements for participating students:
- application process (e.g., forms, interview process, recommendations);
- pre-requisites, if applicable, that students must complete successfully before taking college credit courses (e.g., grades of C or better);
- overall GPA requirements of students in order to enroll in the Tech-Prep program;
- college exams (i.e., standardized tests) students must take in order to be awarded college credit;
- assessment of student prior to taking college credit courses (e.g., HESPA, placement tests in college math, reading and/or writing, SAT);
- certifications required before receiving college credit, if applicable;
- health requirements of students and required immunizations.
- Fees associated with registration and/or tuition for college-credit courses;
- Financial aid available to students;
- Agency responsible for evaluating and maintaining student records;
- Process by which the program will be evaluated;
- Support and preparatory services available to students;
- Training-related placement, if applicable (e.g., clinical experience, work-based learning program);
- At what time college credits will be transcribed (e.g., dual, concurrent or articulated credit);
- Length of time for which students can receive the college credit (e.g., students must matriculate into the college within two years);
- Whether college credits earned during high school will be included in the student’s overall grade point average;
- Requirements for course evaluation and review;
- Student access to college facilities and activities at the college or university;
- Process by which master-prepared teachers may obtain adjunct faculty appointment from partnering postsecondary institutions;
- Agency or individuals responsible for student advisement;
- Agency or individuals responsible for program publicity and marketing;
- Student appeal process;
- Advisory structure;
- Fiscal arrangements for payment of faculty members teaching college credit courses;
- Length of time (term) the articulation agreement is good for before it has to be reviewed and resigned by responsible parties, and the termination process; and,
- Signature page that will be signed and dated by responsible parties (i.e., college president and superintendent)
Most postsecondary institutions have established articulation agreements or memorandums of understanding and, in some cases, have multiple agreements that define the requirements for different types of credit such as dual/concurrent or articulated credit . The secondary school district will work with its postsecondary partner to develop an agreement to ensure that students will receive college credit for successfully completing college courses, and experience a smooth transition into a POS or programs of study at the partnering postsecondary institution.
All articulation agreements and memorandums of understanding must be signed and dated every year by the college president and the secondary school district superintendent.
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