Content Details
ED464675 - The Stanford Bridge Project: Maryland Community College Extension
- Category
- Executive Agency Publications
- Collection
- Education Reports from ERIC
- SuDoc Class Number
- ED 1.615:
- Date Issued
- January 1, 2002
- Author
- MacLellan, Ann Merck; Gandy, Kathleen House
- Source Institution
- Stanford Univ., CA. Stanford Inst. for Higher Education Research
- Sponsoring Agency
- Office of Educational Research and Improvement (ED), Washington, DC.; National Center for Postsecondary Improvement, Stanford, CA
- Publication Type
- Reports - Research - - Speeches/Meeting Papers
- Subject
- Academic Achievement, Articulation (Education), Community Colleges, Educational Assessment, Educational Objectives, Enrollment, High School Students, Student Placement, Transfer Policy, Transfer Programs, Transfer Students, Two Year Colleges
- Identifiers
- Maryland
- Abstract
- This is a report on the Stanford Bridge Project being conducted through the Maryland Community College Extension to examine policies impacting the high school to community college transition for students. The project analyzes admissions, placement and remediation, transfer, and other policies at two Maryland community colleges. The report shows that: (1) more than 55% of Maryland college students attend community colleges; however, graduation and transfer rates have declined continuously over the last decade; (2) Maryland community colleges still maintain open admissions and have financial aid awards designed specifically for community college students; however, the receipt of financial aid requires satisfactory academic performance, and aid cannot be given to students testing at low basic skil1,levels; (3) all community colleges in the state use the same math, reading, and English placement tests; (4) the Maryland public higher education system maintains a computerized information system on transfer articulation between state institutions; (5) most students do not enroll in community college directly after high school graduation; and (6) the high school exit criteria for math and English are not totally consistent with college entrance expectations. The report offers recommendations for improving student transition to college--for example, early intervention in high schools; increased funding for math, reading, and English programs; and more communication between the different educational levels on expectations. The Stanford Bridge Project is also being conducted in California and Oregon. (Contains 13 references.).