
Nothing is more frustrating than feeling stalled. Students try to transfer credits, only to find out their institutions won’t count the credits. Years–even decades–of professional experience in a particular area could still result in taking entry-level courses. Colleges are offering confusing and unhelpful developmental education sequences, assigning remediation to students at unequal rates. Advisors even forget to tell students what they need to do to graduate on time.
All of this creates real consequences: each year beyond on-time graduation spent in college results in about $150,000 in additional costs to students, and each barrier incentivizes quitting.
Research shows that 11% of high school students who enter college without dual enrollment credits earn a bachelor’s degree compared to 21% of those who enter college with those credits.
To help students succeed, we capitalize on their momentum with corequisite coursework, credit and placement for previous work, and credit for competency.
The latest on Momentum
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Statement on Proposed Credit Requirements for Federal Pell Grant Eligibility
CCA firmly opposes any legislative attempts to tie Federal Pell Grant eligibility to a 30-credit-per-year minimum requirement instead of the current 12-credit-per-semester standard.
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Complete College America Awards Visionary Higher Education Policymaker with Top Honor
Dr. Tristan Denley recognized by higher education reform nonprofit for transformational impact on student success and college completion