Articulation and Transfer

Communicate Requirements of Articulation of High School Courses

Whereas, AB 1705 (Irwin, 2022) [1], signed into law on September 30, 2022, requires California community colleges to place and enroll nearly all students directly into transfer-level English and mathematics courses when enrolling in an English or mathematics course and also establishes that community colleges may not require students to repeat courses taken in high school [2]; and

Separate CSU Approval for “Golden Four” Courses

Whereas, The minimum transfer admission requirements to the California State University for California community college students are the completion of 60-units of baccalaureate-level coursework with a grade point average of 2.0, which must include the satisfactory completion of courses in the “Golden Four” areas of oral communication, written communication, critical thinking, and mathematical and quantitative reasoning;

Faculty Approval of High School Articulation Agreements

Whereas, California Code of Regulations Title 5 §55051 states that “the term ‘articulated high school course’ means a high school course or courses that the faculty in the appropriate discipline, using policies and procedures approved by the curriculum committee established pursuant to section §55002, have determined to be comparable to a specific community college course,” [1] which suggests that policies and procedures guiding established high school articulation agreements are within the purview of local academic senates; and

Transfer Pathway Guarantees

Whereas, AB 928 (Berman, 2021) [1], the Student Transfer Achievement Reform Act of 2021 aims to further streamline and make the transfer process easier for students to navigate but does not address the crucial need for additional spaces for transfer students to the California State University or University of California [2], especially for students to transfer to institutions in or near their community college service area;

Effective and Equitable Transfer Practices in the California Community Colleges

As the California Community Colleges system strives to meet the needs of students, one important part of its mission is transfer, as this goal is the one most identified by community college students. In order to address the needs and goals of so many students, community colleges throughout the state must provide resources that can guide students through the process. Transfer should command considerable attention at community colleges for a number of reasons.

Adopt the paper Effective and Equitable Transfer Practices in the California Community Colleges

Whereas, Resolution 4.01 S18 directed the Academic Senate for California Community Colleges to “develop a paper identifying effective practices around transfer to assist colleges to create and apply uniform and equitable transfer policies and bring the paper to the Fall 2019 Plenary Session for adoption”;

Resolved, That the Academic Senate for California Community Colleges adopt and disseminate broadly the paper Effective and Equitable Transfer Practices in the California Community Colleges. [1]


ASSIST Oversight and Implementation

Whereas, The Articulation System Stimulating Interinstitutional Student Transfer (ASSIST) is the official repository of transfer and articulation agreements between California’s public colleges and universities and supports a comprehensive statewide advising and information system “to facilitate the transfer of California Community College students to either the California State University or University of California systems by providing accurate articulation information”;[1]

Develop a Paper on Effective Transfer Practices

Whereas, California Education Code, Title 5 regulations, local policies and procedures, and restrictions placed on colleges by the California State University (CSU), the University of California (UC), independent institutions, and out-of-state institutions result in a wide variety of transfer practices and standards around the state leading to confusion among colleges as well as the exclusion and inequitable treatment of transfer-bound students across the system; and

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