The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions

This publication examines the alignment (and misalignment) between assessment approaches recommended by public policymakers and those undertaken at the campus level, especially in the context of student transfer from two-year to four-year institutions. The authors provide recommendations for reframing policy debates, along with a framework for aligning state and institutional policies with a contemporary vision of educational quality and current patterns of student attendance.