2+2 Articulation

What is 2+2 Articulation?

Articulation, as used herein, is the process of evaluating courses to determine whether coursework completed at a high school or ROCP meets the requirements at a community college or post-secondary institution whether by course-to-course equivalency, credit by exam, advanced placement, The College Board Advanced Placement Program, or dual enrollment. The articulation process is designed to help students advance from one course, program or educational level to the next without repetition of essentially similar courses for which credit has been received. By obtaining advanced placement or credit for college while still enrolled in high school or ROCP, students can complete a certificate or degree in a shorter time.

What are the Different Types of Articulation

1. Course-to-Course: Course-to-course agreements identify a particular course at a sending institution (often a high school or ROCP) that is comparable to or acceptable in lieu of a corresponding course at a receiving institution (often a community college). The student is given credit for the receiving institution's class after successfully passing the articulated sending institution's class.
2. Credit by Exam: Through the credit by examination process, high school/ROCP students may receive college credit for some articulated courses. Credit by examination means that a high school or ROCP student has demonstrated proficiency in college-level studies by satisfactorily passing an exam approved or conducted by a discipline faculty member of the "receiving" college. The student will receive college credit for the comparable community college course named in the articulation agreement. This process varies by college.
3. Advanced Placement: Per some articulation agreements, students taking an articulated course at a high school/ROCP may receive advanced placement in college. Advanced placement means that a high school or ROCP student who satisfies the terms of such an articulation agreement may proceed in taking the subsequent advanced level course when enrolled at the college involved in the agreement.
4. The College Board Advanced Placement Program: develops and maintains guidelines for the teaching of college level courses in various subject areas. By taking AP examinations, students can earn up to a maximum of 30 hours of college credit toward a degree. These credits may be used to satisfy degree requirements or to meet prerequisites for advanced courses. Additional credits earned beyond the 30 hour maximum are counted as electives at the postsecondary level. Grades are not given for credit granted by examination nor are credits used in calculation of GPA at the post-secondary institution. Examinations are given a score rating of 1-5, 5 being the highest and 3 passing.
5. Dual Enrollment: In dual enrollment, a student is enrolled in two separate academically related institutions. Students enrolled in secondary school (high school) may also be enrolled at a local institution of higher learning, such as a community college or university. These students may take classes at either institution for credit toward their high school diploma and college credit. Dual enrollment in both secondary school and college is advantageous to students, allowing them to get a head start on their college careers. Occu-track is an example of dual enrollment.

What Articulation Does For Your Students

• Minimizes course duplication, reducing costs for students and institutions
• Allows students to receive college credit at the high school and/or ROCP
• Provides incentive for students to continue their education
• Prepares students for higher education
• Reduces truancy
• Fosters a positive attitude about school

What Articulation Does For You And Your Program

• Creates enthusiasm and interest in the articulated classroom
• Establishes an integrated program between secondary and post-secondary education
• Increases cooperation, support, understanding, and respect among articulated instructors of secondary and post-secondary institutions
• Increases course relevancy
• Serves as a marketing tool by making your class desirable to college bound students
• Helps keep high school courses abreast of "state-of-the-art" technology through shared training, equipment, staff and facilities

Articulation -- How Do You Get Involved

1. If your course is not articulated, go online to the pertinent community college website and search for courses similar to the description of your course. The State Center Consortium actively promotes the articulation process between local community colleges and valley area high schools. The 2+2 Online Directory can be found here in addition to supporting documents used in the submission of articulation requests and subsequent forms such as the 2+2 certificates. The next step is to fill out the request form found on page 6.
2. The next step will be governed by your school policy. Do you need approval by the administration? Who should write the cover/transmittal letter to the Vice-President of Instruction of the college? Has your district appointed a contact person for all articulation processes? If so, who? The submission must include all of the information listed on the Request Form. Make sure the packet is addressed to the Vice President of Instruction of Fresno City College or Reedley College as shown on page 7. This procedure will ensure your packet of documents is logged in, forwarded to the right department, and monitored during the entire process. After your materials and request letter are forwarded to the college, you will be contacted by the college subject department within 30 working days within the academic year to discuss how close the two programs match, what changes might be required, and if a face-to-face meeting is necessary to complete the articulation.
3. Some general guidelines for an Articulation Agreement:
   • The college and/or high school/ROP can modify its curriculum to reach an agreement.
   • Course objectives, outlines, and/or student learning outcomes need not match 100 percent to achieve an articulation agreement.
   • A review, which may be informal, should take place each year. A formal review is required every three years (See page 12).
   • If an impasse occurs regarding matching curriculum, the college must provide a written statement about specific differences within 90 working days (within the academic year) from the articulation log in date. (See page 11).
4. If your program is not approved early in the school year, your articulation agreement may not be effective until the following year. For example, if your course is approved in March of the school year, those qualified students completing your course in June will not be eligible to receive articulation credit, unless an exception is granted.
5. The participating high school will be officially notified by a letter from State Center Consortium along with a completed 2+2 Request for Articulation Agreement Form.

My Course Is Articulated - Now What?

1. First, make sure everyone knows it! Check your school catalog/guide and make sure your class is noted on the course listing as articulated. Notify your school counselor and records technician of your articulation. Document the articulation agreement number and include the college where students will receive credit. Make sure the counseling and administrative office staff know to place a "+" by articulated courses on student transcripts.
2. Advertise! Make sure your students and your school's staff know about your 2+2.
3. Prepare your students for the challenge of a 2+2 course. Remember that articulation means your course is the same course that is being taught at the college. Students must earn a "C" grade or better in the articulated course to receive credit at the post-secondary institution.
4. Be aware that an articulation agreement must be reached with each individual college.
5. Near the end of your course, check your supply of blank 2+2 certificates (see sample on page 8 & 9). Make a roster of students who will receive the certificates, include the course title, agreement number, and the college. Keep your roster on file for your personal records. If you do your own clerical work, type out each certificate, have the school seal placed on each certificate along with the date, and add the articulation agreement number. You and the school registrar must sign each certificate. If your high school administrative office does the work for you, check the certificates for accuracy and date and sign each one. These certificates can be presented to students at the end of the school year, at student award assemblies, graduation or a special event.
6. For students receiving certificates, explain the process for identifying the articulated courses on their transcript and the need to make sure college counselors are aware of those courses when they register at the college. A student should not be enrolled in a college class that is articulated from the high school. Articulated courses should be indicated on the student's school transcript with a "+" mark after the title. Inform your students what conditions must be met for getting 2+2 college credits. Most courses from FCC and RC have no requirements other than completing 12 college units and receiving at least a "C" average (2.0 GPA) for those 12 units.
7. Once the student achieves 12 college units with a 2.0 grade point average, they must follow up with the community college registrar (FCC/RC) to have the articulated course added to his/her college transcript. All the above information is printed on the back of the 2+2 certificate.
8. You are encouraged to make continual contact with your counterpart at the college level, by inviting them to visit your classroom and/or visiting their program. If you have an advisory committee, invite him/her to be a member of your committee. An informal review at the beginning of each school year is encouraged to verify curriculums continue to match. A formal review takes place every three years and is explained on page 12.
9. Getting your program articulated is a challenge and you are to be congratulated on this accomplishment. You are also to be commended for your concern for the well-being, accomplishments, and advancement of your students.