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| Institution | Florida State Postsecondary Education Planning Commission, Tallahassee. |
|---|---|
| Titel | Community College Program Length. Report and Recommendations of the Florida Postsecondary Education Planning Commission, 1994. Report 3. |
| Quelle | (1995), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Recht; Associate Degrees; College Credits; Community Colleges; Degree Requirements; General Education; Program Length; State Standards; Statewide Planning; Two Year Colleges; Florida |
| Abstract | The 1994 Florida State Legislature directed the Postsecondary Education Planning Commission to conduct a review of selected Associate in Science (A.S.) community college programs to determine the effect of program length on student completion rates, licensure passing rates, job placements, average earnings, and performance in further postsecondary education. The Commission selected 14 programs that displayed the largest variance in semester credit hours (SCHs), were limited access programs, and/or were identified by the Florida Chamber of Commerce as those leading to "Top Jobs in Florida," Although a statistical analysis was not conducted on students enrolled in Associate in Arts (A.A.) programs, the Commission found that the length of A.A. degrees has expanded beyond the traditional 60 semester credit hours (SCHs) at every community college except three. General education (GE) requirements at many colleges have also expanded beyond the minimum 36 SCH mandated. Based on statistical data analysis of the AS programs, it does not appear that program length has a significant effect on any of the specified student outcomes. Based on study findings, the Commission recommended that the number of student credit hours in A.A. degree programs be limited to 60 SCHs, and that the A.S. degree should be awarded upon satisfactory completion of not less than 60 college credits including 18 hours of general education requirements. (KP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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