Does the state have an identifiable “P-16” effort visible? This might take the form of a P-16 Council, Working group, or other visible and semi-permanent effort. Who is in charge of this effort?

The Governor has issued an Executive Order to establish a Governor's P-16 Working Group. There are eight members: The Commissioner of the NH Department of Education, the Chancellor of the University System of NH, the Chancellor of the Community College System of New Hampshire, the Executive Director of the NH Postsecondary Education Commission, the President of the NH College and University Council, the President of the NH Workforce Opportunity Council, a leader from the NH Business Community and a designee of the Governor. The group is chaired by the Executive Director of the NH Postsecondary Education Commission.

Does the agency include a utility or function on its web site designed explicitly to help potential students locate an appropriate college or university to attend?

While under consideration, the Governor’s P-16 Working Group has not yet established a web presence; however, the NH Postsecondary Education Commission (PEC), the New Hampshire College and University Council (NHCUC), the New Hampshire Higher Education Assistance Foundation (NHHEAF) provides links to all NH colleges and universities. Both the University System of New Hampshire (USNH) web site and the Community College System of New Hampshire (CCSNH) web site include information and linkages to all of the state universities and colleges. Additionally, the NHCUC hosts a web site, www.visitnhcolleges.org that provides college profiles; academic offerings, affordability information, campus links and information on campus tours for their member institutions.

Is a mandated or recommended college preparatory curriculum in place in the state’s public high schools?

The state's mandated requirements for graduation are intended to prepare New Hampshire's high school students for college entrance. In addition, the NH K-12 Curriculum Frameworks and Grade Span Expectation's articulate a rigorous college-ready curriculum for each student. While NH does not have a mandated curriculum (content), it does require that each graduate complete a series of courses that would enable them to enter the postsecondary education level successfully.

The NH Department of Education (DOE) has drafted legislation for submission to the next legislative year that will further address this issue much more directly, requiring students to take a rigorous curriculum in high school to prepare them for college and careers in order to earn a state level diploma.

Has the state articulated a set of explicit competencies or skills that define what it means to be “college ready?”

The NH Grade Span Expectation's were written explicitly to represent competencies and skills that would align with college ready expectations and skills on the postsecondary level.

Are systematic programs in place in the state that encourage students to accelerate progress by taking college-level courses while still enrolled in high school?

Currently there are five initiatives sponsored by the CCSNH that address this:

Initiatives that are sponsored by the USNH that address this:

University of New Hampshire - Challenging Academically Talented Students (CATS) is open to highly motivated and academically strong high school juniors and seniors who want to enrich their academic experience with a college level course. CATS supplements the high school curriculum; it cannot be used to replace courses offered at the high school. Students fill out a CATS application and have guidance counselors provide a brief recommendation, which is then sent with high school transcript to Admissions for review. Students may choose from credit courses offered at the freshman level (400-500 numbered courses).

Plymouth State University - The Accelerated High School Student Program is open to local high school students in their junior or senior year. These students must have demonstrated strength in all subject areas to be considered. This program allows students to get a head start on their college coursework and up to two credits can be counted at Plymouth Regional High School toward graduation requirements. The program is administered by the provost and vice president for Academic Affairs.

Keene State College - The Accelerated High School Student Program was established for high school students to complement their academic programs and allow them to get a head start on their college education. This program is available to high school juniors and seniors with a “B” or better high school grade point average, and a letter of recommendation from a principal or guidance counselor that addresses both the student’s potential for success in college and the rationale for a particular course of study. The program is intended to enhance student’s academics, and not as a substitution for high school courses. However, the DOE allows course substitutions for up to three high school credits, and college courses have been deemed an acceptable substitution. The purpose of this program is emphasized in its literature and through conversations with school principals and guidance counselors. The program is administered through the college or universities Division of Continuing Education, with approval for admission by the associate director of Admissions.

Granite State College - Though there is no formal program, students under the age of 18 have taken the following classes at Granite State College:

Is there a statewide policy present that governs placement into college-level courses or remedial courses? Is a standard set of placement tests recommended or required? If yes, are common cut scores for placement decisions in place or do institutions get to set their own?

Currently six CCSNH colleges use Accuplacer for assessing incoming student’s math, writing, and reading readiness. One college uses its own “home-grown” assessment for math and writing and the Nelson-Denny test for reading. Recommendations for placement in courses (developmental, remedial, e.g.) are based on scores. Where Accuplacer is used, common cut scores are not standard across the colleges. Each college sets its own cut scores (an issue the vice presidents of Academic Affairs across the CCSNH are currently discussing).

There is no statewide policy or system-wide policy for the USNH. Each institution has its own policies and course placement criteria that is equal to or above national criteria. Granite State College uses the Accuplacer placement testing system for math and writing.

Is there a visible statewide transfer and articulation policy? Does this cover all institutions or only public institutions? What are the specifics of this policy?

Currently all CCSNH General Education courses transfer to all colleges in the USNH though not always on a one-to-one basis (e.g., a Shakespeare course may not transfer as a Shakespeare course but as an elective). A signed document exists dating back to 2003. However, it does not address articulation in any detail, indicating only that each party will “develop and continually update transfer agreements in liberal arts and general studies, as well as develop articulation agreements for dual or joint enrollment of students.” Traditionally, however, most general education courses from the CCSNH have transferred into the USNH in some fashion. Much of this is outlined online at www.nhtransfer.org. It covers only public colleges and universities.

In addition, the CCSNH has a framework for transferring graduates from its Teacher Preparation program into Plymouth State University’s education program. Individual colleges in CCSNH also have a number of departmental articulation agreements with departments within each of the colleges and universities in the USNH (e.g., Business, Nursing, Applied Science, Early Childhood Ed, and Engineering Technology). Credits transferred vary, depending on the agreement.

All of the CCSNH institutions have similar individual departmental articulation agreements with private colleges and universities in the state, most notably Southern New Hampshire University, Rivier College, New England College, Franklin Pierce University and Saint Anselm College. Private colleges and universities have consistently sought to bring in all credits taken by a student at a CCSNH college.

Is the transfer/articulation policy accompanied by a statewide transferable general education requirement? Does this name actual courses and/or credits? Are specific competencies identified that the student should meet through this coursework? Is testing used to guarantee student competency for progress or transfer?

As stated in the previous response, there is a statewide transferable general education requirement for transferring from CCSNH to USNH colleges and universities; however it does vary from institution to institution. Courses and credits are specified at each institution’s web site and course catalog. Testing is used only at Granite State College. Other institutions rely on grades as the measure of competency and will only transfer a grade of C or higher for eligible courses.

More specifically, does an AA or AS degree from a community college in the state meet general education requirements at public four-year institutions? What mechanisms are in place to make sure this actually happens?

The AA degree in the CCSNH is designed to ensure full transfer of all general education credits into the colleges and universities in the USNH. As indicated above, however, credits transfer but not always course for course. Transfer officers in the USNH are aware of the AA degree and through the Transfer Committee (a committee of representatives from each of the two public systems) keep informed of any curriculum changes within the USNH that might affect transfer. The Transfer Committee also authored a transfer web site (www.nhtransfer.org) that targets students, parents and high school personnel on the opportunities for transfer within respective systems.

Does credit from transfer courses meet specific course requirements at the transfer institution (e.g. American History counts for American History) or do just the credits transfer to count against the total needed for graduation?

Yes, based on those that are addressed through transfer articulation agreements between the two systems. Courses that do not fit into specific degree requirements can be used toward meeting overall credit requirements for graduation.

Are there statewide test-out or competency-based provisions that will allow a student to accelerate progress toward a degree through alternative certification?

There are no statewide test-out or competency-based provisions.

Does the state have an easily-accessible state-supported alternative institution (for example, an electronic community college) that allows students to complete their degrees more quickly or conveniently than through attendance at a traditional public institution?

Though not an “alternative institution, the Manchester Community College will be launching a 100% online degree in AA, Business, and Accounting starting in the fall 2007 semester. The CCSNH also has satellites in Keene, Derry, Littleton and Woodsville, where students can take classes towards degrees. Granite State College similarly has sites around the state and a substantial online presence for degree completion. Granite State College also offers several four-year degrees that can be earned completely online, providing students with an alternative way to accelerate their degree completion.

Does the state have an accessible central bank or catalog of on-line courses contributed by many institutions that enable students to do “one-stop shopping” for electronic courses?

At USNH, Granite State College manages a call center that inventories all online and off-campus course offerings from across the university system. It can be accessed through a toll-free number and online at www.granite.edu. The CCSNH markets all online courses from all of its college at a central site.

Does the state provide incentives to institutions for improvements in degree production or graduation rates? For minimizing the number of students graduating with excessive numbers of credits (e.g. more than 120 SCH)?

The state does not provide incentives to institutions to improve graduation rates; however USNH colleges and universities include the tracking of graduation rates as one of the Board of Trustee’s strategic indicators, and each institution sets annual goals for graduation rates. Compared to peer institutions, they compare very favorably.

Does the state provide incentives for students who successfully complete their degrees (e.g. tuition rebates or cash bonuses)? For students who complete their programs without amassing additional credits (e.g. within 120 SCH)? Are their financial disincentives for students to take more than the number of credits needed to graduate (e.g. full or out-of-state tuition)?

Both public systems have no full-time “cap.” Most colleges have a full-time tuition rate based on a cap of 12 credits which allows a student to take more than 12 credits for the price of 12. Students pay for every credit they take. The financial disincentives are very apparent, however, as tuition rates at USNH and the CCSNH colleges and universities are among the highest nationally.

Key Definitions:

NH Department of Education (DOE) - State Agency responsible for K-12 education
University System of New Hampshire (USNH) - This four-year public system is not considered a state agency, the colleges and universities in this system are: Granite State College, Keene State College, Plymouth State University, University of New Hampshire (state flagship)

Community College System of New Hampshire (CCSNH) - This two-year public system has the same authority as the USNH. The main campuses are located in Concord, Manchester, Stratham, Claremont, Nashua, Laconia and Berlin, NH.

NH Postsecondary Education Commission (PEC) - A coordinating state agency charged with protecting students, providing financial aid and conducting research. All sectors of postsecondary education are represented - public, private, profit, non-profit, degree granting institutions, as well as career schools.

NH College and University Council (NHCUC) - A member organization that is a consortium of public and private, two and four-year non-profit institutions.