The Choice: 4 Out of 5 in Community College Want to Transfer, Report Says

As many as four out of five community college students in the United States want to transfer to a four-year institution so they can obtain a bachelor’s degree, according to a report released Thursday by the College Board.

The report, on the challenges facing students who transfer from two-year public colleges to four-year institutions, also found that two of every five undergraduates in the United States is enrolled in a community college.

The report, “Improving Student Transfer From Community Colleges to Four-Year Institutions,” draws on interviews with 21 administrators from 12 universities, including Georgetown and the University of Southern California.

The popularity of community colleges can be attributed to a number of factors, including proximity to home and rising tuition at four-year institutions. The average tuition at a public community college is 36 percent of that at a public four-year university, according to the report.

The main problem colleges face in the process of admitting transfer students, the report says, is advising. While first- and second-year undergraduates have usually completed a general education program and decided on a major, transfer students may have taken completely different classes that make the advising process complicated.

“This is an exaggeration, but you can take care of a first-year student in a minute, and then your next appointment is a community college transfer student and you’re talking about an hour,” Steve Farmer, director of admissions and associate provost at the University of North Carolina at Chapel Hill, is quoted as saying in the report. “There are no rules that apply adequately to the personal circumstances of these students.”

Institutions like U.C.L.A. and U.N.C. have been building programs to ease the transition from community college. At U.C.L.A., students between high school and community college spend time on campus to experience what being a student there is like. Such students are also encouraged to plan their community college course schedules with an eye on what they might need should they return to the U.C. system.

Still, the report, and the administrators quoted, repeatedly emphasize the importance of these students to four-year colleges. Transfer students often add to the diversity of the student bodies of four-year colleges, as many community colleges are made up of minority students. Moreover, these students are often academically successful: “Of the 10 outstanding senior awards U.C.F.? awarded last winter, seven were community college transfers,” the report found, referring to the University of Central Florida.

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The Choice: 4 Out of 5 in Community College Want to Transfer, Report Says

As many as four out of five community college students in the United States want to transfer to a four-year institution so they can obtain a bachelor’s degree, according to a report released Thursday by the College Board.

The report, on the challenges facing students who transfer from two-year public colleges to four-year institutions, also found that two of every five undergraduates in the United States is enrolled in a community college.

The report, “Improving Student Transfer From Community Colleges to Four-Year Institutions,” draws on interviews with 21 administrators from 12 universities, including Georgetown and the University of Southern California.

The popularity of community colleges can be attributed to a number of factors, including proximity to home and rising tuition at four-year institutions. The average tuition at a public community college is 36 percent of that at a public four-year university, according to the report.

The main problem colleges face in the process of admitting transfer students, the report says, is advising. While first- and second-year undergraduates have usually completed a general education program and decided on a major, transfer students may have taken completely different classes that make the advising process complicated.

“This is an exaggeration, but you can take care of a first-year student in a minute, and then your next appointment is a community college transfer student and you’re talking about an hour,” Steve Farmer, director of admissions and associate provost at the University of North Carolina at Chapel Hill, is quoted as saying in the report. “There are no rules that apply adequately to the personal circumstances of these students.”

Institutions like U.C.L.A. and U.N.C. have been building programs to ease the transition from community college. At U.C.L.A., students between high school and community college spend time on campus to experience what being a student there is like. Such students are also encouraged to plan their community college course schedules with an eye on what they might need should they return to the U.C. system.

Still, the report, and the administrators quoted, repeatedly emphasize the importance of these students to four-year colleges. Transfer students often add to the diversity of the student bodies of four-year colleges, as many community colleges are made up of minority students. Moreover, these students are often academically successful: “Of the 10 outstanding senior awards U.C.F.? awarded last winter, seven were community college transfers,” the report found, referring to the University of Central Florida.

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On Education: Message From a Charter School: Thrive or Transfer

And so, when Eva S. Moskowitz, the former city councilwoman who operates seven Success charter schools in Harlem and the Bronx, asked Ms. Sprowal to be in a promotional video, she was happy to be included.

Matthew is bright but can be disruptive and easily distracted. It was not a natural fit for the Success charters, which are known for discipline and long school days. From Day 1 of kindergarten, Ms. Sprowal said, he was punished for acting out.

“They kept him after school to practice walking in the hallway,” she said.

Several times, she was called to pick him up early, she said, and in his third week he was suspended three days for bothering other children.

In Matthew’s three years of preschool, Ms. Sprowal said, he had never missed time for behavior problems. “After only 12 days in your school,” she wrote the principal, “you have assessed and concluded that our son is defective and will not meet your school criteria.”

Five days later, Ms. Sprowal got an e-mail from Ms. Moskowitz that she took as a veiled message to leave. “Am not familiar with the issue,” Ms. Moskowitz wrote, “but it is extremely important that children feel successful and a nine-hour day with more than 23 children (and that’s our small class size!) where they are constantly being asked to focus and concentrate can overwhelm children and be a bad environment.”

The next week, the school psychologist evaluated Matthew and concluded he would be better suited elsewhere: “He may need a smaller classroom than his current school has available.”

By then, Matthew was throwing up most mornings and asking his mother if he was going to be fired from school. Worn down, Ms. Sprowal requested help finding her son another school, and Success officials were delighted to refer him to Public School 75 on the Upper West Side.

At that point, Ms. Sprowal had come to believe her son was so difficult that she was lucky anyone would take him. She wrote several e-mails thanking Ms. Moskowitz, saying she hoped that Matthew would someday be well-behaved enough to return to her “phenomenal” school.

Three years later, looking back, Ms. Sprowal said she felt her son had been done an injustice. Matthew, who has had a diagnosis of an attention disorder, has thrived at P.S. 75. His second-grade teachers, Johanny Lopez and Chante Martindale, have taught him many ways to calm himself, including stepping into the hallway for an exercise break. His report card last month was all 3s and 4s, the top marks; the teachers commented, “Matthew is a sweet boy who is a joy to have in the classroom.”

Matthew’s story raises perhaps the most critical question in the debate about charter schools: do they cherry-pick students, if not by gaming the admissions process, then by counseling out children who might be more expensive or difficult to educate — and who could bring down their test scores, graduation rates and safety records?

Kim Sweet, director of Advocates for Children of New York, said she had heard many such stories. “When we look at our cases where children are sent away from schools because of disabilities,” she said, “there are a disproportionate number of calls about charter schools.”

There is no more tenacious champion of charters than Ms. Moskowitz, whose students earn top test scores and who has plans to build a chain of 40 schools. She saw Matthew’s experience in a far different light, as her spokeswoman, Jenny Sedlis, explained in two voluminous e-mails totaling 5,701 words.

“We helped place him in a school that would better suit his needs,” Ms. Sedlis wrote. “His success today confirms the correctness of his placement. I believe that 100 percent of the time we were acting in Matthew’s best interest and that the end result benefited him and benefited P.S. 75, which now has a child excelling.”

Ms. Sedlis denied that Matthew had been suspended, and said he was not disciplined when he was kept after school.

E-mail: oneducation @nytimes.com

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