Frequently Asked Questions
& Sample forms
(XYZ College (your name here)
What are articulated high school & ROP courses?
What does Credit By Examination mean?
What does the former "2+2" articulation mean?
Why shouldn't credit be granted toward the associate degree
itself for articulated high school courses?
What value does articulation of high school courses have if it
doesn't produce actual college credit?
What are articulated high school and ROP courses?
An articulated high school course is one in which a determination has been made
that a course offered at the secondary level is comparable to a specific
community college course. In the Tri-Valley area, this determination is made by
the discipline faculty from the high school (or ROP) and XYZ College (through a
formal process approved by the XYZ Curriculum Committee). Course, which had
previously been identified as 2+2, fall into this area, and should now be referred
to as "Noncredit Articulated High School Courses".
Articulated high school courses can be applied to XYZ Requirements, but cannot
(per Title 5 Code) be granted college credit, unless the student or course has
also qualified under the Credit by Examination process (see discussion below).
There are several advantages to pursuing articulated courses at the high school
level. Students moving from high school to XYZ College will be much better
prepared if the expectations of the college faculty are met through the
preparation provided by high school teachers. Articulated courses can also meet
certificate and major requirements for some degrees (primarily occupational) at
XYZ College. This enables students to go directly into the more advanced
courses when they reach college. (Student still need to meet full unit
requirements for these certificates and degrees.) Articulated courses will be
clearly noted as such on college transcripts (even though no credit will be
assigned).
What does the former "2+2" High School/ROP
Articulation mean?
In the past, XYZ College allowed Articulation with local area High Schools and
ROPs under agreements known as "2+2". If the High School and college faculty
determined that 2 courses were comparable (based on course outlines) then
students received college credit for this work.
Changes in California Educational Code have now set a much higher standard
for granting college credit for high school work, with key points of the new policy
being:
Credit for High School/ROP work can only be earned through the
Colleges Credit By Examination Policy.
The college curriculum committee must oversee the process.
Articulation agreements must be periodically reviewed to ensure
continued comparability of both the outline and the final exam.
Status of previous "2+2" agreements
Students who completed High School/ROP "2+2" courses in
academic year 2002-2003 will receive college credit.
As of fall 2003, all existing "2+2" agreements were converted to
Noncredit Articulation agreements valid for 2 years (through Spring 2005)
If a High School/ROP wishes to extend the agreement or apply for
Credit by Examination, they must follow the instructions as outlined on this
website.
What does Credit By Examination or CBE mean?
Through the Credit by Examination process, high school students may receive
credit at the college level for some articulated courses. Credit by Examination
means that a student has satisfactorily passed an exam approved or conducted
by XYZ College faculty.
The College faculty members who normally teach the college course must
determine the nature and content of the exam. Such credit may be granted only
to a student who is registered at the college and in good standing, and only for a
course listed in the XYZ College catalog.
Students may individually approach a XYZ College instructor and petition to take
an exam for a particular course. Any student applying for Credit By
Examination will be expected to provide documentation of extensive
experiences preparing the student tin the subject matter.
Additionally, in some instances, a high school instructor can obtain approval from
the college discipline faculty to give a final exam at the high school level that
meets Credit by Examination criteria. In either case, student's transcript will be
noted to show that credit was earned by examination. (Units will not count
towards 12-credit residency requirement of the college).
Why shouldn't credit be granted toward the associate
degree itself for articulated high school courses?
The law requires that the associate degree include at least 60 semester or 90
quarter units of college coursework. An articulated high school course, while
reviewed as comparable by college faculty, still is not fully equivalent to a college
course in several ways. College faculty have minimum qualifications beyond that
required for high school teachers. The level of preparation of students in college
courses in generally higher. Degree applicable college courses have required
levels of reading, writing, and computational skills above that required for high
school courses. University-transferable college course have even higher
standards. College students go through rigorous assessment and, in many
cases, must meet specific prerequisistes, to assure that they have these
essential skills.
These standards and practices are in place to assure students that the college
courses they take meet the rigorous requirements of four-year universities (in the
case of transfer courses) and of employers (in the case of vocational courses).
If high school courses were known to be counted toward the overall associate
degree requirements in California, our associate degree would come into
disrepute with the four-year public segments, with independent colleges and
universities, and even with community college systems in other states. It would
be contrary to accepted higher education practice to count high school
coursework toward a college degree.
Also, if high school courses were allowed to result in community college
transcript notations that misleadingly give the appearance that the student has
actually taken the articulated college class, our system's transcripts would come
to be regarded with suspicion by other higher education institutions and by
employers.
What value does articulation of high school courses
have if it doesn't produce actual college credit?
Articulation has many values. Most occupations require some post-high school
education, and community colleges are the primary source of that education.
Students moving from high school to community college will be much better
prepared if the expectations of college faculty are met by the preparation
provided by high school teachers. The dialog required by articulation is design to
assure this alignment.
Students who take advanced, articulated high school courses and master
competencies of comparable entry level college courses do not have to retake
those courses, but may be placed directly into second-tier courses. Let's suppose
an Automotive Technology degree requires 24 units in the major, consisting of a
set of courses in a sequence: AT 1 which is required before taking AT 2 and so
on. If AT 1 is articulated with a comparable high school course that the student
successfully completes, that student can start at the college immediately with
AT 2.
FORMS USED FOR ARTICULATION
OHLONE COLLEGE
CAREER PREP
COURSE OUTLINE
with
_______________________________________________
Name of R.O.P. or High School District
1a. Ohlone College
Course No(s)
2a.
Course Name:
Units:
3a.
1b. ROP or High
School Course No(s)
2b.
Course Name:
Units:
3b. Length of Course:
1 Semester
1 Year
Other (specify) ___
4.
Type of Course:
R.O.P.
College Prep.
_____
Advanced Placement
_____
General
6.
Prerequisites:
7.
Course Description:
Length of Course:
1 Semester
1 Year
Other (specify) ___
_____
_____
5. Lecture/Lab
Lec. hrs. per week
_____
Lab. hrs. per week
_____
Corequisites:
Advisory:
8.
Student Performance Objectives: Please include performance
objectives for the lecture and laboratory components of the course.
The student will:
9. Course Content: Please include a detailed outline with subheadings and
examples where appropriate. If this course has a laboratory component, include
a detailed outline with subheadings for the topics covered in the lab and note
major skills learned. Also include any culturally diverse perspectives or
technical tools offered in the course. If additional space is needed, attach on
separate paper. See Guidelines for Course Proposal Form for description of
outline required.
10.
Methods of Evaluation or Measurement of Student Achievement:
A.
Written Assignments:
Essay Exam(s)
Term or Other Paper(s)
___ Journaling
Lab Report(s)
Written Homework
Reading Report(s)
___ Project(s)
___ Portfolio
Other (specify)
B.
Comp/Non Comp/Prob
% (approximate % of grade)
Writing Assignments are NOT
appropriate because course is:
Primarily Computational or NonComputational Problem Solving
Primarily Skill Demo
___ Other
C. Skill Demonstrations
D. Objective Exams
Solving
(approx
%)
Exam(s)
Quizzes
Homework
Lab Report(s)
Field Work
Other (specify)
(approx
%)
Class Performance(s)
Field Work
Performance Exams
Other (specify)
(approx
%)
Multiple Choice
True/False
Matching
Completion
Other (specify)
11.
Ohlone College Credit by Examination:
The following method(s) of evaluation, listed above, will be utilized for the purpose of
Ohlone College “Credit by Examination”:
______________________________________________________________________________
__________________________________________________________________
12.
Student Materials-Means of Achieving Objectives:
Text:
Supplemental Text:
Special Materials: (Describe and indicate approximate cost.)
13.
Methods of Instruction: Check all that apply.
a.
Traditional Classroom
b.
Self-Paced
c.
Technology-Mediated
d.
Other:
Prepared by:
Date:
Revised by:
Date:
Instructional Manager Approval:
Date:
Articulation 2+2 Form
http://www2.ohlone.edu/org/cte/docs/ohlonecollege2+2studentcontractforcredit.
pdf
Student Contract Form
http://www2.ohlone.edu/org/cte/docs/ohlonecollege2+2studentcontractforcredit.
pdf
ARTICULATION REVIEW/RENEWAL
Between
__________________ AND __________________
College Name
High School/ROCP Name
Instructions:
1) Check applicable boxes.
2) Attach corrected or additional data to this form.
3) Sign and return this form by as soon as possible to:
__________________________________College (address, phone, and fax)
The following articulation agreement has been reviewed by all appropriate
faculty at this high school and college:
High School/ROCP Name __________________
College Name ___________________________
High School/ROCP Course Name and Units ___
College Course Name and Units ____________


There are no changes.
The following revisions have been or will be made. (Check all that apply.)
 Course title/number/prefix change to: __________________________
Effective date: ______________
 Content has changed.




Request new articulation
Cancel articulation
Course no longer offered as of (effective date): _________________
*New agreement meets Statewide Career Pathways Project
Template:
 Other: _____________________________________________________
*Important note: If this renewed agreement can be associated with a Statewide Career
Pathways Template, be sure to submit a copy of this entire document to
info@statewidepathways.org, to ensure that it is included in the project’s public online
database.
APPROPRIATE SIGNATURES
Name
Signature
High School Teacher
Name
Signature
High School Administrator
Name
Signature
HS Articulation Coordinator
Name
Signature
Ohlone College Faculty
Name
Signature
Name
Signature
Ohlone Division Dean
Ohlone Vice PresidentInstruction
For ____________ College Articulation Office Use Only
 Articulation Renewal Approved
 New Articulation Needed
 Articulation Canceled
Comments:
CTE Project Director____________________
Date___________
Forms also here that you can download and cut and paste.
http://www2.ohlone.edu/org/cte/forms.html