College Credit for Heroes
Report to the 83rd Texas
Legislature and Governor Rick
Perry
Texas Workforce Commission
November 1, 2012
1
The Honorable Rick Perry
The Honorable David Dewhurst
The Honorable Joe Straus
Members of the Texas Legislature
This report is presented as directed by Senate Bill (SB) 1736, 82nd Texas Legislature, Regular Session
(2011). The Texas Workforce Commission (TWC) is honored to continue its record of assisting thousands
of Texas veterans find civilian careers with the College Credit for Heroes program. Since initial grants were
made in July 2011, the College Credit for Heroes program has directly assisted hundreds of veterans and
active service members, and has prepared for expediting the transition of thousands more into the Texas
workforce.
In College Credit for Heroes, TWC partnered with seven community colleges in areas of the state with the
highest numbers or concentrations of veterans—Houston, San Antonio, and Killeen/Temple. The Texas
Higher Education Coordinating Board provided expert consultation early on and during the entire project.
Working with TWC, our partner colleges developed innovative and collaborative programs designed to
maximize the award of college or workforce credit for military training and experience, and to speed entry
into the workforce.
The initial focus has been on allied health careers—high-pay, high-demand jobs in our state’s economy. Our
partner colleges have revised academic curricula, adopted pioneering practices, challenged existing
assumptions about the award of college credit, and have proved that collaboration can result in systemwide
changes benefitting the thousands of military men and women seeking civilian careers in Texas. The second
phase of the program, scheduled to begin in spring 2013, will expand to other regions of the state, other
colleges and universities, and other professions.
Based on an initial analysis of the new College Credit for Heroes Website, for veterans receiving academic,
workforce, and other credit, the average participant received 34 semester hours of college credit—about a
year’s worth of college.
We continue to work to ensure that veterans and service members will benefit from the College Credit for
Heroes program.
This is the right time to improve Texas’ education and workforce choices for men and women who have
given much to support their country. TWC is pleased to present this report of College Credit for Heroes
achievements. We look forward to your continued support.
Andres Alcantar, TWC Chairman and Commissioner Representing the Public
Ronald G. Congleton, TWC Commissioner Representing Labor
Tom Pauken, TWC Commissioner Representing Employers
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College Credit for Heroes Report to the 83rd Texas Legislature
Table of Contents
1. Executive Summary
p. 4
2. Background
p. 7
3. Critical Timing: Opportunities for Veterans, Colleges, and Employers
p. 9
4. Barriers to Award of College Credit: Initial Findings
p. 13
5. Texas Statutes Regarding Credit for Military Service
p. 15
6. College Credit for Heroes Project Summaries
p. 17
7. Fiscal Impact of College Credit for Heroes
p. 27
8. Lessons Learned: Findings from College Credit for Heroes Projects
p. 34
9. Recommendations: Additional Measures Needed
p. 39
Appendices
Appendix 1: Senate Bill 1736
Appendix 2: Best Practices
Appendix 3: Meetings of the Inter-College Council on Veterans
Appendix 4: Outreach Meetings
Appendix 5: Texas Colleges in Attendance at Veterans Excellence Conference
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Executive Summary
Senate Bill 1736, passed by the 82nd Legislature, authorized the College Credit for Heroes program to
identify, develop, and support methods to maximize college credit awarded to veterans and military
servicemembers for their military experience, education, and training. The legislation also requires the
Texas Workforce Commission, in consultation with the Texas Higher Education Coordinating Board
(THECB), to report to the Legislature and the Governor on:
•
•
•
•
Results of the grants awarded;
Best Practices for veterans and military servicemembers to achieve maximum academic and
workforce credit for military education and training;
Measures needed to facilitate the award of academic or workforce education credit by institutions of
higher education for military experience, education, and training; and
Other related measures needed to facilitate entry of trained, qualified veterans and military
servicemembers into the workforce.
The goal of the College Credit for Heroes program is to create a statewide system that ensures all student
veterans and service members are awarded maximum college credit in our state colleges and universities for
military training, education, and experience. The system should eliminate obstacles to attaining licensing,
certification and accreditation, and degree awards at state and national levels so that veterans transition more
quickly from college classrooms to the workforce.
Faculty and staff at institutions of higher education already have methods to translate military training and
experience into college credit. College Credit for Heroes builds on existing methods, expanding the
possibilities of higher education and employment for thousands of men and women who have put their lives
on the line for their country.
Findings
On average, veterans and service members received 34 semester hours of college credit in academic,
workforce, and other credit—about a year’s worth of college—when their military training was evaluated
through the College Credit for Heroes website (www.collegecreditforheroes.org). From the website alone,
estimated federal and state savings account for nearly $4.9 million annually, assuming that 100 percent of all
coursework is accepted at a Texas college.
Additional savings per student resulted from streamlined health training programs, and even more statewide
economic impact will result as veterans enter the civilian workforce. For veterans and service members,
saving time spent in college classrooms and speeding into the workforce is invaluable.
Among a number of findings, College Credit for Heroes found that entry into the civilian workforce is
delayed when veterans are required to needlessly repeat coursework or training they received in the military.
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Best practices to prevent such repetition, as developed by College Credit for Heroes partner colleges, are
outlined in Appendix 2. Widespread adoption of College Credit for Heroes best practices and
recommendations in this report will enable Texas to become a national model for translating military training
into college credit, and for speeding veterans’ entry into civilian careers.
Our nation’s lack of consistent academic policies and procedures on the award of college credit for military
training and experience presents unnecessary and costly barriers to degrees, licenses, and certificates that
veterans need to enter the civilian workforce. State laws, and regulatory and educational accreditation
requirements, pose additional limitations on the award of college credit for veterans and service members.
TWC’s College Credit for Heroes program has been a very cost-effective program that will speed entry into
the civilian workforce for veterans. In seven initial projects, nursing and allied health education was
streamlined for experienced veterans and service members while still meeting state and national licensing or
certification guidelines. Moreover, these programs can provide a qualified health care workforce, and highdemand, high-pay civilian jobs for veterans.
Additional Measures Needed
The following recommendations stem from research by partner colleges and TWC and are discussed further
in the report. These actions will enhance veterans’ college, certification or licensure, and workforce success.
Expand TWC’s College Credit for Heroes program to other colleges and universities, geographic
areas, and other professions.
Continue to improve the College Credit for Heroes website (www.collegecreditforheroes.org). The
Texas Legislature may want to consider providing funding to continue and expand Central Texas
College’s website and database to maintain and improve the college’s ability to provide official
transcripts to veterans and service members. An expansion will enable more colleges and universities
to assess awards of credit, as well as reducing staff time currently necessary to conduct assessments at
each college or university.
Encourage Texas colleges and universities to adopt streamlined College Credit for Heroes curricula
for associate degree registered nursing, surgical technology certificate programs, and emergency
medical services programs.
Encourage greater use of prior learning assessments and other competency based models to maximize
award of credit for military experience and training.
Encourage Texas colleges and universities to adopt streamlined College Credit for Heroes curricula
for Associate of Applied Sciences (AAS) degrees in Health Information Technology: Health
Management Medical Laboratory Technician Specialty, Health Management Occupational Therapy
Assistant Specialty, and Health Management Radiography Technologist Specialty.
5
Ensure continued communication between colleges, universities, TWC, THECB, and local employers
and businesses on the award of college credit for veterans and service members.
Disseminate information statewide on College Credit for Heroes projects and encourage Texas colleges
and universities to adopt College Credit for Heroes best practices.
Encourage Texas colleges and universities to develop articulation agreements and memoranda of
understanding with Central Texas College to accept all credit awarded for military service under the
College Credit for Heroes program. To support this effort, ensure that Central Texas College has
adequate funding to continue to provide services as described above.
Continue progress made in allied health and address limitations for military obtaining licensing or
certification in other allied health professions.
Expand College Credit for Heroes outreach to Texas veterans and active service members who enlisted
in the military from Texas or who are willing to relocate to Texas.
Continue collaboration between TWC, military bases and installations in Texas (including the Medical
Education and Training Campus (METC), Fort Hood, Fort Sam Houston, Fort Bliss and others), and
colleges and universities to improve the award of college credit and the transition to the civilian
workforce.
Examine Texas’ statutory barriers to maximizing the award of credit for military service and training.
Monitor and report on barriers caused by higher education accreditation to the award of credit for
veterans and service members.
Improve public awareness of the impact and opportunities presented by thousands of veterans on
Texas’ college and university campuses.
Encourage other schools to become members of the Servicemembers Opportunity Colleges (SOC)
Consortium and to use American Council on Education (ACE) credit recommendations and accept
transcripts from Central Texas College on the award of college credit.
Consider ways to help veterans and service members determine if Texas colleges and universities are
truly military-friendly.
Initiate activities to identify licensing or certification barriers for veterans and service members across
additional professions, including barriers for their spouses who hold professional certificates or
licenses from other states.
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Background
On April 13, 2010, the Texas Workforce Commission (TWC) approved a $3 million Workforce Investment
Act (WIA) Statewide Initiative designed to maximize a veteran’s military experiences for college credit and
employment, especially for allied health careers.
On June 3, 2010, Governor Rick Perry announced TWC’s Comprehensive Veterans Initiative, with funding
for three areas of Texas—San Antonio, Houston, and Temple—with the highest number or greatest
concentration of veterans. Bexar and Harris Counties had the highest number of veterans in the 17–44 age
group, the age group most likely to attend college, and Bell County had the highest concentration of veterans
in that age group among Texas counties with the greatest number of veterans.
Texas Counties with the Highest Number and Concentration of Veterans Ages 17–44
County Estimated
Veterans
Number of
Ages 17–44
Veterans,
as
2012
Percentage
of County
Population
Bexar
Harris
Bell
46,869
39,760
16,262
2.7%
1.0%
5.2%
Source: U.S. Department of Veterans Affairs
Seven community colleges in these areas were selected to develop model programs for veterans and service
members to obtain the maximum credit from their military experience toward a degree or a professional
certification. Colleges participating in Phase I of the initiative were:
Bell County: Central Texas College and Temple College
Bexar County: Alamo Colleges
Harris County: Houston Community College System, Lee College, Lone Star College System, and San
Jacinto College
Initially, the project focused on high-demand allied health careers. Allied health includes occupations such
as physical therapy, x-ray and pharmacy technicians, licensed vocational nursing, and similar professions.
In May 2011, Texas State Senator Leticia Van de Putte successfully sponsored legislation, Senate Bill 1736
(see Appendix 1), that officially recognized TWC’s project as the College Credit for Heroes program. Her
legislation authorized the program to identify, develop, and support methods to maximize college credit
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awarded to veterans and military service members for their military experience, education, and training in
order to expedite entry into the workforce.
Signed into law by Governor Perry, SB 1736 was enacted, and TWC awarded contracts to seven
participating community colleges in June and July 2011. These projects are described in College Credit for
Heroes Project Summaries).
Since then, each of the seven colleges has worked individually on its own project, and collectively as part of
the Texas Inter-College Council on Veterans, to develop and test models for maximizing college and
workforce credit awarded from military training and experience. The formation of the Texas Inter-College
Council on Veterans, composed of the seven colleges participating in College Credit for Heroes, enabled the
colleges to meet monthly to discuss challenges, report on progress, and to exchange ideas and information.
TWC and the Texas Higher Education Coordinating Board (THECB) participated in meetings, with TWC
hosting several meetings
During the entire project, TWC and partner colleges conducted multiple outreach activities to other Texas
institutions to inform them of the projects and encourage others to replicate or design new projects. (See
Appendix 4 for a list of outreach activities.)
Phase II of College Credit for Heroes began on September 4, 2012, with approval from TWC’s threemember Commission (Commission) to set aside $1.3 million in federal WIA performance incentive funds to
continue this initiative through a competitive Request for Proposals process.
Approximately $950,000 has been directed toward Phase II projects to be generated from competitive
proposals that address certificate, license, or degree programs in any of the following six industry clusters:
•
•
•
•
•
•
Advanced technologies and manufacturing
Aerospace and defense
Biotechnology and life sciences, including health care
Information and computer technology
Petroleum refining and chemical products
Energy
The remaining funding, up to $350,000, was designated to continue and expand the College Credit for
Heroes website at Central Texas College over the next 12 months.
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Critical Timing: Opportunities for Veterans, Colleges, and Employers
TWC’s College Credit for Heroes program was established at a critical time for veterans, colleges and
universities, allied health training, employers, and the state of Texas.
Veterans deserve recognition of their hard-earned, often battle-tested skills. They can translate skills learned
in military courses into high-demand civilian careers. Still, they face employment challenges. The
unemployment rate for veterans who served in active duty at any time since September 2001 was 12.1
percent in 2011, above the average rate of the general U.S. population at the time.
A closer look at the data reveals a difficult picture for younger veterans. For younger veterans—men ages 18
to 24—who served since September 2001, the unemployment rate was 29.1 percent, compared to their
civilian counterparts with 17.6 percent unemployment. Younger female veterans faced even higher
unemployment rates. Women ages 18 to 24 had a 36.1 percent unemployment rate compared to 14.5 percent
among nonveterans. When male and female veterans are combined – looking at all veterans age 18 to 24,
some 30.2 percent were unemployed versus 16.1 percent of the total population. This means young veterans
were almost twice as likely to be unemployed as their peers. i
Sheer numbers of veterans make the timing critical to Texas. Texas has deployed approximately 303,000, or
12.4 percent, of the total active military, guard, or reserve forces in the Iraq and Afghanistan wars—the
greatest number of all states. ii
Overall, Texas has about 1.7 million veterans. Of these, approximately 393,000 are between the ages of 17–
44, the ages most likely to attend college. iii In Federal Fiscal Year 2011, nearly 77,000 Texas veterans
received federal educational aid, generally known as the GI Bill. Most Texas veterans using the GI Bill,
about 50,000, or 65 percent of the total, participated in the newest GI Bill, called the Post-9/11 GI Bill. iv
On behalf of Texas veterans, the U.S. Department of Veterans Affairs (VA) spent about $987 million on
educational benefits, vocational rehabilitation, automobiles and adaptive equipment for disabled veterans,
and specially adapted housing for disabled veterans in Federal Fiscal Year 2011. v Breakdowns of
expenditures beyond this level of detail, to separately identify federal educational benefits alone, are not
readily available at the state level. vi
As they return from combat and international and domestic posts, veterans will seek to use one of the seven
federal education benefits for which they qualify. The Post-9/11 GI Bill became effective August 2009. For
veterans with at least 36 months of active duty, it provides 100 percent of full-time college tuition and fees
sufficient to cover all in-state tuition and fees for public schools, and up to $18,077.50 per academic year for
private schools. vii
Veterans who are discharged with a service-related disability also qualify for 100 percent of tuition and fees.
Veterans who have served less than 36 months in military service qualify for between 40 and 90 percent of
college tuition and fees, if they have served at least 90 days in the military. viii
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In addition, veterans earn a monthly housing allowance and an annual book and supplies stipend of $1,000
while enrolled. ix
In comparison, the older Montgomery GI Bill educational benefits pay a fixed amount of tuition assistance—
$1,564 monthly for Federal Fiscal Year 2013 for veterans serving at least 36 months of active duty. Benefits
last for up to 36 months of education and training, and are good for 10 years following a service member’s
release from active duty. Some veterans participating in the Montgomery GI Bill program may have paid
into a “buy-up” program that entitles them to additional educational benefits. x
The Post-9/11 GI Bill provides the single best opportunity for veterans of the Iraq and Afghanistan wars to
obtain certificates, licenses, and associate and bachelor’s degrees, as well as graduate educations, paid by
federal taxpayers. Indeed, the benefits provided by the Post-9/11 GI Bill are the most widely used education
benefit offered by the VA. xi
Yet, veterans traditionally have not maximized their GI Bill education benefits. Nationally, between 1985
and 1994, only about 8 percent (52,000) of veterans used all of their GI Bill benefits. xii
A greater percentage of veterans do use some of their GI Bill education benefits. From 1985 to 2001, less
than 50 percent of veterans used some of their GI Bill education benefits. Prior to the enactment of the Post9/11 GI Bill, and between 2001 and 2008, about 70 percent of veterans used some education benefits. xiii
For Federal Fiscal Year 2013, the VA estimates that more than 606,000 people, including more than 508,000
veterans (the remainder are eligible spouses or dependents), will use Post-9/11 GI Bill education benefits.
The total 2013 national cost of the Post-9/11 GI Bill benefits is estimated at $9.9 billion; the average cost per
recipient is $16,314. xiv
Six Texas colleges are among the top 25 institutions that have the most veterans using the Post-9/11 GI Bill:
• Lone Star College System
• Austin Community College
• University of Texas at San Antonio
• San Antonio College
• Central Texas College
• Texas State University – San Marcos xv
Moreover, the number of veterans attending Texas institutions of higher education is growing and expected
to grow larger. While there is no systematic statewide, college-by-college reporting of veterans in Texas
colleges and universities, the Texas State Auditor’s Office found in a onetime survey that 42,312 veterans,
current military service members, and their dependents were enrolled in Texas colleges in fall 2009,
representing an increase of 31 percent from fall 2008. xvi
Demand for health care professionals, the initial target for TWC’s College Credit for Heroes program, is also
growing. The U.S. Bureau of Labor Statistics estimates about 5.7 million new jobs in the health care and
social service sector will be created in 2010–2020, representing nearly a third of all new jobs in service
10
industries, and about 28 percent of all new jobs in the U.S. economy. Health care professions represent seven
out of the top 20 fastest-growing occupations. xvii
Moreover, average earnings of health care workers are high. For example, full-time health care practitioner
and technical occupations earned a mean of $30.23 per hour in 2008. This includes registered nurses at all
levels earning a mean of $31.54, and surgical technologists earning a mean of $19.32. xviii
The expansion of military health education in Texas also provided an important factor. In 2010, the Medical
Education and Training Campus (METC) at Fort Sam Houston in San Antonio began enrolling students in its
64 health training programs for enlisted members of the U.S. armed services—the Army, Navy, Air Force,
and Guard. (Marines receive health care from Navy health practitioners.)
METC consolidated all U.S. military allied health training programs for enlisted military members,
combining programs from the Army, Navy, Air Force, and Coast Guard. xix (See METC sidebar for more
information.)
Partnership with METC provided a mutual benefit to both METC and College Credit for Heroes.
College Credit for Heroes partner colleges worked with METC officials to develop detailed knowledge of
military health training. Faculty at the colleges developed comparisons with civilian health training, and
then decided how to accept military training in lieu of making veterans and service members repeat
coursework. They found that many learning objectives and skills were identical between some military and
civilian training.
For METC, College Credit for Heroes (Alamo and Houston Community Colleges) developed programs that
will enable METC instructors to obtain associate degrees. To maintain or obtain accreditation, METC
instructors are required to have at least an associate degree within a year of arrival at the base.
SIDEBAR: Medical Education and Training Campus (METC)
Under the 2005 Base Realignment and Closure process (BRAC), the U.S. military forces (Army, Navy, Air
Force, and Guard) consolidated all enlisted medical education into one location at Fort Sam Houston in San
Antonio. This entailed a massive relocation of military allied health education from multiple locations across
the country to San Antonio, building campus facilities like dorms, dining halls, and instructional space,
including clinical simulation rooms.
METC has 64 health training programs. About 7,000 students live and study on-site at any one time, and
21,000 students are trained annually. METC employs 1,400 faculty and staff. METC has five medical
instructional facilities, the largest Department of Defense fully-functioning pharmacy, and the largest
Department of Defense dining facility in the world. To construct the campus, 42 new facilities were built at
Fort Sam Houston, at a cost of about $880 million.
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By 2010, students were enrolled in initial classes and by 2011, METC was operating fully. Army, Navy, Air
Force, and Coast Guard enlisted members are now training to become:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
cardiopulmonary technicians
combat medics
cytotechnologists
dental assistants
laboratory technicians
occupational therapy technicians
orthopedic technicians
pharmacy technicians
physical therapy technicians
radiographers
respiratory technicians
surgical technologists
veterinary technicians
and many more allied health professionals.
Realizing that METC would provide a valuable resource for Texas and allied health professions, TWC
contacted METC officials. On April 6, 2011, METC officials traveled to Austin to meet for the first time
with TWC and representatives of the seven College Credit for Heroes partner schools.
Since then, College Credit for Heroes partner colleges have worked with METC officials to streamline
surgical technology, registered nursing (associate degree), and emergency medical technician training, as
well as to develop other streamlined associate degree programs.
Source: Medical Education and Training Campus, Dr. Mitchell J. Seal
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Barriers to Award of College Credit: Initial Findings
As TWC began developing College Credit for Heroes, staff visited with college officials in all seven partner
schools and attended statewide meetings on veterans’ issues. Overall, Texas institutions highly value
veterans in attendance at their campuses and want to work on their behalf.
Based on those discussions, TWC found a number of initial findings relating to the issue of translating
military training and experience into college credit. As TWC worked with partner colleges to create College
Credit for Heroes projects, these initial findings, which describe barriers to the award of college credit,
helped to guide decisions.
•
Military transcript evaluation varies dramatically from college to college. Most colleges have no
shortcuts or automated systems. Every transcript must be evaluated manually on an individual basis.
Thus, veterans receive inconsistent awards of credit, and do not get maximum awards because the
process is difficult. Evaluations are done by an assortment of college administrative offices. Evaluators
may be housed in offices for veterans, registrars, student affairs, admissions, or others.
•
Many hours of military training that a veteran has earned may not easily translate into college
credit. Frequently, military training counts only toward electives credit, not core curriculum studies. The
official arbiter of coursework, the American Council on Education (ACE), may recommend two credit
hours where four credit hours are required for full credit.
•
Colleges are experiencing exponential growth in the number of veterans attending college. The
dramatic increase in veterans at Texas institutions is fueled by the number of service members leaving
the military and the generous benefits of the new Post-9/11 GI Bill. Yet, no central educational reporting
or data collection is done. While colleges must certify a veteran’s enrollment with the VA, some veterans
do not identify themselves as such to the college. Now, the Apply Texas application has a checkbox for
veterans or service members to indicate military status. The Texas State Auditor’s Office (State Auditor)
report on veterans issued in 2010 was the first attempt to quantify, by institution, the number of veterans
attending Texas institutions. xx
•
Colleges want innovations, and improvements are beginning. Every college is seeking to find ways to
address veterans’ academic, social, and health issues. Improvements, however, are not coordinated or
uniform, even within the same college system.
•
Not every Texas college is a Servicemembers Opportunity Colleges school. Servicemembers
Opportunity Colleges (SOC) affiliation means that institutions agree to recognize and use the American
Council on Education (ACE) recommendations for academic credit. Colleges are not bound by ACE
recommendations; they may award as many or as few credit hours as they see fit.
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SIDEBAR
American Council on Education
The American Council on Education (ACE) a major coordinating body for higher education institutions,
translates courses and examinations taken outside traditional degree programs into academic credit. In
association with SOC, ACE evaluates individual military training courses and determines how they translate
into credit at civilian colleges and universities.
ACE has evaluated thousands of military courses in all branches of the armed forces since 1945. Sending
teams of civilian college-level instructors to complete evaluations, ACE develops credit-hour
recommendations and works with branches of the military to issue transcripts that document training,
experience, and recommended credit hours. Service members request transcripts of their military training
and experience to send to colleges when they enroll.
However, not all military courses are evaluated. Evaluations depend on scheduling and available faculty. For
example, College Credit for Heroes found that many allied health courses had not been evaluated for years.
Central Texas College (CTC) used ACE credit recommendations as the basis to translate military educational
experiences into Texas workforce and academic common courses and unspecified credits. The College
Credit for Heroes website uses Texas’ course numbering systems, making it easier for Texas colleges and
military alike to understand the award of credit for military training.
Between April 1, 2012, and June 30, 2012, of the military evaluations completed at CTC under College
Credit for Heroes, a service member or veteran was awarded an average of 16 courses generating 34
semester credit hours and 874 contact hours.
Sources: American Council on Education and Central Texas College
SIDEBAR
Servicemembers Opportunity Colleges Consortium
The Servicemembers Opportunity Colleges (SOC) Consortium was created in 1972 to help improve collegelevel education for service members. SOC encourages colleges and universities to understand and respond to
the unique educational needs of service members, and advocates for the necessary flexibility they need to
access and complete coursework. SOC works with the military to educate service members on selecting
colleges that will evaluate military training and experience and award college credit.
SOC members agree to recognize and use the American Council on Education (ACE) recommendations for
academic credit. However, SOC members are not mandated to accept all course recommendations for credit.
About 1,900 U.S. colleges and universities providing associate, bachelor’s, and advanced degrees for service
members and their adult family members are SOC Consortium members.
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To become SOC Consortium members, colleges and universities must agree to:
• Reasonable transfer of credit: to enable service members to prevent excessive loss of previously earned
credit and avoid coursework duplication;
• Reduced academic residency: limited to no more than 25 percent of degree requirements with no final
year or semester in residence (may require 30 percent for undergraduate degrees offered 100 percent
online);
• Credit for military training and experience: recognize and use the ACE Guide to the Evaluation of
Educational Experiences in the Armed Services in evaluating and awarding academic credit for military
training and experience; and
• Credit for nationally recognized testing programs: award credit for at least one nationally recognized
testing program such as College-Level Examination Program (CLEP), DSST (subject matter)
Examinations, or Excelsior College Examinations (ECE).
As a requirement of College Credit for Heroes, all contracts between the seven participating colleges and
TWC required membership in SOC.
Source: Servicemembers Opportunity Colleges Consortium
Texas Statutes Regarding Credit for Military Service
Two primary statutes govern Texas’ award of credit for military service.
Texas Education Code §51.3041 outlines what institutions of higher education should consider in awarding
credit toward degree plans. Award of credit is not mandated.
Texas Education Code §51.3042 requires institutions to award credit for physical education courses,
generally two credit hours, but places a limit (12 semester hours) on the number of credits that may be
awarded for elective courses.
With the enactment of these statutes, Texas began to award credit for military service, a notable step for
veterans and service members returning to college to begin or continue their education. Now, the Texas
Legislature may wish to reexamine these statutes to determine if changes should be made to further
encourage colleges and universities to adopt consistent, uniform policies on the award of credit.
Under §51.3042, the limit of 12 hours on elective courses may need to be examined. For the first three
months of operation, the average veteran or service member requesting evaluations from the College Credit
for Heroes website has earned 17 credit hours of electives, out of a total of 34 semester hours. xxi While this
number may fluctuate as other veterans and service members request evaluations, the Texas Legislature,
institutions of higher learning, and THECB may wish to reexamine policies that led to the establishment of
the 12-hour limit.
15
In 2010, the State Auditor conducted an in-depth study of seven colleges and found that two of the seven
colleges had only partially implemented several statutory requirements. xxii
The State Auditor’s report also discussed practices that are “military-friendly” or “veteran-friendly.” The
State Auditor relied on well-known national organizations to define what was veteran-friendly. These groups
were ACE, SOC, Student Veterans of America, and the Education Advisory Board.
In today’s world of marketing, many commercial enterprises eagerly attract institutions to participate in
military-friendly or veteran-friendly surveys. Often, standards of what constitutes being veteran-friendly may
not be readily apparent. The veteran-friendly label may be entirely true for some institutions, but may
mislead veterans or service members as to what works best for them.
The Texas Legislature may want to examine definitions of being veteran-friendly for Texas institutions of
higher education to give veterans a consistent, clear message of what they can expect of Texas institutions of
higher learning. At one end of the spectrum, veteran-friendly Texas institutions could be those that obtain
and maintain SOC membership.
Alternatively, a more detailed “College Credit for Heroes Military-Friendly” designation could be designed
for institutions that:
• obtain and maintain SOC membership;
• agree to allow military students to use the College Credit for Heroes website;
• accept all credit applicable to a student’s degree plan and electives that is awarded under transcripts
issued by Central Texas College under the College Credit for Heroes program;
• develop articulation agreements;
• develop streamlined courses for veterans and service members;
• practice at least five or more College Credit for Heroes best practices; and
• enter into a memorandum of understanding with THECB.
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Introduction to College Credit for Heroes Project Summaries
As TWC and the seven partner colleges worked together, each project was especially designed to address
one or more of the barriers to the award of credit. Three projects have systemwide impact and four address
allied health issues. Each project was designed to:
• maximize the award of credit;
• ensure that each veteran or service member received an equal amount of credit for similar experience and
training;
• eliminate obstacles at state or national licensing, certification, or accreditation entities; and
• help veterans move quickly from classroom to the civilian workforce.
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CENTRAL TEXAS COLLEGE
Texas College Credit for Heroes: Online Military Training Evaluation System
Central Texas College (CTC) developed a web-based application and database for Texas veterans and
service members to get college credit hours with an official transcript that can be used at all Texas colleges
(www.collegecreditforheroes.org).
Fiscal Impact:
• Estimated average cost savings per student of $2,089 by awarding credit to a veteran or service member
for military experience and training
• Total state and federal savings: $4.9 million annually
•
Estimated cost savings to the state government of $2.7 million, due to reduced contact hour
reimbursements for participants in colleges across the state.
•
Estimated cost savings to the federal government of $2.2 million due to the shorter time period
per student for use of the GI bill education benefits for tuition.
Outcomes
• Average of 34 semester credit hours awarded to a veteran or service member
• 11,400 hits on website with nearly 7,200 unique visitors
• 1,049 accounts established
• 440 requests for evaluations of credit
• 340 military occupations evaluated
• 528 military courses evaluated
Project Summary
CTC’s project was twofold. The first phase was to develop and implement the Texas College Credit for
Heroes system, an online, user-friendly tool designed to evaluate military experience,
www.collegecreditforheroes.org. The second phase was to evaluate military education and experience of
Texas veterans and active military, culminating in credits on an official transcript. Veterans and service
members can use the transcripts to pursue further education or for credentialing or licensing purposes when
applying for employment, as well as for advancement purposes while still in the service. CTC is required to
sustain the system for five years.
Individuals create accounts to view searchable databases, which display college credits that can be awarded
for military occupations, military and Community College of the Air Force (CCAF) courses, and
examinations. Anyone can register as a guest. Only veterans and service members living in Texas, intending
to relocate to Texas within 120 days, or who are Texas residents may establish an official account.
CTC’s web-based application serves as a model for other states and will assist thousands of Texas veterans
and service members. In the initial months of the program, veterans and service members received an
average of 34 credit hours in workforce, academic and elective credits—about a year’s worth of college.
18
CTC is in the process of developing articulation agreements with colleges and universities across the state.
CTC will continue to report on website use, military evaluations, and estimated savings.
19
LONE STAR COLLEGE SYSTEM
Texas Inter-College Council on Veterans and Best Practices
Lone Star College System (LSCS) convened and organized the Texas Inter-College Council on Veterans
(Council) and hosted the Veterans Excellence Conference, August 29–31, 2012, where Council members
presented findings from each College Credit for Heroes project. In addition, LSCS supported, tested, and
evaluated the College Credit for Heroes website to ensure the appropriate functioning and award of college
credit for veterans and service members.
Fiscal Impact: Counted as part of CTC and overall statewide impact. (See Fiscal Impact statement for
details.)
Outcomes
• Convened the Texas Inter-College Council on Veterans for members to share information and collaborate
on issues
• Identified barriers, challenges, and gaps for veterans and service members in receiving college credit
• Identified best practices and models that can be replicated by other colleges and universities
• Convened the Veterans Excellence Conference with 33 Texas colleges and universities in attendance (see
Appendix 5 for a list of attendees)
• Executed memoranda of agreement with seven partner colleges
Project Summary
LSCS coordinated the formation of the Council to study and make recommendations on streamlining the
award of college credits for military training and educational experience. The Council is composed of
representatives from each of the participating seven colleges. Representatives from TWC, METC, THECB,
and the Texas Veterans Commission also participated. LSCS conducted surveys and gathered information to
develop a best practice report and convened the Veterans Excellence Conference.
LSCS also coordinated the technology evaluation of the College Credit for Heroes online system developed
by CTC, including the feasibility and use of the system. For the academic evaluation, LSCS used subject
matter experts to examine the credits awarded on transcripts.
LSCS plans to continue to work with the other six partner colleges, as well as work with CTC to sign an
articulation agreement to accept credits recommended through the College Credit for Heroes website.
LSCS’s participation provided an extremely valuable means so that all partner colleges could communicate,
exchange information, and resolve issues as College Credit for Heroes progressed.
20
LEE COLLEGE
Model Program for Individual Education Plan for Veterans
Lee College developed an Individual Education Plan (IEP) to identify, develop, and support methods to
maximize college credit for veterans and service members using prior-learning assessment and credit by
examination. Lee College serves as a model for small- to medium-size colleges in assisting veterans and
service members.
Fiscal Impact: Counted as part of CTC and statewide impact. (See Fiscal Impact statement for details.)
Outcomes
• 9 percent increase in veterans’ enrollment at Lee College
• Priority registration for veterans and service members
• 61 student veterans completed an IEP
• Tutoring for veterans and service members to assist in class and degree completion
• Developed an English Composition 1 course with a portfolio development component in order to award
additional academic credit for military training and experience.
• Began development of a Manufacturing Skills Standards Certification (MSSC) program with a hands-on
component
Project Summary
Lee College developed the IEP to identify, develop, and support methods to maximize college credit for
veterans and service members using prior-learning assessment and credit by examination. Beyond the scope
of the project, the college created a veterans’ student center on campus and hired its first veterans’ student
advisor. Services available to veterans and service members now include:
• instruction and assistance on how to navigate the Lee College system in coordination with VA benefits;
• instruction and assistance on financial aid for the purposes of college attendance and course credit; and
• individualized mentoring services including tutoring, financial aid, VA benefits, and registration.
Lee College worked with the Council for Adult and Experiential Learning (CAEL) to incorporate priorlearning assessment into the college’s own curricula so that veterans and service members can obtain
additional college credit. Faculty and staff received CAEL training in prior-learning assessment.
Recognizing the benefits and service to veterans, Lee College will continue the veterans’ student center,
including hiring two full-time positions, and will continue to work with the other six partner colleges to
continue and expand the scope of services such as articulation and transferability of credits.
21
HOUSTON COMMUNITY COLLEGE
Accelerated Alternate Delivery Surgical Technology Certificate
Houston Community College’s (HCC)-Coleman College for Health Sciences developed and implemented an
accelerated alternate delivery surgical technology certificate program for veterans and service members who
were trained as surgical technologists but who were originally barred from taking the national Certified
Surgical Technologist (CST) exam.
Two distance education courses, SRGT 1405—Introduction to Surgical Technology and SRGT 2130—
Professional Readiness, delivered over eight weeks, prepared students to take the CST exam. A one-semester
hour preparation course was developed to help students sharpen their exam skills, and some students may
take only this refresher course.
Fiscal Impact: $3,109, or 82 percent, savings per student, by reducing the time required from 37 semester
hours to five semester hours
Outcomes
• National rules were changed to allow military-trained surgical technologists trained in unaccredited
military programs to sit for certification exams
• 8 participants enrolled in the five-semester hour accelerated National Board of Surgical Technology and
Surgical Assisting (NBSTSA) CST Exam Preparation program
• 28 participants enrolled in the one-semester hour Professional Readiness course (includes those previously
enrolled in the NBSTSA CST Exam Preparation program)
• 23 participants are waiting to take the NBSTSA CST Exam so they can practice as certified surgical
technologists in Texas
Project Summary
The Accelerated Alternate Delivery Surgical Technology Certificate Program was developed because many
military-trained surgical technologists were not eligible to take the national CST exam. In 2000, some
military programs dropped national accreditation, and NBSTSA rules barred surgical technologists trained in
unaccredited programs from taking the CST exam.
In Texas, surgical technologists were required to obtain national certification with the passage of House Bill
643 in 2009. Although this legislation exempts those who have completed a military training program for
surgical technology, health care employers have adopted a culture of only hiring surgical technologists who
hold CST certificates. Veterans and active duty surgical technologists who practiced in operating rooms
daily, often with years of experience, faced unemployment because their employers wanted only certified
surgical technologists.
When TWC approached HCC about College Credit for Heroes in 2010, HCC-Coleman College faculty
began discussions with the Association of Surgical Technologists (AST) and the NBSTSA to determine if
the accelerated alternate program would meet national standards. These discussions influenced national
policy changes. Effective January 2012, NBSTSA revised its eligibility criteria and allowed military-trained
22
surgical technologists who were ineligible after March 1, 2000, to sit for the CST exam. As a result, HCC,
working with TWC, redesigned its program so that military-trained surgical technologists could ensure their
skills and knowledge met national exam standards.
However, in order to meet the residency requirement of the Southern Association of Colleges and Schools
(SACS), HCC will add an additional course to the five-credit hour course for future students. SACS
accreditation standards require that a minimum of 25 percent of credits be taken in residence at the institution
that awards the degree. xxiii
Today, surgical technologists who are veterans and service members, and who completed one of HCC’s
accelerated courses, are waiting to take the national exam and continue to practice in military, private, and
public hospitals across the state. HCC continues to outreach to veterans and service members who can
benefit from the program.
23
ALAMO COLLEGES
Career Mobility Registered Nursing and Associate Degree Opportunities
Alamo Colleges worked with the Medical Education and Training Campus (METC) at Fort Sam Houston to
create a career mobility registered nursing (RN) program to accelerate a veteran’s path to nursing licensure.
Medics and corpsmen are eligible to participate.
Additionally, the college developed three Associate of Applied Science (AAS) degrees in health
management to streamline transferable credits and accelerate attainment of the degree by veterans and
service members already certified in a health profession.
Fiscal Impact: Estimated average cost savings per student of $1,235 to $3,962 in the selected nursing and
allied health specialties
Outcomes
• Created a national model, usable by all Texas community colleges, for maximizing transfer credit awards
for military allied health care training and experience
• Developed, refined, and planned pathways to accelerated AAS degree programs for qualified military
allied health care professionals
• Broadened options open to graduates of the accelerated AAS degree in Health Information Technology
with three Health Management Specialty tracks by exploring articulation agreements with four‐year
colleges and universities
Project Summary
Alamo Colleges developed accelerated pathways to AAS degrees for Texas veterans and active duty military
service members with selected allied health specialties. The AAS degree in nursing, through the accelerated
Military to RN Career Mobility Track program, is the pathway for the target student population who were
trained and served as Army combat medics, Navy corpsmen, and Air Force medics.
The pathway for the target student population who were trained and served as medical laboratory
technicians, occupational therapy assistants, and radiography technologists is the accelerated AAS degree in
Health Information Technology with three tracks: Health Management Medical Laboratory Technician
Specialty, Health Management Occupational Therapy Assistant Specialty, or Health Management
Radiography Technologist Specialty. Veterans and active duty military service members pursuing these
career paths receive transfer credit awards for their military training.
The accelerated pathways serve as a national model for translating additional medical specialties training at
METC into degree plans.
24
TEMPLE COLLEGE
Accelerated Emergency Services Program for Veterans
Temple College developed and implemented an accelerated program in Emergency Medical Services (EMS)
for veterans and service members with military medical experience. The project consisted of streamlined
pathways for Level I and Level II EMS certification, and outreach to Texas community colleges to adopt
their streamlined model for qualified veterans.
Fiscal Impact:
• $2,060, or 77 percent, savings per student, by reducing the time required from three semester hours to
one semester hour for the Level 1 EMS Intermediate certification
• $2,000, or 39 percent, savings per student, by reducing the time required from five semester hours to
three semester hours for the Level 2 Paramedic certification
• Potential 30 percent increase in earnings for certified EMS personnel
Outcomes
• Created standard curriculum, usable by all Texas community colleges, for accelerated EMS Level 1 and
Level 2 certification
• Developed a competency testing model for ensuring medics and corpsmen are qualified in college-level
academic health care courses
• Shared the streamlined curriculum with other Texas community colleges
Project Summary
The purpose of Temple College’s accelerated program in Emergency Medical Services was to transition
active military and veterans with medical experience into the civilian EMS workforce. The program
consisted of three parts: (1) credit for previous learning, (2) credit by exam, and (3) matriculation into
ongoing classes.
With the curriculum plan in place and the credit by exams established, the continued implementation of the
accelerated curriculum for veterans and active duty military will be performed through regular college policy
and procedures. Prior to adopting the credit exam portion of the accelerated curriculum, the college revisited
its testing fee structure and lowered the cost per exam.
The college is exploring additional articulation agreements to benefit veterans and service members and
continues working with the other College Credit for Heroes college partners to share information and
disseminate curriculum.
25
SAN JACINTO COLLEGE
Allied Health Programs and Military Service Credit Analysis Project and Summit
San Jacinto College developed a comprehensive analysis of allied health offerings at all Texas community
colleges, identifying a geographical analysis of training gaps, existing and needed transfer credit
opportunities, barriers to awarding credit for military training and experience, and external barriers such as
certification, licensing, or accreditation processes. Findings were presented to the public at a summit on April
26, 2012.
Fiscal Impact: Counted as part of CTC and statewide impact. (See Fiscal Impact statement for details.)
Outcomes
• Convened the Allied Health Programs and Military Service Credit Comprehensive Analysis Project
Summit
• Developed a comprehensive list of all allied health programs offered at Texas’ two-year educational
institutions at the certificate and degree level
• Produced geographic maps of the analysis of allied health training gaps
Project Summary
The purpose of the Allied Health Programs and Military Service Credit Project and Summit was to prepare a
comprehensive report on how best to meet the needs of veterans and service members already trained in
military health training programs and to conduct a statewide summit meeting on issues posed to transition to
civilian health careers. This study looked at the military and veterans in Texas, including number of
veterans, their use of VA benefits, current enlistment trends, and the new joint-service allied health training
facility in San Antonio—METC—as well as how it affects Texas’ allied health education.
The study includes state and federal labor projections and data sources, yielding a clear picture of the
demands for key allied health careers, projected growth rates, and the various mean wages currently offered
to allied health professionals in key fields. San Jacinto examined health programs offered at Texas’
community colleges and created a matrix of colleges and programs. The frequency of offerings throughout
the state enabled San Jacinto to geographically map the gaps in service by program. The study identified the
top 23 most frequently offered programs and compared the programs to a list of METC graduation numbers.
By cross-indexing the programs from both lists, the study was able to match the most numerous community
college allied health programs with the largest METC graduating classes.
San Jacinto College’s directory and study lead the way to further identification of occupation-specific
barriers faced by veterans and service members in becoming certified allied health professionals practicing in
Texas.
26
Fiscal Impact of College Credit for Heroes
TWC required each College Credit for Heroes project to complete a fiscal impact assessment or return-oninvestment study to evaluate efficiency gains.
Fiscal impact results from two broad assessments: a return-on-investment study of the College Credit for
Heroes website and an economic multiplier study conducted by an independent private sector consulting firm
on behalf of Lone Star College System.
Fiscal impact also results from shortening the time that a veteran or service member needs to be in training in
one of the streamlined health care programs developed by College Credit for Heroes. Since these impact
assessments overlap and cross different time periods, they cannot be added together for a total tally. All
estimates assume in-district tuition and fees apply.
State Savings
State savings from College Credit for Heroes projects occur because state payments to community colleges
for contact hours will be reduced. Simply, as the number of contact hours required to complete a program
are reduced, so are the state payments required to support a veteran’s coursework. These savings are
calculated on a per-student basis.
Over time, it is likely that the number of veterans and service members in Texas colleges and universities
will rise. This will have the overall effect of increasing overall contact hours; yet per-student savings will
remain efficient, and more students will receive degrees, certificates or licenses for the same state costs.
Community colleges in Texas also receive local ad valorem property tax revenues to support education.
Streamlined programs for educating veterans and service members will enable more efficient use of local tax
revenues, but no specific savings was attributed solely to these revenues.
Sidebar: State Payments for Community College Classes
Texas community colleges receive state payments for contact hours—a unit of time during which a student
has contact with an instructor, including lecture and laboratory time. This is part of Texas’ payments to
community colleges. Each biennium, the Texas Legislature establishes the appropriation rate for contact
hours. This amount varies according to the type of academic program taught.
For example, for State Fiscal Years 2012–2013, the state would reimburse a program for surgical technology
$3.22 for each contact hour. For an associate degree nursing program, such as Alamo Colleges’ Accelerated
Military to Registered Nurse Career Mobility Track, colleges would receive $4.06 per contact hour.
Source: Texas Higher Education Coordinating Board
Federal Savings
27
Federal savings from College Credit for Heroes projects occur because veterans will require shorter
timeframes to acquire their degrees, certifications or licenses under federal GI Bill benefits. Due to
shortened programs, veterans may also require less federal support for monthly living allowances and books
and supplies in those GI Bill programs that allow such coverage.
Alamo Colleges included federal cost savings of books and supplies where relevant in its estimates; other
colleges did not. None of the estimates attempts to quantify the federal savings due to reduced monthly living
allowances. Thus, the federal savings are understated.
More efficient use of time-limited GI Bill benefits may encourage veterans to seek higher levels of education
or certification and licensure.
The federal government will also save money on behalf of active duty service members who receive tuition
assistance for education while in the military. As active duty service members participate in streamlined
programs, time needed to complete educational programs will be reduced.
Estimated Participation by Veterans and Service Members
Overall fiscal estimates are based on the number of participants. Based on first-quarter results and the
evaluation of historical enrollment, the first-year number of veterans and service member participants is
expected to be 1,100. The second-year number rises by an additional 3,150, totaling 4,250 participants during
the two-year period.
However, these numbers are very conservative and are expected to accelerate rapidly in the future with the
spread of best practices to colleges and universities across the state and widely expanded use of the College
Credit for Heroes website and database at CTC.
Savings and Return on Investment Attributed to College Credit for Heroes Website
Central Texas College (CTC) was responsible for designing and implementing the College Credit for Heroes
website. The website was based on CTC’s decades of experience in translating military experience into
college credit.
Between April 2012 and mid-September 2012, the College Credit for Heroes website has had:
• over 11,400 hits;
• 1,164 accounts established; and
• 440 requests for evaluations of credit. xxiv
Based on completed evaluations between April and June 2012, Texas veterans and service members using
the College Credit for Heroes website were awarded an average of 34 semester credit hours—about a year’s
worth of college.
28
Half of the 34 credit hours counts as workforce or academic classes, and the other half of the credit hours
counts as open electives or electives in a student’s area of study.
A typical veteran or service member could save an estimated $246 for academic courses, $799 for workforce
courses, and $1,044 for electives. On average, a veteran or service member could save an estimated $2,089
in tuition alone, depending on the degree program.
Under extremely conservative estimates, state and federal government stand to save a minimum of $4.9
million annually in all funds as a result of the College Credit for Heroes website, assuming 100 percent of all
coursework is accepted at a Texas college.
•
Savings to the federal government due to reduced needs for GI Bill or tuition assistance payments for
coursework would account for nearly $2.2 million, assuming that 100 percent of all credit is accepted
at a Texas college.
•
Savings to Texas state government due to reduced state payments for contact hours would amount to
more than $2.7 million annually, assuming that 100 percent of all coursework is accepted at a Texas
college.
This estimate uses the average 2012–2013 tuition—$61.43 per credit hour—at the seven community colleges
participating in the College Credit for Heroes program. This is an extremely conservative estimate, and
savings calculations would rise to the extent that tuition costs at other Texas community colleges or four-year
institutions are higher.
Return on Investment
If only 50 percent of academic and workforce credits awarded on a transcript issued by Central Texas
College were accepted at Texas colleges, the return on investment of the initial TWC grant to CTC would be
paid back in 1.3 years, and account for a cost-benefit ratio of $1.35 in benefits for every $1.00 spent. xxv
State and Federal Savings due to Streamlined Health Programs
Surgical Technologists
Houston Community College’s Accelerated Alternate Delivery Surgical Technology Certificate Program
reduces the number of credit hours required for veterans or service members who need to take a national
exam from 37 credit hours in the traditional program, to five credit hours in the accelerated program.
Savings to the federal government under the federal GI Bill or tuition assistance for each student in the
accelerated surgical technology five-credit hour program is $3,109, or 82 percent.
29
State savings due to reduced state contact hour reimbursement is $4,019 per veteran or service member. This
represents 91 percent state savings over the traditional program. xxvi
Registered Nurses
Alamo Colleges’ accelerated path for medics or corpsmen enables veterans or service members to become
registered nurses (RNs), one of the most in-demand professions in Texas and the nation.
The Accelerated Military to Registered Nurse Career Mobility Track reduced the number of college credits
needed to obtain an AAS degree from 41 to 30 semester hours.
Savings to the federal government for each veteran medic or corpsman pursing a degree as an RN in the
accelerated path will save the federal government $2,451, or 32 percent, in tuition, fees, and books, assuming
full eligibility under the Post-9/11 GI Bill.
For active duty service members, the federal government would save an estimated $1,451, or 25 percent, in
tuition assistance for each student. The difference in federal savings for veterans versus active duty service
members is attributed to different educational benefits.
State savings in contact-hour reimbursement for the RN Career Mobility Track is $1,235, or 25 percent, for
each veteran or service member receiving an associate degree as a registered nurse. xxvii
Emergency Medical Services Level I and II Certification
Temple College’s streamlined curricula for Level I and II Emergency Medical Services (EMS) certification
enables veterans or service members with basic medic or corpsman training to become certified EMS
practitioners in Texas.
For Level I certification, veterans and service members who pass competency exams cut their educational
requirements from three semesters to one. For Level II Paramedic training, educational requirements are cut
from five semesters to three.
Federal savings for the Level I streamlined EMS curriculum are $2,060, or 77 percent, per student.
State savings in contact-hour reimbursement for the Level I accelerated program is $2,639, or __ percent, per
student.
Federal savings for the Level II Paramedic streamlined curriculum are $2,000, or __ percent, per student.
State savings in contact-hour reimbursement for the Level II accelerated program is $2,718, or __ percent,
per student.
30
In these estimates, testing costs were paid under the TWC College Credit for Heroes grant award. Because
the grant has ended, testing fees would be paid by students enrolling in the programs or by the federal
government and thus savings would be reduced. However, as students’ test results are evaluated over time,
Temple College anticipates that articulated credit will be awarded to students with the appropriate
background without additional testing. Then, savings per student would return to the original estimates. xxviii
Accelerated Associate of Applied Sciences Degree Plans
Alamo Colleges developed three accelerated Associate of Applied Sciences (AAS) degree paths for medical
laboratory technicians, occupational therapy assistants, and radiography technologists. Each accelerated path
will result in an AAS in Health Information Technology–Health Management.
These accelerated paths will enable certified or licensed allied health instructors at METC to attain their twoyear college degrees. METC instructors are required to have, at minimum, a two-year associate degree in
order to maintain or achieve accreditation. These accelerated paths will assist service members in achieving
higher levels of education, and will assist in training additional active duty military students at METC.
AAS degree track, Medical Laboratory Technician: Total federal savings in tuition, lab fees, and books for
each veteran student in this program is $3,976, or 56 percent. Total federal savings per active duty military
student is $2,976, or 59 percent. Educational benefits for veterans include $1,000 annual coverage for books
and supplies, while active duty service members do not receive such reimbursement. Thus, cost savings vary.
The accelerated program reduces the number of semester hours required from 61 credit hours to 30 credit
hours. Thus, state contact-hour savings amount to $4,126, or 69 percent, per student.
AAS degree track, Occupational Therapy Assistant: Total federal savings in tuition, lab fees, and books for
each veteran student in this program is $3,696, or 54 percent. Total federal savings per active duty military
student is $2,696, or 56 percent.
The accelerated program reduces the number of semester hours required from 61 credit hours to 30 credit
hours. Thus, state contact-hour savings amount to $3,447, or 65 percent, per student.
AAS degree track, Radiography Technologist: Total federal savings in tuition, lab fees, and books for each
veteran student in this program is $4,757, or 70 percent. Total federal savings per active duty military
student is $2,757, or 57 percent.
The accelerated program reduces the number of semester hours required from 62 credit hours to 30 credit
hours. Thus, state contact-hour savings amount to $3,602, or 66 percent, per student.
College Credit for Heroes
Streamlined Health Certifications and Degrees
Federal and State Savings per Student
31
Program
Savings to Federal
Government
Percent
Savings
Savings to Federal
Government
Veteran
Percent
Savings
Savings to State
Government
Percent
Savings
Contact-Hour
Appropriation
$4,019
91
$1,235
25
Surgical Technology
$3,109
82
Active Duty
Service Member
Not Calculated*
Registered Nurse, AAS
$2,451
32
$1,451
Level I
$2,060
____
Not Calculated*
$2,639
____
Level II
$2,000
____
Not Calculated*
$2,718
____
Medical Lab. Tech.
$3,976
56
$2,976
59
$4,126
69
Occupational Therapy Asst.
$3,696
54
$2,696
56
$3,447
65
Radiography Tech.
$4,757
70
$2,757
57
$3,602
66
25
EMS
AAS, Health Information
Technology - Health Management
*Note: The federal government does not reimburse active duty service members for books and supplies, but the Post-9/11 GI bill does provide
$1,000 per year allowance for books and supplies.
Overall Fiscal Impact: Economic Multiplier Study
Lone Star College System contracted for an overall economic analysis using the services of a private sector
economic consulting firm. The economic study examined three facets of potential effects: the impact of
direct investment of the $3 million originally allocated for the Phase I grants, indirect economic effects, and
induced economic impact.
Direct impact is the result of the initial $3 million investment. Indirect economic impact results from new, or
expansion of existing, supplies of goods and services to the colleges developing the College Credit for
Heroes program. The induced impact is a ripple effect as even more jobs are created in new or existing
businesses in the state, such as retail stores, gas stations, banks, restaurants, and service companies that
supply goods and services to the direct and indirect workers and their families.
The study found that direct investment of the initial $3 million supported a total of 68 jobs, $2.5 million in
household earnings, and $7.4 million in economic output in the state of Texas.
The study estimated that approximately 4,250 veterans or service members will participate in College Credit
for Heroes by the second year of the program.
32
As these 4,250 veterans or service members find employment in Texas, the total economic impact generated
could include more than 11,000 jobs, and additional household earnings and economic output to the state.
Impact on College Revenues
The economic study also found that colleges participating in College Credit for Heroes will experience net
revenue gains of $4.2 million in college tuition.
Due to the award of college credit through the College Credit for Heroes website, community colleges will
receive lower aggregate tuition payments for each individual student because the student will simply spend
less time in classrooms and labs to earn a certificate, license, or degree. The estimated tuition revenue lost
by colleges is $2.6 million.
However, as greater numbers of veterans or service members attend Texas colleges due to the incentives
provided by College Credit for Heroes, more students will enter colleges and remain in school to complete
their two-year degrees, for a total of 60 credit hours on average. Thus, participating colleges will experience
a total increase in tuition payments estimated at approximately $6.8 million.
The difference means that Texas colleges are expected to have a net gain of tuition revenues of $4.2 million
due to College Credit for Heroes. xxix
The estimate of college revenue is very conservative because it does not include academic fees, and also
because the tuition amounts are based on 2012–13 average tuition costs—$61.43 per credit hour—at the
seven community colleges initially participating in the initial College Credit for Heroes program.
If four-year Texas colleges and universities participate in the program and save at least as many credit hours
as community colleges, the savings will be higher owing to their higher tuition and academic fees. In
addition, if greater numbers of veterans and service members attend college, or if they study in multiple
degree programs for longer time periods, the total economic impact will rise.
33
Lessons Learned: Findings from College Credit for Heroes Projects
These findings result from the work accomplished by the seven partner colleges and TWC. Additional
lessons may be learned from activities in other states (see Sidebar on Other States).
Entry into the civilian workforce is delayed when veterans are required to repeat coursework or
training they had in the military. Projects designed to streamline the award of credit toward certificates,
licenses, and degrees are cost-effective for the veteran or service member, and for state and federal
government. By saving veterans time, they will be able to enter the workforce sooner, or they may be able to
achieve higher levels of education as their GI education benefits are more efficiently spent.
Our nation’s lack of consistent academic policies and procedures on the award of college credit for
military training and experience presents unnecessary and costly barriers to degrees, licenses, and
certificates that veterans need to enter the civilian workforce. Each project developed under College
Credit for Heroes demonstrates that streamlined programs can pass credentialing scrutiny and save funding
as well. Military health training and experience can be translated into the civilian sector by ensuring that
military health educators and college faculty work together, sharing common goals.
TWC’s College Credit for Heroes program has been very cost-effective and will speed entry into the
civilian workforce for veterans. Fiscal impact studies demonstrate that veterans and service members,
colleges and universities, and state and federal government will all benefit from continued work.
Colleges can and will work together to find strategies that work for both the veterans and the
institutions. Cooperation, rather than competition, is the remedy for finding solutions. Using the Texas
Inter-College Council on Veterans as a communication and learning vehicle was a positive strategy that
helped to develop solutions if problems arose and kept communication lines open.
Small- to medium-size colleges can design cost-effective ways to enhance veteran achievement. It is not
all about having lots of resources. Lee College efficiently used grant funding to establish an Individual
Education Plan for veterans, tutoring, and other services to assist veterans. The college can now track
veterans’ grade point averages. As a result, actions beyond grant activities happened. A new student
veteran’s organization was formed on campus, and community and civic organizations and businesses have
stepped forward to assist veterans and Lee College.
State laws, as well as educational accreditation requirements, may pose limitations on the award of
college credit for veterans and service members. The limitation of elective credits under Texas state law
poses an apparent barrier to the award of credit under College Credit for Heroes. As demonstrated by the
Accelerated Alternate Delivery Surgical Technology Certificate Program at Houston Community College,
the accreditation requirement that 25 percent of credits must be taken in residence at the degree-granting
institution poses limitations to some accelerated programs.
Military education goals and colleges’ educational goals share common characteristics and content,
and may be more similar than previously thought. The three colleges that designed streamlined allied
34
health programs studied military training in depth. Academic faculty examined learning goals and objectives,
course content, and skills. They prepared crosswalk tables to compare military course content with civilian
content. By studying the coursework, college officials can translate military training into academic civilian
training, without having to assess each student. Alternatively, competency testing enables student veterans
to skip known content and proceed to new learning experiences.
The inventory of nursing and allied health programs across the state points to directions for further
reforms. While three health programs were studied—surgical technology, associate degree nursing, and
emergency medical services—a vast array of other health programs also can be studied with the intent of
streamlining military training into civilian licensing, certification, or degree programs. The 64 health
programs at METC provide a wide menu of choices for next steps.
Nursing and allied health education can be streamlined for experienced veterans and service members
and still meet state and national licensing or certification guidelines. TWC, academic faculty, and the
State of Texas care that qualified health practitioners enter into their profession. Yet, College Credit for
Heroes projects have proven that streamlined civilian education courses for experienced veterans and service
members meet state and national licensing, certification, and accrediting guidelines.
The lack of statewide data or regular reporting on veterans or service members attending Texas
colleges diminishes the perception of the importance of veterans on college campuses. If Texas cannot
clearly identify basic facts about veterans and service members on college campuses today, the state and
academic institutions cannot adequately plan for their education. Baseline numbers, degree plans, rates of
increase, and other factors are key information points.
Continued outreach to veterans, service members, and colleges is key to encouraging other Texas
institutions to adopt College Credit for Heroes best practices and to award credit for military training
and experience. Other Texas colleges and institutions have been very receptive to beginning their own
College Credit for Heroes projects. TWC plans to continue this outreach to benefit veterans and service
members.
35
SIDEBAR
Other States
Before TWC initiated the College Credit for Heroes program, other states had taken some preliminary
measures to enable veterans and service members to get credit for military experience and to ease their
transition into college classrooms. At first, many initiatives originated with governors’ executive orders,
then state legislatures enacted additional measures. California and Ohio were among the first; Minnesota
provides another example.
California’s initiative, Troops to College, was announced in March 2006 by former Governor Arnold
Schwarzenegger. Under Troops to College, the California community college system, the California State
University system, and the University of California system worked together under an oversight committee
appointed by the governor. xxx
Under policies adopted by the California State University system, passing scores on College-Level
Examination Program (CLEP) exams will satisfy general education requirements at all institutions in the
system. xxxi
Under California law (SB 813, 2011), veterans have priority in registering for classes for four years after
leaving active duty. xxxii This helps veterans stay on their program or degree paths, without having to compete
with other college students for in-demand classes or classes needed for degree completion.
Recently, the California legislature adopted a nonbinding resolution, ACR 159, which encourages the three
statewide college systems to adopt ACE credit recommendations giving veterans credit for their military
experience. xxxiii
Also a recent development, the Bureau of Investigative Affairs at the California Department of Consumer
Affairs implemented the Veterans Come First program, enabling veterans to receive priority service in
becoming licensed as security guards, private investigators, locksmiths, or other categories licensed under the
Bureau’s authority. xxxiv
Under the Ohio GI Promise initiative, all 36 Ohio public colleges and universities are members of SOC.
This means that Ohio colleges and universities accept ACE credit recommendations for military service and
training. A statewide reporting system will be developed over time. Former Ohio Governor Ted Strickland
issued Executive Order 2008-17S instituting the SOC requirement. The executive order also set up the GI
Promise Council to promote educational opportunities for veterans. xxxv
Ohio has a five-point policy on awarding college credit for military training and experience.
1.
“College credit will be granted to students with military training, experience, or coursework that is
recognized by ACE.
36
2.
3.
4.
5.
All public institutions of higher education in Ohio will use ACE Guide to the Evaluation of
Educational Experiences in the Armed Services in evaluating and awarding academic credit for
military training, experience, and coursework.
If the course to which the military training, experience, or coursework is equivalent fulfills a general
education or major course or degree program requirement at the receiving institution, the credit
should count towards graduation and meet a requirement accordingly. Otherwise, appropriate course
credit including free elective course credit will be granted.
Credits earned via military training, experience, and coursework are transferable within public
institutions of higher education in Ohio according to the state’s Transfer Module, Transfer Assurance
Guides, Career-Technical Credit Transfer, and transfer policy.
Each public institution of higher education in Ohio will provide information on awarding of college
credit for military training, experience, and coursework, which should include the number of credits
awarded and the course equivalents.” xxxvi
The only state with a centralized website resembling Texas’ College Credit for Heroes website is Minnesota.
The Veterans Re-Entry Education Program (VREP) created the Veterans Education Transfer System
(VETS), an online system that allows veterans and service members to determine how military training can
count for credit at all Minnesota state colleges and universities, including community colleges. Veterans and
service members can search for academic programs and credit transfer information by military branch and
occupation. xxxvii
In 2006, Minnesota enacted a statute requiring the Minnesota State Colleges and Universities system to
recognize courses and award credits for military training or service if the courses meet ACE standards or the
equivalent. The statute encourages the University of Minnesota and private colleges and universities in
Minnesota to award similar credit, but does not require them to make the award. xxxviii
In addition, the Minnesota State Colleges and Universities system adopted policies and procedures for
member institutions to evaluate and grant undergraduate credit to a student for successful college-level
learning gained in noncredit or experiential settings. The policies enable students, including veterans, to earn
credit by taking national or course-specific exams, developing portfolios, or demonstrating competency. xxxix
Some states have recently enacted statutes that generally direct state licensing or certification entities to
allow military training and experience to count toward civilian professional credentialing.
According to Rodrigo Garcia, the chairman of the Student Veterans of America, broad-based laws that
generally direct licensing agencies to study how to account for military training in credentialing processes
usually do not result in many, if any, changes. xl
An emerging trend is for states to authorize temporary or reciprocal licenses for the spouses of military
service members. This enables military families to transfer to other states and continue practicing in their
professions. States that have enacted some version of this include Arizona, California, Florida, and
Illinois. xli
37
Recommendations: Additional Measures Needed
Senate Bill 1736, the enabling legislation for College Credit for Heroes, requires TWC to report to the Texas
Legislature and the governor on:
• “measures needed to facilitate the award of academic or workforce education credit by institutions of
higher education for military experience, education, and training obtained during military service; and
• other related measures needed to facilitate the entry of trained, qualified veterans and military service
members into the workforce.” xlii
In order to help develop the recommendations as required under Senate Bill 1736, the seven partner colleges
convened for the Veterans Excellence Conference hosted by Lone Star College at the end of August 2012.
The conference focused on best practices, lessons learned, and remaining barriers.
Interactive sessions included input from representatives of 33 community colleges and universities from
across the state, military and veterans’ organizations, and governor’s office and state agency staff. The final
conference panel discussion, attended by Senate Bill 1736 sponsor Senator Leticia Van de Putte, focused on
next steps. The following recommendations stem from discussions with member colleges, final project
reports, TWC research, and, most importantly, input from the Veterans Excellence Conference.
Expand TWC’s College Credit for Heroes program to other colleges and universities, geographic
areas, and other professions.
•
TWC issued a new RFP that will be open to additional colleges, universities, and professions.
Continue to improve the College Credit for Heroes website (www.collegecreditforheroes.org). (CTC)
The Texas Legislature may want to consider providing funding to continue and expand Central Texas
College’s (CTC) website and database to maintain and improve the college’s ability to provide official
transcripts to veterans and service members. An expansion will enable more colleges and universities
to assess awards of credit, as well as reducing staff time currently necessary to conduct assessments at
each college or university.
•
•
TWC has enabled Central Texas College to use unexpended funds resulting from the original grant and
awarded additional funding to continue the availability of evaluation of military training and transcripts
in Fiscal Year 2013.
Possible upgrades include mapping military occupations into civilian careers, linking to a degree audit
system, adding military officer training, adding upper-level courses, and adding more information about
military training.
Encourage Texas colleges and universities to adopt streamlined College Credit for Heroes curricula
for associate degree registered nursing, surgical technology certificate programs, and emergency
medical services programs.
38
•
•
•
•
Temple College is making the EMS curriculum available to any college and is in current discussion with
Grayson College about starting a program in spring 2013.
Alamo Colleges is developing articulation agreements with four-year institutions.
Alamo Colleges will start accepting veterans and service members into the associate degree registered
nursing program in spring 2013.
Adding more colleges that adopt the curricula or articulate the credit to higher degrees will increase
savings and speed veterans’ entry into the workforce.
Encourage greater use of prior learning assessments and other competency based models to maximize
award of credit for military experience and training..
Encourage Texas colleges and universities to adopt streamlined College Credit for Heroes curricula
for Associate of Applied Sciences (AAS) degrees in Health Information Technology: Health
Management Medical Laboratory Technician Specialty, Health Management Occupational Therapy
Assistant Specialty, and Health Management Radiography Technologist Specialty.
•
•
Alamo Colleges will begin accepting veterans and service members into the associate degree programs in
spring 2013.
Adding more colleges that adopt the curricula or articulate the credit to higher degrees will increase
savings and speed veterans’ entry into the workforce.
Ensure continued communication between colleges, universities, TWC, THECB, and local employers
and businesses on the award of college credit for veterans and service members.
•
•
Continue the Texas Inter-College Council on Veterans and methods to award academic and workforce
credit for veterans and service members.
Continue working together to promote opportunities to improve policies and procedures for veterans and
service members.
Disseminate information statewide on College Credit for Heroes projects and encourage Texas colleges
and universities to adopt College Credit for Heroes best practices.
•
•
•
Continue and update the College Credit for Heroes website.
Provide best practices information to Texas colleges and universities.
Continue and update the TWC College Credit for Heroes web page.
Encourage Texas colleges and universities to develop articulation agreements and memoranda of
understanding with Central Texas College to accept all credit awarded for military service under the
College Credit for Heroes program. To support this effort, ensure that Central Texas College has
adequate funding to continue to provide services as described above.
•
CTC and partner colleges are developing draft articulation agreements.
39
•
Tracking and accounting for articulation agreements adopted will enable Texas to determine how
widespread College Credit for Heroes practices and programs are, as well as how state and federal
savings are rising.
Continue progress made in allied health and address limitations for military obtaining licensing or
certification in other allied health professions.
•
•
•
Houston Community College is on a Texas Medical Center task force to look at other allied health
professions and determine if degree, licensing, or certification processes can be streamlined.
Alamo Colleges is looking at additional health training programs at METC that could be streamlined.
Initiate regional studies/inventories of the availability of nursing and allied health clinical teaching space
and ways to overcome limitations.
Expand College Credit for Heroes outreach to Texas veterans and active service members who enlisted
in the military from Texas or who are willing to relocate to Texas.
Continue collaboration between TWC, military bases and installations in Texas (including the Medical
Education and Training Campus (METC), Fort Hood, Fort Sam Houston, Fort Bliss and others), and
colleges and universities to improve the award of college credit and the transition to the civilian
workforce.
Examine Texas’ statutory barriers to maximizing the award of credit for military service and training.
•
Texas statutes place a limit of 12 hours on the award of elective credit. Under initial statistics available
from the College Credit for Heroes website, an average of 17 hours of elective credit has been recorded
on transcripts issued to date.
Monitor and report on barriers caused by higher education accreditation to the award of credit for
veterans and service members.
•
SACS accreditation requires that at least 25 percent of coursework be completed in residence at the
academic institution awarding the degree or certificate. At least one other regional accrediting body does
not have such a requirement. As a result, Houston Community College will add an additional class to its
surgical technology program for veterans and service members. This reduces the savings that can be
achieved in the program, and only increases the barrier for veterans and service members.
Improve public awareness of the impact and opportunities presented by thousands of veterans on
Texas’ college and university campuses.
•
Consider instituting a central repository for regular reporting on the number of veterans using VA
benefits and the number of service members using tuition assistance benefits. )
40
Encourage other schools to become members of the Servicemembers Opportunity Colleges (SOC)
Consortium and to use American Council on Education (ACE) credit recommendations and accept
transcripts from Central Texas College on the award of college credit.
•
•
Lee College prepared a report on how it became an SOC school, which can be made available to other
schools.
TWC required all schools participating in the College Credit for Heroes grant to obtain or maintain SOC
membership.
Consider ways to help veterans and service members determine if Texas colleges and universities are
truly military-friendly.
•
Consider a spectrum of options, ranging from labeling institutions that obtain and maintain SOC
membership, to establishing a “College Credit for Heroes Military-Friendly” designation.
Initiate activities to identify licensing or certification barriers for veterans and service members across
additional professions, including barriers for their spouses who hold professional certificates or
licenses from other states.
•
•
Other states and the federal government have recently initiated efforts to identify and remove licensing
and certification barriers to service members relocating to other states or exiting the military into civilian
life.
Consider ways to identify licensing and certification issues for military spouses who relocate to Texas,
including reciprocity with other states.
41
TWC and College Credit for Heroes extend thanks to many people across the state of Texas for their
dedicated work on behalf of veterans and service members. Many colleges and universities have taken steps
on their own campuses to enable men and women to make an easier transition from military service to
education to workforce.
We are most grateful to the seven college partners who led projects, participated in the Texas Inter-College
Council on Veterans, and worked tirelessly to resolve issues and develop best practices. The Office of the
Governor, Senator Leticia Van de Putte, Texas Higher Education Coordinating Board, Texas Veterans
Commission, and members and civilian employees of the national and state armed forces worked with us to
ensure that College Credit for Heroes benefitted veterans and service members as much as possible. Texas
Workforce boards, Workforce Solutions offices, other organizations, and colleges and universities
participating in outreach events and conferences added their expertise to the program. Please know that your
contributions will be recognized for decades as veterans and service members achieve academic and
workforce credit, entering civilian workplaces sooner, saving time for themselves and their families, and
saving taxpayer dollars for all.
42
Appendix 1
S.B.
1
No.
1736
AN ACT
2
relating to
3
program.
the
establishment of
the
College Credit for
4
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
5
SECTION 1.
6
Subchapter
A,
Chapter
amended by adding Section 302.0031 to read
7
CREDIT
8
section,
assigned
10
by
College Credit
12
13
develop,
and
education
61.003,
commission
for
credit
is
as follows:
higher
Education
shall
Heroes
support
Code,
COLLEGE
(a)
In
"institution
of
meaning
Section
(b) The
11
Labor
Sec.
302.0031.
FOR HEROES PROGRAM.
this
9
302,
Heroes
education"
demonstration
to
the
Code.
establish
methods
workforce
has
and
administer
program
maximize
awarded by
institutions
education to
to
identify,
academic
of
43
the
or
higher
14
15
veterans
education,
16
17
the
to
and
20
state
Board,
21
obtained
order
during
military
the
entry of
veterans
servicemembers into
22
public
to
(d)
private
this
commission
agencies,
education,
23
training
expedite
(c) The
19
military
servicemembers
military experience,
and
for
service
in
military
workforce.
18
24
and
work
cooperatively
including the
Texas
Coordinating
junior
colleges,
higher
accomplish
The
shall
the
and
purposes
other
of
commission
may
award
local,
or
entities
Higher
other
Education
institutions
this
grants
that
perform activities
purposes of
with
section.
to
related
section.
44
state,
to
the
of
S.B.
1
(e)
2
The
previously
3
or
other
4
5
commission
appropriated
The
administration
(g)
7
shall
report
9
10
12
the
program
using
to
the
commission
federal
or
received
from
commission
may
adopt
for
the
of
this
later
to
the
the
rules
as
necessary
section.
than
with
November
after
1,
2012,
Texas Higher
Board,
legislature
(1) the
results
(2) the
best
servicemembers
13
15
shall administer
money
of
and
any
the
commission,
Education
the
Coordinating
governor
grants
on:
awarded
under
this
section;
11
14
Not
consultation
8
1736
sources.
(f)
6
No.
credit
education,
at
to
practices
achieve maximum
education
institutions of higher
experience,
and
for
training
(3) measures
obtained
needed
academic
education
during
to
veterans
and
or
workforce
for
military
military
facilitate
military
service;
the
45
award
of
16
academic
or
17
education for
18
obtained
21
entry
into
the
credit
experience,
military
service;
by
institutions
education,
and
of
training
and
(4)
other
related
measures
the
needed
of
trained, qualified veterans
servicemembers
and
to
facilitate
military
workforce.
22
23
education
higher
military
during
19
20
workforce
(h)
This
subsection
and
January
1,
Subsection
(g)
expire
2013.
24
SECTION 2.
25
a vote
of
26
provided by
27
Act
does
This
two-thirds of
not
Section 39,
receive the
Act
takes effect immediately if it receives
all
the
members elected to
Article III,
vote
each
Texas Constitution.
necessary for
house, as
If
this
immediate effect, this
46
S.B.
1
No.
1736
Act takes effect September 1, 2011.
President of the Senate
House
I
Senate
hereby
certify
on April 21,
that
and
that the
amendment on
May
27,
Nays
following vote:
Yeas
S.B.
2011, by
0;
31,
Speaker of the
the
No.
31, Nays
passed
following vote:
Senate
2011, by
1736
concurred
in
the
Yeas
House
the
0.
Secretary of the
Senate
I
House,
hereby certify that
with
following
amendment,
vote:
Yeas
S.B.
No.
on
May
20,
149,
Nays
0,
1736
passed the
2011,
one
by
the
present not
voting.
Chief Clerk of
the House
Approved:
Date
Governor
DRAFT 3
October 1, 2012
48
Appendix 2
College Credit for Heroes Best Practices
College Credit for Heroes identifies, develops, and supports methods to maximize college
or workforce education credit awarded to veterans and service members for their military
experience, education, and training to expedite entry into the workforce. The primary
focus is on the award of college and workforce credit to speed workforce entry.
Each of these best practices stems from innovations, lessons learned, and the creativity of
the seven member colleges working with TWC in the College Credit for Heroes program.
These practices exemplify how Texas colleges can best prepare to educate returning
veterans and prepare service members to find jobs in the civilian workforce.
Other Texas colleges and universities should replicate these practices to benefit veterans
and service members and speed their entry into the civilian workforce.
These practices fall into seven general areas: Workforce, Accreditation and Certification,
Military-Related, Education, Intercollegiate, Resource, and Evaluation.
Workforce Best Practices
1. Design programs and practices that will move veterans and help
transition service members into the workforce quickly. Eliminate repetitive
coursework that delays entry into the civilian workforce. Repeating coursework costs
federal and state taxpayers, while streamlining coursework saves tax dollars and enables
the veteran and service member to become a wage earner sooner.
2. Ensure new curricula are approved by national or state accrediting or
licensing bodies. Once trained, veterans and service members must be able to practice or
work in civilian professions. If they cannot get required credentials, they cannot work in
their chosen profession.
3. Prioritize occupations with high or rapidly growing workforce demand.
Streamlined programs should focus on occupations with sufficient workforce demand to
ensure students will be employed upon successful completion of the program.
4. Maximize early outreach. Taking steps to ensure that veterans and service
members learn about programs early will help ensure that you have a sufficient number
of students at the start, and that they will complete training and education in order to
enter the workforce. Outreach should include working with entities such as Local
Workforce Development Boards, employers, other colleges, military bases, and veterans.
Accreditation and Certification Best Practices
1. Assess military training. Military education has many of the same learning
objectives and content as education in colleges and universities. Assessing the training
saves resources that would otherwise be used to evaluate individual transcripts.
DRAFT 3
October 1, 2012
49
Assessments can also be used to address barriers posed by accreditation, certification, or
licensing processes.
2. Question national or state certification/accreditation/licensing
requirements that pose barriers for veterans and service members. Assess and
propose changes to requirements that do not account for military training. Military
training is updated on an ongoing basis, and often civilian licensing or certification
processes do not recognize the value of military training.
3. Develop alternative pathways to meet national or state certification or
accreditation standards. Competency testing, review of military training and skills,
award of academic credit, and modular testing are a few ways colleges have developed
alternative pathways to getting college credit for veterans and service members.
4. Understand internal and external processes and time frames at the
beginning of the project. Developing a new degree program or pathway may require
multiple approval processes within an institution as well as for outside licensing or
accreditation entities.
Military-Related Best Practices
1. Ask the military. Military education leaders and officers who work daily with
veterans and service members know the content of military training and education and
understand how to outreach to veterans and service members. Ask the military for
information on training, advice on program development, guidance on enrollment, and
other issues as you develop and implement programs.
2. Communicate early and effectively with the military. Veterans and service
members have an effective communications network. Base education service offices and
officers, job fairs, education fairs, and similar networks can communicate information
effectively throughout the military system.
3. Know your potential population of veterans and service members.
Conduct research on veterans and service members, their experience, and training to
determine the expected enrollment in the program.
4. Make changes that include all branches of the military, to the extent
possible. Training and experience may vary across military branches, but every veteran
and service member deserves an equal chance at getting college credit.
5. Use veteran-specific events and services. Special veterans’ events,
sponsoring student veteran organizations, and attending veteran or service member
education fairs can help spread the word. Many Texas colleges find that having a
veteran’s office or a designated central point of contact for veterans is helpful.
Education Best Practices
DRAFT 3
October 1, 2012
50
1. Become a Servicemembers Opportunity College. Becoming a member of
the Servicemembers Opportunity Colleges (SOC) Consortium means that a college
agrees to evaluate military training and award academic credit. All schools in the
College Credit for Heroes program are SOC members.
2. Use multiple methods to award maximum college credit. Use of the College
Credit for Heroes website and acceptance of transcripts issued under the program is key.
Prior-learning assessment, portfolio assessment, standardized exams, and customized or
modular course design are a few of the ways colleges can award credit. Colleges can also
assess programs in military training to document how they translate into college courses.
3. Design programs and practices that will increase the uniform award of
college credit. Currently, many Texas colleges cannot ensure that the evaluation of
equally similar military transcripts will receive equal awards of academic credit. This
preparation work can be the foundation for articulation agreements between colleges.
4. Design programs and practices to ensure speedy and inclusive award of
credit hours. Some schools may delay any assessment of military training until the
student has completed a certain number of credit hours. An award of credit hours at the
start is necessary so the student does not enroll in classes that duplicate existing training.
Including as many courses as possible toward a student’s degree plan, as opposed to
general electives, also assists in getting the student closer to degree/certificate
completion.
5. Consider using online or blended courses. Working veterans can earn
college credit, and service members can study while still in the military.
6. Adapt existing streamlined programs for veteran-specific education.
Some existing streamlined courses assist lower-level practitioners achieve licensing or
certification, or assist them to reach higher levels of education and licensing. These
courses may be adapted to fit veterans or service members.
7. Ensure practices are uniform among colleges with multiple campuses.
Uniform practices, as in the system-wide evaluation and award of academic credit, helps
veterans and service members avoid pitfalls or delays in reaching academic goals.
8. Award full credit for courses where possible. Sometimes credit
recommendations are for partial course credit, such as a two-hour recommendation for a
three-hour course. Find a way, such as working with faculty members, to turn the partial
credit into full course credit so that students will not have to retake the course.
9. Involve top administrators, academic faculty, registrars, and staff in the
process. Top-down involvement is key to making system-wide changes.
10. Identify and eliminate barriers to degree/certificate completion. For
example, some Texas colleges adopt practices such as priority or early registration for
veterans. This practice enables veterans to timely register for courses they need to
complete their degree or certificate programs.
DRAFT 3
October 1, 2012
51
11. Play to your strengths. Each institution has advantages. Small institutions
can customize or take more personal approaches to achieve big system reforms. Larger
institutions may have more resources available for students and faculty.
Intercollegiate Best Practices
1. Collaborate with other colleges. Everyone wins, including the veterans and
service members, when colleges collaborate to solve problems, communicate between
faculty members, and find common ground.
2. Memoranda of Understanding or similar agreements can assist in
overcoming intercollegiate barriers. Establishing ground rules up front can define
roles and responsibilities and eliminate potential problems.
3. Develop articulation agreements to enhance the award of credit. Service
members frequently move, and are likely to receive college credits from multiple
institutions. Articulation agreements among Texas colleges can help eliminate military
students from having to unnecessarily repeat coursework.
4. Establish clear and open communications. Regular meetings, including
teleconferences and other communication means, add to communication successes.
Sharing of ideas, challenges, and best practices will help other colleges replicate
programs statewide.
Resource Best Practices
1. Involve community and external groups. Community employers, businesses,
and veterans’ support groups can leverage limited resources and provide valuable
information on program design.
2. Make full use of VA work-study students. The VA will pay for work-study
students.
3. Use current technology. Technology can enhance outreach, increase
enrollments, and be used to support instruction, distance learning, and online classes.
4. Use external resources to their full extent. Become a member of the SOC
Consortium, attend military or veterans’ conferences, and join listservs, and use these
resources to create an effective program for veterans. College registrars, veterans’
certifying officials, and veterans’ student groups are useful in implementation.
5. Use existing resources as a starting point. Central Texas College used an
existing manual, created over years of practice, to create the College Credit for Heroes
website and transcript generator. Houston Community College transformed an existing
program to train practicing civilian surgical technologists for the national accreditation
DRAFT 3
October 1, 2012
52
exam into new courses to help military surgical technologists achieve the same
accreditation.
Evaluation Best Practices
1. Design and include evaluation processes for the program up front.
Knowing how your program performs helps you redesign, if necessary, or can help you
design the next project.
2. Assess the fiscal impact of the program. Fiscal impact assessments inform
policymakers and potential funders of program success and give the college an
understanding of all components of the program.
3. Evaluate student performance. Student performance is the ultimate test of a
program’s success. Did they pass the test or get their license? Did they obtain a job in
their course of study?
4. Record, document, and share best practices. Thousands of service members
will be exiting the military as the announced drawdown of forces occurs and will be
ready to use their GI education benefits. Every Texas college can adapt programs and
processes to welcome them, provide training, and assist them to enter the civilian
workforce.
DRAFT 3
October 1, 2012
53
Appendix 3
Texas Inter-Collegiate Council on Veterans Meetings, 2011–2012
Date
Host
Location
September 16,
2011
Texas Workforce Commission
Austin, Texas
October 20,
2011
San Jacinto College
Pasadena, Texas
November 10,
2011
Lee College
Baytown, Texas
January 17,
2012
Military Education and Training Campus
(METC); Fort Sam Houston
San Antonio,
Texas
February 13,
2012
Houston Community College
Houston, Texas
March 22, 2012 Lone Star College
Houston, Texas
April 26, 2012
San Jacinto College (Allied Health Programs
Analysis Project and Summit)
Pasadena, Texas
May 16, 2012
Central Texas College
Killeen, Texas
June 15, 2012
Alamo Colleges
San Antonio,
Texas
July 19, 2012
Texas Workforce Commission
Austin, Texas
August 29–31,
2012
Lone Star College (Veterans Excellence
Conference)
Houston, Texas
DRAFT 3
October 1, 2012
54
Appendix 4
College Credit for Heroes Outreach Events
Date
Event
Location Details
August 24,
2010
Texas Workforce
Commission Forum
Austin,
Texas
Informational breakout session at
Workforce Forum.
November
Texas Workforce
17–19, 2010 Commission Annual
Conference
Dallas,
Texas
Informational breakout session at
annual conference.
July 14,
2011
Press Conference and
Bill Signing
San
Antonio,
Texas
Governor Rick Perry signed
Senate Bill 1736 ceremoniously
with Senator Leticia Van de Putte
in attendance at St. Phillip’s
College.
August 29–
31, 2011
Texas Workforce
Commission Forum
Austin,
Texas
Informational breakout session at
Workforce Forum.
September
22, 2011
Heart of Texas
Veteran’s Job Fair and
Conference
Waco,
Texas
Presentation on project to Central
Texas veterans at McLennan
College.
September
Military Friendly
28–30, 2011 Symposium
Killeen,
Texas
Conference outlining best
practices for institutions of higher
education regarding veterans at
Texas A&M–Central.
November
4, 2011
Fort Hood Briefing
Killeen,
Texas
Briefing to education service
providers at Fort Hood.
November
7, 2011
Momentum Texas
Briefing
Irving,
Texas
Briefing to nationwide nonprofit
veterans’ services provider.
November
30–
December
2, 2011
Texas Workforce
Commission Annual
Conference
Houston,
Texas
Informational breakout session at
annual conference.
December
Military Education and
Training Campus
San
Antonio,
Briefing to military instructors at
METC campus at Fort Sam
DRAFT 3
October 1, 2012
55
15, 2011
Briefing
Texas
Houston.
January 10,
2012
Council of Public
University Presidents
and Chancellors
Briefing
Austin,
Texas
Briefing to council to encourage
articulation with Texas
institutions of higher education.
February 1,
2012
Northeast Texas
Workforce Board
College Credit for
Heroes Consortium
Texarkana, Briefing and guidance to
Texas
consortium of higher education
partners interested in using CCH
as model project.
February 8,
2012
Texas Veterans
Austin,
Commission Committee Texas
on Higher Education
Briefing
Briefing to committee of veterans’
higher education service providers
and TVC.
March 2,
2012
Fort Hood Education
Fair
Killeen,
Texas
Outreach event to active service
members at Fort Hood regarding
opportunities available through
CCH.
April 2,
2012
Fort Hood College Fair
Killeen,
Texas
Outreach event to active service
members at Fort Hood regarding
opportunities available through
CCH.
April 2–4,
2012
Texas Workforce
Commission Forum
Austin,
Texas
Informational breakout session at
Workforce Forum.
April 11,
2012
Northeast Texas
Workforce Board
College Credit for
Heroes Consortium
Texarkana, Guidance to regional consortium
Texas
of higher education partners
interested in using CCH as model
project.
April 16–
18, 2012
Council on Military and
Education in Texas and
the South (COMETS)
Conference
Fort
Worth,
Texas
Outreach and networking to
institutions of higher education.
All seven CCH partner colleges
attended.
April 26,
2012
Allied Health Programs
Analysis and Summit
Pasadena,
Texas
Findings from San Jacinto
College’s CCH statewide allied
health programs analysis study.
DRAFT 3
October 1, 2012
56
May 10,
2012
Texas Veterans
Austin,
Commission Committee Texas
on Higher Education
Briefing
Briefing to committee of veterans’
higher education service providers
and TVC.
May 17,
2012
College Credit for
Heroes Governor’s
Press Conference
Killeen,
Texas
Press Conference to announce
launch of CCH website
(www.collegecreditforheroes.org).
May 22,
2012
Outreach/Articulation
Meeting with West
Texas schools
Amarillo,
Texas
Informational meeting with
Amarillo College, Clarendon
College, West Texas A&M
University.
May 23,
2012
Outreach/Articulation
Meeting with West
Texas schools
Lubbock,
Texas
Informational meeting with South
Plains College, Texas State
Technical College–West Texas,
Texas Tech University.
May 24,
2012
Outreach/Articulation
Meeting with West
Texas schools
El Paso,
Texas
Informational meeting with El
Paso Community College,
University of Texas at El Paso,
Western Technical College.
June 4, 2012 Outreach/Articulation
Meeting with DFW
schools
Dallas,
Texas
Informational meeting with Dallas
County Community College
District: Brookhaven College,
Cedar Valley College, East Field
College, El Centro College,
Mountain View College, North
Lake College, Richland College.
June 5, 2012 Outreach/Articulation
Meeting with DFW
schools
Fort
Worth,
Texas
Informational meeting with
Tarrant County College, Grayson
County College, Vernon College.
June 6, 2012 Outreach/Articulation
Meeting with DFW
schools
Dallas,
Texas
Informational meeting with Collin
Community College, University
of Texas at Dallas, Richland
College.
June 13,
Odessa,
Informational meeting with
Midland College, Odessa College,
DRAFT 3
Outreach/Articulation
Meeting with Permian
October 1, 2012
57
2012
Basin schools
Texas
Howard College, University of
Texas–Permian Basin.
June 19,
2012
Outreach/Articulation
Meeting with Gulf
Coast area schools
Houston,
Texas
Informational meeting with Alvin
College, Brazosport College,
College of the Mainland,
Galveston College, Wharton
College, Houston Community
College–Southeast, Lone Star
College–Kingwood, Prairie View
A&M University College of
Nursing, University of Texas
Health Sciences Center.
June 20,
2012
Outreach/Articulation
Meeting with South
Texas schools
Harlingen,
Texas
Informational meeting with South
Texas College, Texas Southmost,
Texas State Technical CollegeHarlingen, University of Texas at
Brownsville.
June 21,
2012
Outreach/Articulation
Meeting with South
Texas Schools
Corpus
Christi,
Texas
Informational meeting with
Coastal Bend College, Del Mar
College, Victoria College, Texas
A&M University–Corpus Christi,
University of Texas–Kingsville.
June 27,
2012
Outreach/Articulation
Meeting with Central
Texas Schools
Waco,
Texas
Informational meeting with
McLennan College, Texas State
Technical College–Waco, Baylor
University, Hill College.
July 10,
2012
Texas Higher Education
Coordinating Board
Briefing
Austin,
Texas
Briefing to agency regarding
status of project.
August 8,
2012
Lone Star College
Veteran Students Panel
Briefing
Houston,
Texas
Briefing to panel of veteran
students on project.
August 28,
2012
Texas Senate
Committee on Veteran
Affairs and Military
Killeen,
Texas
Testimony by Texas Workforce
Commission Chairman Andres
Alcantar and Central Texas
College Chancellor Thomas
DRAFT 3
October 1, 2012
58
Installations Hearing
Klincar
August 29–
31, 2012
Veterans Excellence
Conference
Houston,
Texas
September
13, 2012
Dallas County
Community College
District Briefing
McKinney, Briefing to district on status of
Texas
project.
October 16–
19, 2012
Veterans Civic Council
Conference
Galveston,
Texas
Presentation at conference hosted
by veterans’ education
organization.
October 23–
24, 2012
Military Friendly
Symposium
Bryan,
Texas
Participate in panel discussion
outlining best practices for
institutions of higher education
regarding veterans.
Grapevine,
Texas
Informational breakout session at
annual conference.
November
Texas Workforce
28–30, 2012 Commission Annual
Conference
DRAFT 3
October 1, 2012
Conference highlighting
accomplishments and findings
from project.
59
Appendix 5
Higher Education Participation at Veteran’s Excellence Conference
August 29-31, 2012
Colleges
Universities
Alamo Colleges
Alvin Community College
Amarillo College
Baker College
Blinn College
Central Texas College
Dallas County Community College
District (Richland College, Collin
Community College)
Del Mar College
El Paso Community College
Houston Community College
Kaplan College
Lee College
Lone Star College
San Jacinto College
South Texas College
St. Phillip’s College
Texarkana College
Texas State Technical College Waco
Texas State Technical College West Texas
Angelo State University
Embry Riddle Aeronautical University
Prairie View A&M University
Sam Houston State University
Texas A&M University System
Texas A&M University Central Texas
Texas Southern University
University of Houston
University of Houston Northwest
University of Texas at Austin
University of Texas Pan American
University of Texas at San Antonio
University of Texas at Tyler
DRAFT 3
October 1, 2012
60
i
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(Washington, D.C., March 20, 2012), http://www.bls.gov/news.release/pdf/vet.pdf. (Last visited
September 22, 2012).
ii
U.S. Department of Defense, Manpower Data Center, Legal Residence/Home Address for Service
Members Ever Deployed as of May 31, 2012 (Washington, D.C., June 29, 2012),
http://dva.state.wi.us/WebForms/Data_Factsheets/ResDistribution-May12.pdf. (Last visited September 24,
2012).
iii
U.S. Department of Veterans Affairs, National Center for Veterans Analysis and Statistics, Veteran
Population (Washington, D.C.), http://www.va.gov/vetdata/Veteran_Population.asp. (Last visited
September 22, 2012).
iv
U.S. Department of Veterans Affairs, Veterans Benefit Administration, Annual Benefits Report, Fiscal
Year 2011, (Washington, D.C., 2011), http://www.vba.va.gov/REPORTS/abr/2011_abr.pdf. (Last visited
September 22, 2012).
v
U.S. Department of Veterans Affairs, National Center for Veterans Analysis and Statistics, FY 11
Geographic Distribution of VA Expenditures (GDX), (Washington, D.C., 2012),
http://www.va.gov/VETDATA/docs/GDX/GDX_FY11.xls. (Last visited September 22, 2012).
vi
E-mail from Mike Wells, Office of Policy and Planning, National Center for Veterans Analysis &
Statistics, U.S. Department of Veterans Affairs, August 22, 2012.
vii
U.S. Department of Veterans Affairs, Post-9/11 GI Bill (Chapter 33) Payment Rates For 2012 Academic
Year (August 1, 2012–July 31, 2013), (Washington, D.C., 2012)
http://www.gibill.va.gov/resources/benefits_resources/rates/CH33/Ch33rates080112.html#TUITION.
(Last visited September 14, 2012).
viii
U.S. Department of Veterans Affairs, Post-9/11 GI Bill: It’s Your Future, (Washington, D.C., 2012)
http://www.gibill.va.gov/documents/pamphlets/ch33_pamphlet.pdf. (Last visited September 22, 2012).
ix
U.S. Department of Veterans Affairs, Post-9/11 GI Bill (Chapter 33) Payment Rates For 2012 Academic
Year (August 1, 2012–July 31, 2013),
http://www.gibill.va.gov/resources/benefits_resources/rates/CH33/Ch33rates080112.html#BOOKS. (Last
visited September 22, 2012).
x
U.S. Department of Veterans Affairs, Montgomery GI Bill Active Duty (Chapter 30) Increased
Educational Benefit, (Washington, D.C. 2012)
http://www.gibill.va.gov/resources/benefits_resources/rates/CH30/ch30rates100112.htm. (Last visited
September 22, 2012.)
xi
U.S. Department of Veterans Affairs, Volume III: Benefits and Burial Programs and Departmental
Administration, Congressional Submission, FY 2013, (Washington, D.C., 2012)
http://www.va.gov/budget/docs/summary/Fy2013_Volume_III-Benefits_Burial_Dept_Admin.pdf. (Last
visited September 14, 2012).
xii
Dr. John Schupp, “Supportive Education for the Returning Vet (SERV): Helping America’s Best,
Brightest and Bravest get their degree,” Presentation to Educator’s Forum, Maryland National Guard
Forum on Veterans Reintegration, January 12, 2010,
http://www.towson.edu/nationalguardexpo/higherexpo/documents/presentationSchuppjan122010finalversio
n.pdf. (Last visited September 24, 2012).
xiii
U.S. Department of Veterans Affairs, The Post-9/11 GI Bill: An Overview, (Washington, D.C., June
2009), http://www.gibill.va.gov/documents/presentations/post-911_overview.pdf. (Last visited September
14, 2012).
xiv
U.S. Department of Veterans Affairs, Volume III: Benefits and Burial Programs and Departmental
Administration, Congressional Submission, FY 2013.
xv
Jack Stripling, “Take Two for GI Bill,” Inside Higher Ed, (January 27, 2010),
http://www.insidehighered.com/news/2010/01/27/vets. (Last visited September 24, 2012).
xvi
Texas State Auditor’s Office, An Audit Report on Veterans’ Services at Selected Institutions of Higher
Education and Survey Results Related to Veterans’ Services at All Texas Public Higher Education
Institutions, (Austin, Texas, September 2010), http://www.sao.state.tx.us/reports/main/11-004.pdf. (Last
visited September 22, 2012).
DRAFT 3
October 1, 2012
61
xvii
U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2012-13
Edition, Projections Overview, (Washington, D.C., 2012), http://www.bls.gov/ooh/about/projectionsoverview.htm. (Last visited September 23, 2012).
xviii
Miguel Lugo, U.S. Department of Labor, Bureau of Labor Statistics, Office of Compensation and
Working Conditions, Data Analysis and Planning, Division of Compensation, “Earnings of Healthcare
Workers by Level of Duties and Responsibilities, 2008,” (Washington, D.C., April 21, 2010),
http://www.bls.gov/opub/cwc/cm20100415ar01p1.htm. (Last visited September 22, 2012).
xix
Dr. Mitchell J. Seal, Commander, Nurse Corps, U.S. Navy, Director of Institutional Research, Medical
Education and Training Campus, Presentation to Veterans Excellence Conference, (Houston, Texas,
August 30, 2012).
xx
Texas State Auditor’s Office, An Audit Report on Veterans’ Services at Selected Institutions of Higher
Education and Survey Results Related to Veterans’ Services at All Texas Public Higher Education
Institutions.
xxi
Central Texas College, Final Return on Investment, TWC Contract Number 2011WS006, (Killeen,
Texas, July 2012).
xxii
Texas State Auditor’s Office, An Audit Report on Veterans’ Services at Selected Institutions of Higher
Education and Survey Results Related to Veterans’ Services at All Texas Public Higher Education
Institutions.
xxiii
Southern Association of Colleges and Schools, Commission on Colleges, The Principles of
Accreditation: Foundations for Quality Enhancement, (Decatur, Georgia, 2012)
http://sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf. (Last visited September 25, 2012).
xxiv
Central Texas College, Central Texas College Deliverable 6.23 System and User Reports, (Killeen,
Texas, September 16, 2012).
xxv
Central Texas College, Final Return on Investment, TWC Contract Number 2011WS006.
xxvi
Houston Community College, Coleman College for Health Sciences, Fiscal Impact Study, College
Credit for Heroes Initiative, Accelerated Alternate Delivery Surgical Technology Certificate Program,
(Houston, Texas, August 31, 2012).
xxvii
Alamo Colleges, Fiscal Impact Study: Phase 4, College Credit for Heroes Initiative, Alamo Colleges
Initiative, TWC Contract Number: 2011WSW000, (San Antonio, Texas, August 2012).
xxviii
Temple College, Fiscal Impact Study, Accelerated Emergency Medical Services Program, (Temple,
Texas, September 2012).
xxix
Impact DataSource, An Economic and Fiscal Impact Study of the College Credit for Heroes Initiative,
(Austin, Texas, August 30, 2012). Presented at the Veterans Excellence Conference, Houston, Texas,
August 30, 2012. (Consultant’s report.)
xxx
Allison G. Jones, Assistant Vice Chancellor, California State University System, Testimony to U.S.
Senate Committee on Veterans’ Affairs (Washington, D.C., July 17, 2007),
http://www.veterans.senate.gov/hearings.cfm?action=release.display&release_id=02bc141c-b1ce-4374b613-5a0d256e8661. (Last visited October 1, 2012).
xxxi
College Board, California State University Announces Systemwide Policy to Grant Credit for CLEP,
(New York, New York, May 2010), http://www.connection-collegeboard.com/home/programs-andservices/414-california-state-university-announces-systemwide-policy-to-grant-credit-for-clepr. (Last
visited October 1, 2012.)
xxxii
California SB 813, Chapter 375, (2011).
xxxiii
California ACR 159, Passed by Senate, (August 29, 2012).
xxxiv
California Department of Consumer Affairs, Bureau of Security and Investigative Affairs, “Veterans
Come First Program,” (Sacramento, California, 2012),
http://www.bsis.ca.gov/customer_service/faqs/veterans.shtml. (Last visited September 14, 2012.)
xxxv
Ohio Governor Ted Strickland, Executive Order 2008-17S, Ohio GI Promise, (Columbus, Ohio, July 8,
2008.
xxxvi
Dr. Paula Compton and Hideo Tsuchida, OBOR Updates on the Statewide Policies on Military Credit
and CLEP Exams, (Columbus, Ohio, April 5–8, 2011), https://www.ohiohighered.org/transfer/military.
(Last visited September 14, 2012).
xxxvii
Minnesota State Colleges and Universities, “Military credit transfer for veterans and service
members,” (St. Paul, Minnesota, 2012). http://www.students.mnscu.edu/military/transfer.html. (Last
visited September 14, 2012).
DRAFT 3
October 1, 2012
62
xxxviii
Minnesota Statutes, 197.775 Higher Education Fairness, (2006).
Minnesota State Colleges and Universities, System Procedures, Chapter 3 – Educational Policies,
Procedure 3.35.1 Credit for Prior Learning, (St. Paul, Minnesota, 2008 and 2009),
http://www.mnscu.edu/board/procedure/335p1.html. (Last visited October 1, 2012).
xl
Interview with Rodrigo Garcia, Student Veterans of America National Board Chairman, Houston, Texas,
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xli
National Conference of State Legislatures, Military and Veterans Affairs State Legislation Database,
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xlii
SB 1736, 82nd Texas Legislature, Regular Session.
xxxix
DRAFT 3
October 1, 2012
63