Examination of Community College Counselors' Perceptions Regarding the Relationship Between Dual Enrollment, Advanced Placement, and International Baccalaureate Programs and Transfer of Credits.

The purpose of this qualitative phenomenological study was to focus on community college counselors' perspectives and insights when transferring credits from dual enrollment, advanced placement, and International Baccalaureate programs and the impact on at-promise students groups in California. Through the analysis of the data, three themes were developed from the significant statements and formulated meanings by the counselors. The overarching themes included implementation of practices, feeder school policies, and transferable credits. Together, these themes highlight the three college credit-bearing programs and the need for strong and consistent communication between feeder high schools, community colleges, and universities with strong discussion on transfer credit alignment. Campuses need to actively encourage consistency and support counselor endeavors to align their knowledge, policies, and expectations for the college credit-bearing programs. [ABSTRACT FROM AUTHOR]