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Giving aspiring educators the credit they deserve

March 31, 2025 • Featured / Preservice • 5 minutes to read

March 31, 2025 Featured / Preservice 5 minutes to read

New Jersey’s college credit transfer system needs attention

By Michalina Zelazny, Doctoral (Ed.D.) candidate

Higher education institutions often tout the transfer from community college to a four-year public institution as an affordable pathway, especially for low-income, first-generation and minority students. And, in theory, New Jersey’s Lampitt Law, passed in 2007, is designed to ensure seamless transfers, guaranteeing that an associate degree covers the first two years of a bachelor’s program. But in practice, does it really work the way it is supposed to?

Sara: (smiling) Hi, Ms. M! I’m so excited to be here. It feels like a dream to finally transfer to Joy University.

Ms. M: (warmly) Welcome, Sara! We’re thrilled to have you in the College of Education. I’ve looked over your transcript, and it’s clear you’ve worked incredibly hard to get here. Congratulations!

Sara: Thank you! I can’t wait to dive into the program and finally finish my degree. If everything goes as planned, I should be graduating in two years.

Ms. M: I love your enthusiasm! Let’s go over your transfer credits and map out your path to graduation.

The painful truth is that transferring credits is not enough. Even when credits are accepted, the required course sequences in many programs often fail to align with students’ prior coursework. This misalignment forces students to retake classes they have already completed, or experience delays due to unclear or mismatched prerequisites.

In programs with strict prerequisite structures, even students who have taken equivalent courses face setbacks, trapped in a system that fails to fully acknowledge their hard-earned progress.

Ms. M: Hmm… I see you’ve completed 60 credits at your community college, which is impressive—great work! Many of these credits will transfer, but unfortunately, some of your foundational education courses won’t apply toward your progress to graduation here at Joy University. This means you’ll need to retake them with us to meet our program requirements.

Sara: (curious) Oh, okay. Will that affect my timeline?

Ms. M: (gently) Unfortunately, yes. While your general education credits transfer smoothly, the certification program has a strict course sequence and course expectations. Some of the courses are only offered once a year, and you’ll need to complete prerequisite courses work that is sequential.

Sara: (concerned) So… what does that mean for me?

Ms. M: Based on the course sequence and state requirements for teaching certification, it’s likely that your time to graduation will extend to three and a half years instead of two.

Sara: (shocked) Three and a half years? But I’ve already done two years of college!

Transferring is often marketed as an affordable and efficient path to earning a degree, but the reality tells a different story. Sara’s situation is not an isolated incident; it reflects the everyday challenges faced in advising offices. Multiple studies have found that, on average, transfer students lose 43% of their credits, and 1 in 7 essentially restarts their education, extending their time to graduation to six years or more (Blassingame, 2024; Giani, 2029; Handel & Strempel, 2024; Logue et al., 2022). This failure intensifies financial pressures and contributes to dismal outcomes, with only half of transfer students at senior institutions ultimately earning their degrees (Giani, 2019).

In New Jersey, articulation agreements are designed to facilitate smooth credit transfers from community colleges to four-year institutions. However, the inconsistent interpretation of the Lampitt Law’s guidelines across departments often undermines their intent, creating barriers that derail students’ progress. Even when credits transfer, they often fail to align with required course sequences in teaching programs, particularly those with rigid prerequisites.

The result? Students are forced to retake courses or endure delays that add semesters to their journey. This isn’t just an inconvenience—it’s a financial crisis. Every additional semester means more tuition, more fees, and more lost opportunities, as students postpone their careers and shoulder unnecessary costs. It’s time to confront this systemic failure and deliver on the promise of an affordable, efficient transfer pathway.

Ms. M: (empathetic) I understand this feels like a setback, Sara. Many transfer students experience this challenge because teaching certification programs have very specific requirements that aren’t always covered in community college courses.

Sara: (disheartened) I didn’t realize this when I applied. It’s going to mean more tuition, more commuting and delaying when I can start working as a teacher.

The impact of these transfer challenges is profound and far-reaching, affecting not only individual students but also families, schools and entire communities. For students entering teacher preparation programs with the expectation of a smooth transition, the reality of delayed graduations feels like a betrayal—and it is. They start with hopes of becoming educators in a timely manner, only to encounter unexpected obstacles that extend their timelines far beyond what they anticipated.

These delays carry significant consequences. Increased tuition costs burden students forced to prolong their education, while the emotional toll can be equally severe—many feel as though they have failed, despite following the system as instructed. For nearly 50%, the frustration becomes insurmountable, leading them to leave the program entirely and cutting short their potential contributions to the teaching workforce.

The ripple effects are equally damaging. Families face additional financial strain as students struggle to complete their degrees. Schools suffer from a shortage of qualified educators, exacerbated when students drop out or find themselves stuck in institutional limbo. Communities lose the energy, innovation, and dedication that these aspiring teachers would bring to their classrooms. Addressing these systemic failures is critical—not just for the students directly impacted but for the broader educational ecosystem that relies on them.

Ms. M: (nodding) I completely understand your concerns. But let’s explore some options. There are scholarships for transfer students, and you might be eligible for financial aid to help with tuition. I can also help you investigate on-campus jobs that fit with your schedule.

Sara: (sighing) I appreciate that, but it’s still a lot to process. I thought I was so close to finishing. I just want to move forward. I’ve worked so hard to get here, and it’s just exhausting.

Ms. M: (encouraging) I know it’s disappointing. I completely understand how disheartening this is—and you’re not alone in feeling this way. It shouldn’t be this complicated.

Policy exists to address specific challenges and create solutions, yet transfer agreements continue to fall short. If these agreements are in place, why do so many obstacles remain? Students deserve seamless transfer pathways that lead directly to graduation—not hollow promises. It is not just the responsibility of community colleges to prepare students for transitions; the call is for four-year institutions to be ready to receive and support transfer students effectively.

Transparency, consistency, and accountability needed

Sara’s frustration is not unique—it reflects a systemic issue that impacts countless students. While transfer agreements exist, their flawed execution leaves students in the lurch. Transparency is urgently needed—not just in how credits transfer, but in creating aligned academic pathways where advisors and program coordinators proactively address challenges before they arise.

The time to act is now! State authorities and higher education bodies must issue clear directives requiring institutions to publicly post detailed transfer agreements for all participating programs, ensuring full compliance with the Lampitt Law—not merely creating flashy advertisements. Four-year public institutions should establish dedicated sections on their websites for transfer agreements, ensuring they are accessible, regularly updated and easy to navigate. Transparency and user-friendly accessibility must be nonnegotiable.

Training program coordinators and administrative staff on policy interpretation and implementation is essential to fostering aligned program pathways and ensuring seamless credit transfers. Collaboration with community college partners must focus on program alignment, credit equivalency and teacher certification requirements to provide clarity and consistent support from start to finish.

What we need is transparency, consistency, and accountability. Institutions must honor the promises made in transfer agreements and equip coordinators with the tools to guide students along a clear and efficient path to graduation. Transfer students and the communities they aspire to serve deserve better.

It is time to fix this broken system. Transfer policies must safeguard students’ futures, not sabotage them.

Are we ready for them? Are we ready to give students the education they deserve?

The time for change is now.

Michalina Zelazny is a doctoral candidate at a public research institution in New Jersey. She can be reached at pocieszna.m@gmail.com