College Credit in Advance: Anticipatory Examinations as an Articulation Device

Abstract

The problem of articulation between high school and college is one that has increasingly engaged the attention of educators. Reference to it has occasionally been made in the pages of this magazine, for back of the administrative and curricular adjustments involved in this problem are the student's own adjustments in his transition from high school to college. The wastage of time, money, and effort that results from faulty articulation is not only an institutional loss, it is also an individual loss. It is one of the functions of educational guidance to reduce such wastage and loss. Educational procedures and devices which contribute to this end are in harmony with guidance aims. Moreover these procedures and devices cannot be fully effective without the accompaniment of educational guidance, under whatever name it may be provided. In the following article an articulation device adopted by the University of Buffalo is described by two members of the faculty, the description including the methods by which students are selected and guided under this experimental plan.