[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584606-105":59,"doc-detail-584606-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","higher-ed-policy-in-the-covid-era-key-takeaways-584606","Higher Ed Policy in the COVID Era - Key Takeaways","","Higher Ed Policy in the COVID Era examines how COVID-19 disrupts higher education through mass transfers, unpredictable enrollment, and institutional closures. It outlines why transfer policies must improve beyond pre-pandemic limitations and highlights equity gaps in bachelor’s degree completion, especially by race and income. The document presents state and system priorities such as incentivizing equitable credit recognition, strengthening transfer pathways, ensuring financial stability for at-risk closures, aligning grading and aid policies, and monitoring long-term recovery barriers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/higher-ed-policy-in-the-covid-era-key-takeaways-584606/584606/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/higher-ed-policy-in-the-covid-era-key-takeaways-584606/584606.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why must policymakers respond to enrollment and transfer shifts in the COVID era?","Question",{"text":112,"@type":113},"Final enrollment numbers are unclear, but states and institutions should expect changes in enrollment and transfer patterns across student groups. Policymakers need to address student needs to make recovery both effective and equitable.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What equity problems does the document highlight in transfer outcomes?",{"text":117,"@type":113},"Transfer outcomes are described as dismal and highly inequitable, with large differences in six-year bachelor’s completion rates by race and income. The two-to four-year transfer pipeline is said to magnify these inequities.",{"name":119,"@type":110,"acceptedAnswer":120},"What state policy priorities are recommended to improve transfer?",{"text":121,"@type":113},"Recommended actions include examining equity implications of current transfer policies, prioritizing development of strong transfer pathways, planning for institutions at risk of closure, adjusting grading policies for current conditions, and designing financial aid that can be carried upon transfer.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584606,1792062481,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Higher Ed Policy in the COVID Era  \nMass Transfers, Unpredictable Enrollment, and  \nClosures  \nKey Takeaways  \nWhile final enrollment numbers for this fall are still unclear, states and institutions can anticipate shifts in enrollment and transfer patterns for different student populations. To maximize higher education’s potential as a pathway to economic recovery—and to make good on the promise of equitable opportunity for all students—policymakers  \nmust respond in ways that address students’ needs. Transfer policies and systems needed improvement even before the COVID-19 pandemic. Now, state-and system-level decision makers must double down on policies and practices that respond to the growing needs of students.  \nState Policy Priorities  \nThe following priorities are high-level guiding principles.  \nFor more detailed questions to inform state policy considerations, see the Overview section.  \n• Examine the equity implications of current transfer policies; ensure that state funding mechanisms incentivize equitable transfer and maximize recognition of learning and acceptance of credit.  \n• Make transfer a priority, and leverage resources and incentives to encourage the collaborative development of strong transfer pathways for students.  \n• Monitor institutions’ financial stability,  \nrequiring those at risk of closure to create a contingency plan for students to complete their degrees.  \n• Adjust grading policies, and the resulting impacts on transfer and academic progress, to account for the current environment.  \n• Design financial aid programs to allow students to bring their aid with them upon transfer.  \nOverview  \nThe pandemic’s long-term impacts on higher education, though largely unknown, are likely to be severe. In the short term, institutions face an uncertain budgetary environment, driven by imminent cuts to state funding and likely declinesin tuition revenue caused by flat or declining enrollment. While higher education should be emphasized as a tool for economic recovery, that recovery will only be equitable if state policymakers address the barriers that make it difficult for students to move between institutions.  \nEven before COVID-19, higher education systems and institutions struggled to innovate to meet the needs of today’s transfer students. Today, students often move between multiple types of institutions and in multiple directions. Students also pursue higher education through a variety of venues, modes, and learning environments, including high school dual-enrollment programs, online courses, industry-recognized certifications, apprenticeships, and other work-based learning. Unfortunately, transfer policy fails to acknowledge this range of experiences, focusing primarily on smoothing the path for transfer from two-to four-year institutions.  \nDespite that focus, transfer outcomes remain  \ndismal and highly inequitable. While 80 percent of students who enter community college have a goal of earning a bachelor’s degree, only  13 percent do so within six years. The two-to four-year transfer pipeline magnifies inequities by race and income: While 21 percent of white  \nand 26 percent of Asian community college students complete a bachelor’s degree within six years, the rates for Black and Hispanic students are 10 percent  \nand 13 percent, respectively. Similarly,  \nlower-income community college students are half as likely as their higher-  \nEven before COVID-19, higher education systems and institutions struggled to innovate to meet the needs of today’s transfer students.  \nincome peers to earn a bachelor’s after transferring. Indeed, two-to four-year transfer pathways need significant improvement; however, policymakers must confront the full complexity of the transfer student experience—which has been further complicated by COVID-19 .  \nThough data are still being collected, states can anticipate increases in the number of students transferring among institutions and accumulating credits and learning expe","cbCairIdMsaYcLkf","https://ap.wps.com/l/cbCairIdMsaYcLkf","pdf",1029609,"English","# Key Takeaways\n# State Policy Priorities\n# Overview\n# Essential Policy Questions","[{\"question\":\"Why must policymakers respond to enrollment and transfer shifts in the COVID era?\",\"answer\":\"Final enrollment numbers are unclear, but states and institutions should expect changes in enrollment and transfer patterns across student groups. Policymakers need to address student needs to make recovery both effective and equitable.\"},{\"question\":\"What equity problems does the document highlight in transfer outcomes?\",\"answer\":\"Transfer outcomes are described as dismal and highly inequitable, with large differences in six-year bachelor’s completion rates by race and income. The two-to four-year transfer pipeline is said to magnify these inequities.\"},{\"question\":\"What state policy priorities are recommended to improve transfer?\",\"answer\":\"Recommended actions include examining equity implications of current transfer policies, prioritizing development of strong transfer pathways, planning for institutions at risk of closure, adjusting grading policies for current conditions, and designing financial aid that can be carried upon transfer.\"}]","Higher Ed Policy in the COVID Era - Key Takeaways | PDF",1792051575,15]