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The brief reviews state strategic plans and stakeholder focus groups, highlighting growing emphasis on time-to-credential reduction, credit mobility, credit for prior learning, and dual/concurrent enrollment. It also covers supports such as corequisite remediation, open educational resources, and first-year student assistance, with examples of credit mobility practices and transfer-support infrastructure.",{"@graph":69,"@context":123},[70,84,106],{"@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/wiche-insights-completion-strategies-in-the-west-academic-success/588080/",{"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/wiche-insights-completion-strategies-in-the-west-academic-success/588080.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What policy trends are driving completion and academic success in the West?","Question",{"text":113,"@type":114},"States increasingly emphasize reducing time-to-credential and enabling smoother entry and exit points. Policy emphasis includes credit mobility, credit for prior learning, and dual or concurrent enrollment.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the brief explain credit mobility and why it matters?",{"text":118,"@type":114},"Credit mobility policies help ensure students do not lose credits when transferring between institutions. States use coordination mechanisms such as course numbering, aligned general education, and articulation agreements.",{"name":120,"@type":111,"acceptedAnswer":121},"What examples does the brief provide for supporting transfer and preventing credit loss?",{"text":122,"@type":114},"Arizona uses AZTransfer and faculty-led articulation work. Washington pilots a Universal Transfer Explorer tool, while North Dakota and South Dakota use common course numbering and transferable general education sets, respectively.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},588080,1792171616,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","WICHE INSIGHTS  \nCompletion Strategies in the West Academic Success  \nChristina Sedney | February 2026  \nCompletion Strategies in the West: Academic Success © 2026 by Western Interstate Commission for Higher Education, licensed under CC BY-NC-SA 4.0. Western Interstate Commission for Higher Education, 3035 Center Green Drive, Suite 200, Boulder, CO 80301 | Publication Number ECMC003pb26  \nStrategies to Support Academic Success and Increase Completion  \nS tates have long played a central  \nrole in aligning and coordinating inter-institutional academic policy.1 WICHE’s landscape analysis of completion strategies in the West, which included a review of state strategic plans and stakeholder focus groups, demonstrated that this continues to be an important area of focus for states and systems. In recent years, as many states have prioritized goals such as reducing time-to-credential and providing more fluid entry and exit points for higher education, there has been an increased policy emphasis on credit mobility, credit for prior learning, and dual or concurrent enrollment.  \nStates have also moved to support academic initiatives such ascorequisite remediation, the use of open educational resources, and dedicated first-year student supports to encourage student retention and completion.  \nKey Academic Success Strategies Across the West  \nFirst-year Success  \nIn discussing these academic initiatives, it is important to recognize that there is significant variation in states’ authority to set academic policies for institutions, depending upon the nature of their postsecondary governance structure. Across the region, states often take on a role that prioritizes cross-institutional coordination, seeking opportunities to build consensus on statewide approaches while respecting academic freedom.  \n 2  COMPLETION STRATEGIES IN THE WEST: ACADEMIC SUCCESS  \narrow-u-turn-up-right Credit Mobility   \nStates have long held some level of responsibility for ensuring credit transfer among their institutions, whether through academic policy setting, publicfacing resources, or the convening of inter-institutional faculty groups. Amid heightened attention to the return on investment delivered by higher education, it has become increasingly important to ensure that students are not losing credits as they move between institutions, which can negatively impact the value proposition of postsecondary education. To ensure the soundness of students’ investment in their education, states are exploring new ways to support credit mobility, from technology solutions to systemwide policies, even as they continue ongoing efforts such as common course numbering, aligned general education requirements, and enhanced articulation agreements.  \n▶ As a state with strong local control at the community college level, Arizona relies on AZTransfer to support coordinated transfer between the state’s public institutions. The AZTransfer Steering Committee guides work, including faculty-led Articulation Task Forces, the development of an Arizona General Education Curriculum, and course equivalencies. The initiative also includes a student-facing database and tracks and analyzes transfer data.2  \n▶ North Dakota’s University System instituted common course numbering as well as a General Education Requirement   \nAbout the Landscape Analysis  \nAs states across the region explore how to enhance the value proposition of higher education, it has become clear that credential completion is a critical component of delivering a valuable postsecondary experience. This WICHE Insights is part of a series of policy briefs that highlight various postsecondary completion strategies across the WICHE region. These briefs present findings from a landscape analysis of completion approaches in the West, which involved reviewing strategic plans and conducting focus groups with stakeholders across the region. The briefs include selected examples that demonstrate the variation in state approaches to i","cbCaitkKbNNJZWs6","https://ap.wps.com/l/cbCaitkKbNNJZWs6","pdf",787178,"English","# Key Academic Success Strategies Across the West\n## First-year Success\n## Credit Mobility\n## About the Landscape Analysis","[{\"question\":\"What policy trends are driving completion and academic success in the West?\",\"answer\":\"States increasingly emphasize reducing time-to-credential and enabling smoother entry and exit points. Policy emphasis includes credit mobility, credit for prior learning, and dual or concurrent enrollment.\"},{\"question\":\"How does the brief explain credit mobility and why it matters?\",\"answer\":\"Credit mobility policies help ensure students do not lose credits when transferring between institutions. States use coordination mechanisms such as course numbering, aligned general education, and articulation agreements.\"},{\"question\":\"What examples does the brief provide for supporting transfer and preventing credit loss?\",\"answer\":\"Arizona uses AZTransfer and faculty-led articulation work. Washington pilots a Universal Transfer Explorer tool, while North Dakota and South Dakota use common course numbering and transferable general education sets, respectively.\"}]","WICHE INSIGHTS - Completion Strategies in the West: Academic Success | PDF",1792064487,23]