The university tests students knowledge and skills before and after courses. It surveys students' and teachers' satisfaction with the teaching materials and ask teachers to assess students preparedness and performance. They also survey alumni and employers regarding the preparation of their graduates. More than half of the Hispanics in postsecondary education are in public community colleges. Students from urban high schools are more likely than rural or suburban areas to attend proprietary schools.
Reverse transfer is common.
Cheng and Levin contribute the low transfer rate to the low aptitude and relatively poor academic background of many proprietary students that may hinder their achievement in higher education. Cheng and Levin conclude that community colleges and proprietary institutions have done reasonably well in meeting the students needs. The debate regarding these new ventures surround the issues of faculty involvement and control, ownership of intellectual property and the fit of such enterprises with the mission of the institution. Technology-mediated courses may involve a content expert, an instructural design professional, and hardware and software that is consistently needing upgrades. It provides a means to provide incentives to faculty and others to invest their time and expertise in technology-mediated instruction.