Balancing Access and Accountability: Assessing the Implications of the New Federal Transcript-Hold Regulation for Higher Education

Balancing Access and Accountability: Assessing the Implications of the New Federal Transcript-Hold Regulation for Higher Education - Part 1

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Balancing Access and Accountability: Assessing the Implications of the New Federal Transcript-Hold Regulation for Higher Education - Part 1

Authored by Dr. Wendy Kilgore and Dr. James Dean Ward, the report delves into the impacts and institutional responses to federal regulations limiting transcript holds for students with unpaid balances.

Authored by Dr. Wendy Kilgore and Dr. James Dean Ward, this report delves into the impacts and institutional responses to federal regulations limiting transcript holds for students with unpaid balances. This comprehensive analysis is essential reading for anyone involved in higher education administration.

Based on a survey of 326 institutions, the report reveals significant findings:

77% of institutions do not plan to use partial-transcript holds, but many are actively preparing for the new regulations by eliminating transcript holds (69%)
Some institutions are changing procedures (62%) and policies (49%), and implementing alternative methods to address unpaid balances (50%)

These proactive steps underscore the importance of adapting to regulatory changes to maintain institutional stability and support student success.

The report highlights the need for strategies that promote learner success, equity, and access within a sustainable operational model. Download the full report below to explore these crucial insights and stay ahead of the evolving regulatory landscape.

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Unless otherwise noted in a specific report, the AACRAO member institution size, type and control categories are based on the following definitions and sources:

The enrollment value used to delineate the institution's size category is defined as full-time enrollment plus 1/3 of part-time enrollment and is based on the enrollment reported by the institution to the U.S. Department of Education's National Center for Education Statistics (NCES).