Efforts have recently been undertaken to smooth the flow of students from community colleges to baccalaureate-granting institutions. Focusing on more than transfer of course credits, these efforts have involved multidimensional programs of cooperation with high schools and four-year institutions as well as programs which identify and assist potential transfer students. Some community colleges are taking direct or indirect steps to hone the skills of students who are still in high school (e.g., specifying and disseminating information on the academic competencies expected of college students, sponsoring programs to improve the test-taking or college survival skills of high school students, and offering classes to improve the reading, writing, and thinking skills of low-achieving students). Transfer is also promoted through articulation agreements with four-year colleges specifying the transferability of competencies as well as credits and formal and informal activities designed to promote dialogue among faculty members. Other manifestations of the movement to improve transfer rates are the development of assessment and tracking systems, which provide ongoing feedback on student progress toward graduation and transfer; and special support programs designed to promote the educational mobility of minority and disadvantaged students at urban community colleges. Efforts to improve transfer depend largely on the information systems that serve both college personnel and students. These efforts to strengthen the transfer function represent an attempt to place the community college more securely in the educational mainstream of student flow from high school through the baccalaureate. (LAL)