Increased national attention to the quality of education has resulted in a more critical examination of the community college transfer function. This concern for transfer has been precipitated by several factors: (1) the declining percentage of community college students who transfer; (2) the growth of the community services, vocational, and remedial curricula; (3) a perceived decline in the academic performance of community college transfer students at four-year institutions; and (4) research indicating that students starting their collegiate careers at two-year colleges have a smaller chance of attaining a baccalaureate than do freshmen at residential, four-year insitutions. There are, however, several barriers to an accurate assessment of the transfer function, including the lack of norms relating to the transfer function, flawed counting procedures, lack of accurate data on the number of students transferring, and difficulty in interpreting data on the upper-division performance of community college students who do transfer. Community colleges are responding to these growing concerns with a renewed emphasis on mandatory basic skills assessment and counseling. In a recent study, over 60% of the colleges surveyed required academic advising for all students, for students taking more than a certain number of units, or for all new students. In addition, most of the colleges utilized placement or assessment testing as a means of directing students into classes for which they were academically prepared. The current reexamination of transfer education has resulted in the increased acceptance of an enhanced community college role in serving academically talented students and in greater recognition of the need for assessment and tracking programs that identify transfer students and assist them toward their degree goals. (EJV)