Redundancy between graduate and undergraduate social work education is a waste of both program and student time and resources. Graduate programs have several alternative methods for decreasing redundancy, and some of the advantages and disadvantages of three such methods are considered here. After briefly presenting the historical development of the advanced placement issue and identifying the primary goals of undergraduate social work education, a model is given which links the three most common forms of advanced placement. Advanced placements based upon measured student knowledge and skills (outcome method), undergraduate course offerings (content method), and graduation from an accredited undergraduate program (structural method) are contrasted in terms of their advantages and disadvantages to students, programs, and the profession. The limited empirical research on advanced placement is then summarized and several related issues are addressed.

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