Transcript Document

Dual Credit & Articulation
Debra Mills; CORD
[email protected]
NOT
the joining of two parts
NOT trying to make it “fit”
A NEW System DESIGNED
as one curriculum spread over
two institutions
Grade
English
Mathematics
Science
Social Studies
Health, Computer
and Elective
Career Cluster
9
English I
Algebra I
Biology
2
10
English II
Geometry
U.S. History
11
English III
Algebra II
Chemistry
World History
12
English IV
or Applied
Communication
Optional: 4th
Year of
Mathematics
Applied
Physics
½ unit each
U.S. Gov. and
Economics
English
Composition
College Algebra
and
Trigonometry
Career
Management
Success
1
Programming
Logic or other
Computer Science
Engineering
Design and
CAD
3
Career
Cluster Core
Career Cluster Specialization
Adult Learners
Foundation
2
Health/PE/
Wellness
1st
13
Semester
13
2nd Semester
Humanities
Elective
1
Engineering
Design
Principles of
Machining and
Manufacturing
Manufacturing
Applications
2
Orientation
3
Computer
Applications in
Manufacturing
Principles of
Machining I
Advanced
CAD
Communication
Elective
Career Cluster
Elective
Materials and
Manufacturing
Processes
14
Semester
Statistical
Process and
Quality Control
General
Physics I
Principles of
Economics
Electromechanical
Devices
Career Cluster
Elective
14
2nd Semester
Metrology and
Quality Control
Career
Cluster
Elective
Tool Design
Career Cluster
Elective
Career Cluster
Elective
st
1
1,2,3: Secondary courses eligible for postsecondary (dual) credit, allowing early graduation or allowing opportunities for advanced
career cluster electives
Standards:
Skill; Academic
& SCANS
 Articulated
credit
 Dual enrollment;
Concurrent
Enrollment
 Dual credit
 Credit in escrow
 Tech Prep credit
 Retroactive credit
 Also…
–International
Baccalaureate
(IB)
–Middle
College HS
 Dual
Credit: Students receive both HS &
College credit for a college-level class
successfully completed
 Dual
Enrollment: Students are
concurrently enrolled (and taking some
college-level classes) in HS & College.
They may or may NOT receive HS credit
for the college classes.
Adapted from Tom Bailey
SINGLETON - Elective; enrich the HS curriculum;
a “head-start” to college. EX: Advanced Placement
 COMPREHENSIVE - Many, if not all, of 1-2 years
of HS under the College auspices (at HS or CC)
EX: International Baccalaureate (IB) program;
some tech prep/dual credit models
 ENHANCED COMPREHENSIVE – most intensive
form; addresses ALL elements (counseling;
academics; mentoring, etc) EX: Middle College
HS; some dual credit programs

 Dual
enrollment allows high school
students to enroll in a college course
prior to high school graduation, giving
them first-hand exposure to the
requirements of college-level work while
gaining high school and college credit
simultaneously.
 Programs for over 30 years
 Traditionally=gifted students an
academically challenging alternative
Why just gifted (traditionally) ?

 Argument:
less
advanced students
might not be
academically
prepared for
college-level work
Why should we
include middle and
low-achieving HS
students in dual
enrollment/credit?
– Can increase the
intensity & rigor of
HS curriculum
– Challenging
students leads to
high levels of
college success
 Budgetary
Reasons = limited HS course
offerings
 Cuts= science & technical courses; upper
level courses & ‘extras” (music & art)
 Especially helpful in the CTE arena
 Many CTE programs are expensive
Benefits of Dual Credit
Barnett, Gardner, & Bragg (2004)

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Reducing college costs for families and the state.
Accelerating student progress toward degree completion.
Providing greater challenges to advanced students.
A more productive senior year of high school.
Wider access to college resources and facilities, especially
important to small, rural schools.
Helping students to visualize themselves as “college
material.”
Supporting college goals such as improved student
recruitment, better community relations, and expansion into
new, potentially fund-generating, areas.
Demystifying
experience
Ease the psychological
transition to college
Avoid “false” starts to
college
Facilitate HS-to-College transition for a BROAD
RANGE of students
 Motivate students to take more rigorous HS
curriculum
 Shifts focus of occupational ed to PS
 Can provide an early warning signal whether
students are prepared
 Can acclimate HS students to College
 Fit with other federal goals (improved career
guidance & NCLB)

Quality and rigor; Collegelevel?
 Financial/ administrative
burdens
 Transferability of credit
(especially to 4-yr)
 Faculty roles; compensation
– Instructor quality
– Impact on jobs
 Student access
– Student readiness for college
level work

Target
Course
Content
Population
Credit Earning
Admission Req
Program
Location
intensity
Student Mix
Funding
Instructors
State Mandates
 Course
Content: Identical college course vs
specific design for HS?
 Location: College vs HS
 Instructors: regular college faculty vs certified
HS
 Student Mix: teach HS students separately or
combine students?
 Credits Earned: Immediately? Or other
models?
Financial Benefits
for CC
 IF
taught @ HS, using HS teachers (certified as
eligible); paid at adjunct rate
 IF state policy =full FTE; then CC generate
revenues, EVEN if NO tuition
 IF HS pay tuition, then colleges benefit
 IF local property taxes are important (less
sensitive to enrollments) then there is NO direct
$$ incentive, BUT political & recruitment

21 states have
comprehensive
programs
– Minimal; no costs
– Dual credit earned
– Few course
restrictions

26 states have
limited programs
– Students pay tuition
– More academic
credit restrictions
– Stringent criteria on
eligible courses.
National Picture (from ECS)
http://nces.ed.gov/pubs2005/2005009.pdf
Funding Models
1. Funding
Follows the
Students
2. Both institutions
receive funding
Structuring Dual Credit Programs:
Key Decisions
Dual Credit in IL: Making it Work by Barnett, Gardner, & Bragg; 2004
1.
2.
3.
4.
5.
Program Approach
Organization &
Funding
Course Delivery
Student Selection &
Guidance
Faculty Selection &
Supervision
6.
7.
8.
9.
10.
Quality Assurance
Relationships between
HS & PS
Credit Award &
Transfer
Marketing & Public
Information
Monitoring &
Evaluation
Dual Credit Components:
STUDENT SELECTION
CURRICULUM
Meet college entrance
requirements
 May enter college
remedial programs
 Need a “reality
checklist” and/or an
early warning system
 Counseling important


College needs to
guarantee that courses
are college-level
 Should use college texts
and syllabi
 May be taught by
qualified HS or college
faculty
Dual Credit Components:
MONEY
 S/PS commitment is
associated with who
gets the funding
 Charging tuition
screens out students
 Cost savings may be
substantial
ADMINISTRATION
 Best when guided by
state policies
 Requires good S/PS
communication
 Systems for credit
transfer are needed
 Evaluation & CQI
West Virginia EDGE
Earn a Degree – Graduate Early

Kathy D’Antoni; Vice
Chancellor; WV Community &
Technical College System

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3-28 hours of free college
credit
Phase 1: Align
curriculum
Phase 2: earn 1st yr of
Associate degree w/HS
diploma
Phase 3: Earn Associate
w/HS diploma
WV: New River Gorge
[email protected]
217.247.9930