Transcript Academic Pathways to Access and Student Success

Dual Credit:
Definitions, Policies, and
Strategies
Debra D. Bragg, Professor
College and Careers Transition Initiative
March 6, 2005
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National concern
 Assisting all students to
make a smooth
transition from school to
college and work is a
growing national
concern.
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Long-time concern
“It is now undeniably clear that many students
in the US need help making the transition from
high school to postsecondary learning
opportunities... State and federal policy makers
recognize this, educators recognize it, and so
does the general public.”
Home Grown Lessons
(Pauley, Kopp, & Haimson, 1995)
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Transition to College
95% of high school (HS) seniors expect to go
to college
70% HS seniors expect a Bachelor’s degree
66% HS seniors enroll in college within 1
year of grad (up from 50% in 1985)
US Department of Education (2001)
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Social Influences
 Parents and peers encourage college
 Teachers and counselors - mixed messages
 K-12 still actively “sorts” students into tracks
 46%
 HS
HS students take college prep
CTE students take less college prep, but
depends on state and program of study
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College & Upward Mobility
 We know upward mobility is tied to college
 Real benefits accrue for 2-year and 4-year
college attendance or credentials, BUT…
 The “achievement gap” for minority and low
income populations creates unequal
opportunity for college = “underserved
student population”
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“A Shared Agenda”
Pathways to College Network (2004)
 “If we are to attain the goal of being a truly
integrated society, we must ensure that the
large numbers of underserved students in
America achieve at the postsecondary level.”
 “Today’s world demands that educational
systems at all levels support high
achievement and the development of life-long
learning skills for all students, regardless of
background…”
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Education Pipeline
(Mortenson, 2000)
100
80
60
40
20
0
Start 9th
grade
Graduate HS Enter College Return for 2nd Earn degree
year
3-6 years later
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College Enrollment by Income
(Mortenson, 2001)
90
80
70
60
50
40
30
1970
1980
Top Quartile
1990
2000
Bottom Quartile
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College Enrollment by
Race/Ethnicity (NCES, 2003)
70
65
60
55
50
45
40
35
30
1970
1980
White
1990
Black
2000
Hispanic
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BA Attainment by Income
(Mortenson, 2001)
70
60
50
40
30
20
10
0
1970
1980
Top Quartile
1990
2000
Bottom Quartile
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New Research
Academic Pathways to
Access and Student Success
(APASS)
Funded by
Lumina Foundation for Education
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APASS Goals
 Identify “Academic Pathways” in the 50 states
and determine:
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Special efforts to reach underserved students
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Policy support (state, federal, local)
 Thesis: K-12 academic preparation is the
strongest predictor of college entry and success…
“The true bottom-line is gaining better understanding
of academic preparation structures and strategies
geared toward enhancing students’ opportunity-tolearn” (Cliff Adelman)
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“Academic Pathway” means…
 Boundary-spanning curriculum and
supporting organizational structures
designed to link and align rigorous K-12
education with postsecondary education
(2-year and 4-year college and
university) to facilitate student transition
to college.
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Academic Pathways
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Dual credit/dual enrollment
Early or Middle College high schools
AP, CLEP, International Baccalaureate (IB)
Tech Prep
Bridge programs
Distance learning – “Virtual Schools/Colleges”
High Schools that Work (HSTW)
Career Academies
GEAR UP
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Underserved Groups
 Racial/Ethnic Minority
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(by group)
Low Income
Low Achieving
English as a Second
Language
Immigrant
First Generation
 Youth with Disability
 Male/Female
 Urban/Rural
 Incarcerated youth
 Special populations
 Pregnant/Parenting
Teen
 Other
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APASS Inventory Methods
 January 2004-August 2005
 125+ telephone interviews with
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all 50 states
150+ informants (min. 2 per
state)
Over 800 staff hours reviewing
websites and documentation
Create state profiles
Develop APASS website
Site visit 4-6 states
Write summary reports
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50 State Results
50
40
30
20
10
0
AP
Dual
Credit
Tech Prep
# States
Virtual
School
Early
College
Career Ac. GEAR UP
HSTW
# Serving Underserved
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Dual Credit = Core Element
Dual Credit/
Dual Enrollment
State
AP
X
Tech Prep
X
Virtual School
X
Early/Middle College High School
X
Career Academy
X
GEAR UP
X
HSTW
X
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Focus on Dual Credit (DC)/
Dual Enrollment (DE)
 Dual credit (DC): Students receive both high
school and college credit for a college-level
class successfully completed.
 Dual or Concurrent enrollment (DE):
Students are dually or concurrently enrolled
(and taking some college-level classes) in
high school and college. They may or may
not receive high school credit for the college
classes.
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Articulated Credit
 Articulated credit (AC) aligns secondary and
postsecondary courses to allow students who
successfully complete selected high school
courses to be eligible for credit in the
corresponding college course in the future
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Deferred credit or credit in escrow
Credit by proficiency/exam
Tech Prep credit
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Participation in DC/DE
Offered in all 50 states with over ½ million
students nationwide, not counting AP (2001)
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Illinois >25,500
Utah >23,000
Kentucky >17,000
Washington >14,000
Oregon >14,000
Minnesota >7000
Nebraska >4500
North Dakota >650
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DC/DE – Who’s Served?
 10 states say “advanced or high achieving”
students or “academic enrichment”
 28 states say they do make special efforts
 Student groups by # states:
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Low income (9)
Racial/ethnic minority (8)
CTE/Tech Prep students (4)
First generation (4)
Low achieving (3)
Rural (3)
Incarcerated youth (3)
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DC/DE Policies
(CCRC, 2004)
Of the 50-states:
 76% - formal state policy
 58% - student eligibility criteria
 36% - FTE/ADA funding
 35% - dual enrollment opportunities
 26% - course content
 24% - instructor qualifications
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DC/DE Funding
(CCRC, 2004)
 Most extensive state policy – neither HS or
CC lose ADA/FTE, student tuition costs born
by state (AZ, IL, MN)
 Most limited state policy - both HS and CC
lose ADA/FTE, no support for student tuition
(MI, GA, OH, NC)
 Many states somewhere in the middle - CA,
CO, MO, TX, VA, WA, WY
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Reasons for Growth
Seen as solution for:
 Disconnected curriculum
 Senioritis
 High school dropout
 College remediation and attrition
 Rising cost of college
 Extended time to degree
 Etc.
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Literature Suggests:
DC students (relative to peers):
 Require less remediation
 Are retained to 2nd year at higher rate
 Earn more credits toward the degree
 Higher grades (?)
 Major problem: Most studies do not control
for student academic ability/performance
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CC&B Results (Kim, 2005)
Controlling for academic ability/performance:
 Articulated CTE credit - positive impact on college
readiness in reading and writing
 Academic dual credit - positive impact on college
readiness in math
 AP - positive impact on college readiness in reading,
writing and math
 All approaches - negative impact on total collegelevel credit hours earned. Students having articulated
CTE credit best retention, but transfer is an issue!
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Decision Areas
Dual Credit in Illinois: Making it Work, E. Barnett (2004)
Program approach
Organization and funding
Course delivery
Student selection &
guidance
5. Faculty selection
6. Quality assurance
7. Relationships with HS
8. Credit award and transfer
9. Marketing and PR
10.Monitoring & evaluation
1.
2.
3.
4.
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Strategies
 Community college play leadership role
 Use liaisons at CC and HS levels
 Communicate policy and process clearly to all
audiences, including students and parents
 Engage counseling and advising staff – be
sure they understand
 Think carefully about students to be served
 Establish clear and meaningful student
selection criteria – set the “bar” fairly
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More Strategies
 Hire faculty who meet HS and adjunct
teaching requirements
 Involved faculty offer training and on-going
mentoring of peers
 Make course/instructional materials
accessible (book rental program)
 Visible and credible quality control
 Facilitate transfer from the ‘get-go’
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Where do we go
from here?
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APASS website
http://www.apass.uiuc.edu/
Academic
Pathways
Special Efforts to Reach
Underserved Students
Present in the State
State Support
Yes
Students from 44 high-need
districts given new
opportunities to take
college-level courses and
tests with aid from the AP
Incentive Program for
planning and teacher
training.
Yes
No details known or available
Yes
NJAC 6A:8-5.1 allows schools to
use AP classes and college
work for high school grad
credit
Federal grant to support testing
fees (AP Incentive
Program)
Yes
Summer bridge programs for
incoming freshmen.
Educational opportunity
programs
Yes
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Yes
Federal funding
Career Academies
Yes
In the planning stages for several
new Career Academies for
the 2003-04 school year;
State continues to expand
the program
Yes
Non-traditional students who are
career oriented
Yes
State funding
Charter Schools
Yes
51 charter schools in the state
Yes
Many are located in urban
communities
Yes
State funding; NJAC 6A: 11
College Level Exam
Program
(CLEP)
Yes
No details known or available
No
Advanced
Placement
(AP)
Bridge Programs
Racial minority students
Urban students
No
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For more info
 Office of Community College Research and
Leadership, University of Illinois
 E-mail: [email protected]
 Web: http://occrl.ed.uiuc.edu/
 Phone: 217-244-9390
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