What High School Counselors Need to Know About Transfer

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Transcript What High School Counselors Need to Know About Transfer

Dual Credit
State Policies of the Illinois
Community College Board
Dual Credit
What we are going to talk about—
– Defining terms
Difference between Dual Credit & Dual Enrollment
– Overview of the data
– A discussion of how the ICCB ensures quality
ICCB Administrative Rules
The Recognition process
– Questions
The Difference between
dual credit and dual enrollment
Dual Credit
Academically qualified students
enrolled in high school enroll in a
college-level course and, upon
successful course completion,
concurrently earns both college credit
and high school credit.
The Difference between
dual credit and dual enrollment
Dual Enrollment
Academically qualified students enrolled
in high school and also enrolled in a
college level course at the community
college. Upon successful course
completion the students exclusively
earn college credit. High school credit is
not necessarily earned.
The Difference between
dual credit and dual enrollment
Dual Credit
Concurrently earns college
credit and high school
credit
Reflects strong / well
established secondarypost secondary
articulation and
alignment
Dual Enrollment
College credit is earned
Does not require or
reflect secondary-post
secondary articulation
and alignment
Often student initiated, not
administratively facilitated
High School credit is not
necessarily awarded
The Difference between
dual credit and dual enrollment
Dual Credit
–A college course, offered for high
school credit
NOT VICE-VERSA
What is Dual Credit?
Dual Credit
– Courses can be offered at the college, high
school, area career center, online, or via
distance learning
– Core and/or Career Courses can be offered
Must be IAI approved OR
First-year courses in an AAS degree program
– Instructors must meet community college
faculty requirements
Models of Dual Credit
Basically three “Standard Models”
Other arrangements may exist that are
variations of these models
Models of Dual Credit
Model A: taught at high school, by high
school teacher
Model B: taught at high school, by
college instructor
Model C: taught at college, by college
instructor
Models of Dual Credit
Person and / or entity delivering instruction
may differ
Standards are college level
Instructors must meet community college
faculty requirements
Content is the same as college level
After a model is determined the process is
very similar throughout the system
Dual Credit
in the Illinois Community College System
Dual Credit Data
Dual Credit
in the Illinois Community College System
Dual Credit Data
–FY07, Dual Credit / Dual Enrollment
enrollment trends:
Enrollment increased 15.6% over
FY06
Enrollment increased 126.3% over
FY02
Dual Credit
in the Illinois Community College System
Dual Credit Data
– From 2001 to 2007 . . .
247,750 students were enrolled in Dual Credit /
Dual Enrollment courses in Illinois Community
Colleges
9353 courses a year were offered for dual credit on
average
123,019 students were served by the P-16 Grant
Enrollments increased at an annual rate of 18.16%
from FY02 to FY07
Dual Credit
in the Illinois Community College System
Dual Credit/Dual Enrollment (DC/DE)
Program Enrollments
60000
50000
40000
30000
20000
10000
0
FY01 FY02 FY03 FY04 FY05 FY06 FY07
Students Served by P-16 Grant
Total DC/DE Enrollments
Dual Credit
in the Illinois Community College System
Dual Credit/Enrollment
~FY 2007 Course Enrollment Patterns~
CTE, 33939,
51%
Source: FY07 SU/SR data
Transfer,
32102, 49%
The largest
enrollment was
in English
Composition
(7795 students
were enrolled)
Dual Credit
in the Illinois Community College System
Dual Credit Data - Top 10 Enrollments
Course
Enrollments
English Composition
7923
General Office
4920
Business Technology
3070
General Psychology
2688
Administrative Assistant
2470
Computer Programming
2385
General History
2303
Math
2261
Comp Sys Networking & Telecommunications
2080
Occupational Orientation
1868
Source: FY07 SU/SR data
Dual Credit
in the Illinois Community College System
Dual Credit Data - Top 5 CTE Enrollments
General Office
4920
Business Technology
3070
Administrative Assistant
2470
Computer Programming
2348
Comp Sys Networking &
Telecommunications
2080
Source: FY07 SU/SR data
Dual Credit
in the Illinois Community College System
Dual Credit Data - Top 5 Transfer Enrollments
English Composition
7795
General Psychology
2686
General History
2303
Math
2261
Spanish
1730
Source: FY07 SU/SR data
Dual Credit in Summary
There is no one model for community colleges.
Community colleges and the courses they offer
through dual credit are held to high standards
that apply throughout the system.
The data reflects a significant increase in dual
credit.
Dual Credit
in the Illinois Community College System
Ensuring
Quality
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
A. State Laws, Regulations, Accreditation
B.
C.
D.
E.
F.
G.
Standards
Instructors
Qualification of Students
Placement Testing and Prerequisites
Course Offerings
Course Requirements
Concurrent Credit
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
A. State Laws, Regulations, Accreditation
Standards
All state laws, regulations, standards, and
policies that apply to courses on campus must
also be followed when offering dual credit
courses
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
B. Instructors
Dual credit instructors must meet the same
requirements as instructors who teach the class
on-campus.
– This includes having the appropriate credentials.
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
C. Qualification of Students
Dual credit students:
–
–
–
–
Have appropriate academic qualifications,
Have a high level of motivation, and
Have adequate time to devote to the dual credit course
Meet all college prerequisites and testing requirements
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
D. Placement Testing and Prerequisites
Dual credit students must satisfy all course
placement tests or course prerequisites (when
applicable) to assure that they have the same
qualifications and preparation as other college
students.
Ensuring Quality
Dual Credit
– ICCB Administrative Rules (1501.507-11)
E. Course Offerings
Dual credit courses can be either:
– transfer courses that have been articulated with senior
institutions in Illinois or
– first-year courses in ICCB approved associate in
applied science degree programs.
Ensuring Quality
Dual Credit
–
ICCB Administrative Rules (1501.507-11)
F.
Course Requirements
Dual credit courses must be the same as those offered on
campus
–
–
–
–
–
–
–
Same outlines
Same content
Same course prerequisites
Same descriptions
Same requirements
Same learning outcomes
Same methods of evaluating students
Dual Credit
in the Illinois Community College System
Dual Credit
– ICCB Administrative Rules (1501.507-11)
G. Concurrent Credit
The same as dual enrollment
Ensuring Quality
ICCB Recognition Process
–
–
–
–
Community colleges must be recognized to be
eligible for state funding
Recognition evaluations are based on a 5 yr cycle
ICCB staff make an assessment on each individual
standard and on a global basis
All colleges are evaluated on a select number of
standards during the same five-year cycle
Dual credit included in the 2006-2010 cycle
Ensuring Quality
ICCB Recognition Process
– Dual credit included in the 2006-2010 cycle
Recognition Standard 1c – Dual Credit
Mirrors the 7 Administrative Rules on Dual Credit
– “Indicators of Compliance”
– “Items to be Evaluated”
Ensuring Quality
Examples of what is evaluated
– Campus Dual Credit Policies
– College faculty records / ICCB faculty records
– College student records
– Articulation agreements / program assignment
of courses
– Course outlines / syllabi
– SU / SR
– College Recognition self-study
QUESTIONS
Are the ICCB Administrative Rules adequate for
ensuring the quality of dual credit and dual
enrollment programs? What changes would
YOU propose? Why??
Is there an aspect of these programs not
currently covered by the Admin Rules that
should be?
What kind of technical assistance is needed by
the field in order to ensure the quality of these
programs?
How can the Admin Rules, recognition and
technical assistance be best utilized/deployed to
ensure quality?
Contact Information
Rob Kerr
Director for Career & Technical Education
Illinois Community College Board
401 E. Capitol Avenue
Springfield, IL 62701
217-785-0123
[email protected]