Fourth Annual Statewide Collaboration Early/Middle College and Dual/ Concurrent Enrollment Programs Conference September 29, 2017

California Department of Education (CDE) An Overview of K-12 Program Requirements of Early College High Schools, Middle College High Schools and Dual/Concurrent Enrollment Programs Carolyn Hamilton, Ph.D.

Career and College Readiness SSPI’s Career Readiness Initiatives include concurrent enrollment objectives: Encourage Concurrent Enrollment: In collaboration with California’s postsecondary segments, CDE will identify successful concurrent enrollment practices among districts and colleges, including early college and middle college programs, and share these approaches statewide. Promote and Expand Articulation Agreements: CDE staff will highlight the articulation agreements that exist between our middle schools, high schools, and colleges, and work to expand them into other areas of the state that may benefit from such partnerships.

Every Student Succeeds Act (ESSA) of 2015 ESSA sets a new course for the federal role in public education (Career and College Readiness) Requires every state to have a statewide accountability system take effect in 2017–18 school year Multiple indicators Academic achievement (most weighted indicator) High school graduation rate At least one “valid, reliable, comparable, and Statewide” indicator of school quality (i.e., career and college readiness) Meaningful differentiation between schools School supports and interventions

ESSA State Plan Finalized ESSA requires states to establish their own accountability plans. New system replaces the Academic Performance Index which was based solely on standardized test scores. Schools can incorporate dual/concurrent enrollment and ECHS design into the ESSA state plan. September 18, 2017- due date for submitting the ESSA state plan.

Background and Definitions Dual/Concurrent Enrollment Early College High Schools (ECHS) (Ed Code Section 11302) Middle College High Schools (MCHS) (Ed Code Section 11300)

ECHS and MCHS- Common Features Small school size Rigorous academic curriculum Target group ─ underserved Enrollment in college courses while in high school

ECHS and MCHS- Variations MCHS model is located on a community college campus (Ed Code Section 11300) ECHS model offers a range of location options: ECHS on college campus Stand alone high school Hybrid ECHS (Barnett, E. et al. 2013)

ECHS and MCHS- Variations ECHS involves a partnership between public secondary schools and a community college, California State University or University of California (Ed Code Section 11302) MCHS involves partnership between local school district and a community college (Ed Code Section 11300)

ECHS Benefits and Impact: Nationally 90% ECHS students graduate high school vs. 78% of students nationally 30% earn an Associate’s degree or other postsecondary credential while in high school Source: Early College High School Initiative Student Information System- March 2014

SSPI Reports Record High School Graduation Rate and Seventh Consecutive Year of an Increase Among the cohort of students who started high school in 2012-2013, 83.2 percent graduated with their class in 2016. This increase means that 4,917 more students received their high school diploma last year than the year before. The state’s graduation rate was 74.7 percent in 2010. The rate of increase among English learners was 2.7 percentage points, African-Americans increased 1.8 percentage points and Latino students increased by 1.5 percentage points. Source: www.cde.ca.gov/nr/ne/yr17/yr17rel27.asp

MCHS Benefits and Impact Promote career and college readiness High School senior at Middle College High School @ San Joaquin Delta College earned nine associate degrees in May 2017. D’Angelo Martinez graduated from MCHS and also from the college. He has been accepted by nine University of California campuses and will attend University of California at Davis, www.abc10.com/news/local/stockton-teen...san-joaquin-delta-college.../443369213

Research confirms national Impact Current research confirms benefits of dual enrollment program, especially for at-risk, low-income students College in High School Alliance (February 2017). How to Scale College in High School- A State policy Guide for Implementing Dual Enrollment and Early College Designs Under the Every Student Succeeds Act. Retrieved from www.jff.org/publications/how-scale-college-high school Hughes, K. L., Rodriguez, O., Edwards, L, & Belfield, C. (2012). Broadening the benefits of dual enrollment: Reaching underachieving and underrepresented students with career-focused programs. New York, NY: Columbia University, Teachers College, Community College research Center, Funded by and published with the James Irvine Foundation, San Francisco, CA. Venezia, Andrea and Jaeger, Laura (2013). Transitions from high school to college. Retrieved from www.futureofchildren.org/future of children/publications/docs/23_01_06.pdf American Institutes for Research and SRI.(2013). Early College, Early Success. Retrieved from http://www.air.org A Guide to Launching and Expanding Dual Enrollment Programs for Historically Underserved Students in California. http://rpgroup.org/projects/dual-enrollment-guide-2014

Frequently Asked Questions What is the difference between Dual and Concurrent enrollment?

Frequently Asked Questions Answer: The terms dual enrollment and concurrent enrollment are used interchangeably in California. The terms signify enrollment in a college course while also being enrolled in elementary or secondary school. According to the California Community Colleges Chancellor’s Office, students referred to as dual enrollment or concurrent enrollment students are all considered “special admit” students. The term “concurrent enrollment” is not found in California Education Code.

Frequently Asked Questions What is the difference between a middle college high school and an early college high school?

Frequently Asked Questions Answer: Based on Ed Code Section 11300, a middle college high school is a collaborative effort between a local school district and a community college. The goal is to select at-risk students who are performing below their academic potential and place them in an alternative high school located on a community college campus. Based on Ed Code Section 11302, an early college high school is an innovative partnership between public secondary schools and a local community college, the California State University or the University of California to allow pupils to earn a high school diploma and up to two years of college credit in four years or less.

Frequently Asked Questions Is a community college instructor, teaching a course at the partnering high school campus, required to be a certificated employee of the school district or charter school claiming attendance?

Frequently Asked Questions Answer: Yes. Statute requires that students be under the immediate supervision and control of a certificated employee of the school district or charter school to generate attendance for the purpose of funding (Ed Code Section 46300(a).)

Frequently Asked Questions Where can I find different models and designs of the Early College High School and the Middle College High School?

Frequently Asked Questions Answer: For the Early College High School, visit the Early College Designs-Jobs for the Future Web Site. For the middle college high school, visit the Middle College National Consortium Web Site Sources: Jobs for the Future: Early College Designs http://www.jff.org/initiatives/early-college-designs Middle College National Consortium http://mchs.us

Frequently Asked Questions What is the maximum course enrollment per term for students enrolled in Early and Middle College High School programs?

Frequently Asked Questions Answer: Ed Code Section 76001(d) limits the number of college units that a high school student can earn through dual enrollment to 11 course units per term. However, Ed Code Section 76004(p) increases the course unit cap to 15 units for participants in College and Career Access Pathways Partnerships.

Frequently Asked Questions Is a concurrently enrolled student required to be scheduled for a minimum instructional day in order to generate attendance for the purpose of apportionment funding?

Frequently Asked Questions Answer: Yes. Ed Code Sections 46146 and 46146.5 specify minimum day requirements for concurrently enrolled students. See question/answer #9 CDE Early and Middle College High School FAQs http://www.cde.ca.gov/ci/gs/hs/echs- mchsfaq.asp

Frequently Asked Questions Ed Code Sections 46146 and 46146.5 For students that are enrolled in an Early/Middle College Non-Charter High School and are enrolled as special part time students at a community college, under Ed Code Sections 48800 et seq, the minimum day, per Ed Code Section 46146.5(b), is 180 minutes. Early/Middle College Non-Charter High School students that are concurrently enrolled in community college and scheduled for at least 180 minutes of instruction that meets the statutory instructional time requirements generate a maximum of one full average daily attendance (ADA).

Frequently Asked Questions Can a district open an Early College High School without a partnership with a community college or any higher educational institution?

Frequently Asked Questions Answer: No. Based on Ed Code Section 11302, early college high schools are a partnership between a secondary school and a post-secondary institution.

Frequently Asked Questions Where a school district and a community college district enter into a College Career Access Pathways Partnership, can both districts be funded for a course that a concurrently enrolled high school student takes at the community college during the high school day?

Frequently Asked Questions Answer: Ed Code Section 76004 (r) states that” a district shall not receive a state allowance or apportionment for an instructional activity for which the partnering district has been, or shall be, paid an allowance or apportionment”.

Frequently Asked Questions My high school student is enrolled in a dual enrollment program. Is the college required to pay for the college text books and supplies?

Frequently Asked Questions Answer: If the student is enrolled under a College and Career Access Pathways Partnership(CCAP), then all textbooks and supplies must be provided (Ed Code Section 76004(f).). If the student is enrolled in a dual enrollment program that is not a CCAP Partnership agreement, the student may be required to provide for his or her own college textbooks and supplies.

Frequently Asked Questions Are students who are enrolled in dual enrollment programs required to pay for their own college fees?

Frequently Asked Questions Answer: If the student is enrolled under a CCAP Partnership Agreement, the college may not assess student fees. (Ed Code Section 76004(f).).

Frequently Asked Questions Do passing period minutes count toward the 180 minute total?

Frequently Asked Questions Answer: It depends. A reasonable amount of time, not to exceed 10 minutes, to walk from one K-12 class to another K-12 class can be included in instructional time. Time to walk from one K-12 class to a community college class or from a community college class to a K-12 class cannot be included in instructional time.

Discussion and Reflections Group share Reflections

CDE Resources Frequently Asked Questions http://www.cde.ca.gov/ci/gs/hs/echs-mchsfaq.asp Middle College High School http://www.cde.ca.gov/ci/gs/hs/midcolhs.asp Early College High School http://www.cde.ca.gov/ci/gs/hs/echsgen.asp Dual/Concurrent Enrollment Strategies http://www.cde.ca.gov/ci/gs/hs/duenconstgs.asp

Program Resources Jobs for the Future: Early College Designs http://www.jff.org/initiatives/early-college-designs Middle College National Consortium http://mcnc.us A guide to launching and expanding dual enrollment programs for historically underserved students in California http://rpgroup.org/projects/dual-enrollment-guide-2014 Expanding Access to College Courses: Effective Practices for College and Career Readiness https://vimeo.com/212165483 Dual Enrollment Toolkit: A Resource for Community Colleges and School District Partners http://www.careerladdersproject.org/ccccode/

Statutory Resources Section 48800, 48800(a), 48800(d) (2) Section 76001(a), 76001(c), 76001(d), Section 76002(a), 76002 Section 76004, 76004(p), 76004 (r) Section 11300 Section 11302 Section 46142 Section 46146 Section 46146.5 Section 46300(a) .

CDE Professional Resources Carolyn Hamilton, Ph.D Career and College Transition Division chamilton@cde.ca.gov 916-323-5765

CDE Professional Resources Wendi McCaskill, School Fiscal Services Division WMcCaskill@cde.ca.gov 916-323-1333 Hoa Tran, School Fiscal Services Division Htran@cde.ca.gov 916-327-0374

Thank You!