NFYS and Earned College Credit The Ohio State University January 2013

Original Charge from CAA 2009 Scan for demand (with state, community, campus) National, state, local perspectives Yearly reports on the volume and quality of all accelerated learning/dual enrollment projects at Ohio State. Ohio State offerings Data trends Organize and facilitate processes for partnerships/Develop new structures, standards, and best practices as needed. Serving students

Perspectives Nation State of Ohio Ohio State NFYS Students

National Context National and statewide goals are to provide all prepared students with opportunities To earn college credit while in high school To develop confidence in their abilities to be successful in college To gain paths to lower costs of college educations for families. Early Texas longitudinal study suggests that students who took dual enrollment courses were 2.2 times more likely to enroll in college 1.7 times more likely to complete a degree.

National Context NFYS with deeper and narrower preparation, more use of technology College access and completion goals Common Core Standards in math and English MOOCs and other online courses

State of Ohio Context NFYS with more college credit. May take fewer GE courses OBOR goals of increasing credit opportunities: dual enrollment, online, etc. Community colleges ramping up: Central Ohio Compact K-12 districts’ goals of providing more dual enrollment

State of Ohio Dual Enrollment Courses: Most dual enrollment courses are general education or TAG courses. Teacher credentials: High school instructors required to have Master’s degree or 18 hours+ in the content field. OBR convened statewide faculty credentials committee. Ohio Board of Regents upcoming release of RFP to offer Master’s Degrees in the content to high school teachers. Funding model not yet approved.

Ohio State NFYS with more college credit. May take fewer GE courses Dual Enrollment/Early College Online options: MOOCs, ilearnohio.org AP, IB, CLEP Policies Career Technical Assurance Guidelines

Ohio State Yearly Report Ohio State Dual Enrollment/Early College Niche Partnerships Ohio State Academy Metro Early College High School Data Trends

Ohio State Dual Enrollment 2009 CAA approved faculty-developed proposal

Ohio State Academy Individual, highly qualified students are admitted under standards comparable to NFYS standards students attended OSU Academy on all campuses. 203 students attended Columbus OSU Academy 197 were seniors 149 applied to OSU Columbus and were admitted 74 are attending

Metro Early College STEM High School Early College Learning Centers Year-long interdisciplinary, project-based integrations of high school and college coursework First steps to early college work Partner with other high school district Metro Student Admissions Demonstrated preparedness in mastery (90%) coursework No Works in Progress Recommendations from teachers and principal about college readiness skills beyond course content (development resilience, etc.) Any appropriate placement tests

Metro Early College Learning Centers Bodies (2009-present) High school Project Lead the Way biomedical course Biology 1113, 1114 and global health Ohio State University Wexner Medical Center rotations Field studies in China, Costa Rica, Virgin Islands Reynoldsburg/CSCC Design (2011-present) High school Project Lead the Way robotics course Engineering 1187, 1221, Math 1151 FIRST Robotics Competition Dublin/OSU Academy

Metro Early College Learning Centers Energy, Environment, and Economics (2011-present) High school global studies/social studies ENR 2100, SES 1121 Energy Summit Reynoldsburg/CSCC Growth ( and in planning for 2013): High school botany, technical writing HCS 2201, 2201 Farmer’s market Linden McKinley STEM Academy/niche OSU

Ohio State Metro Grads College Credit by Graduation Class

Ohio State Metro Grads By Credit Hour Cohort

New Projects Springfield STEM/FAES Department of English MOOC for second-year writing course.

Data: Ohio State NFYS Entering with College Credit

Data: Time to Degree

Data: GE/TAG Trends

Serving Students Shorter time to degree Course choices may conflict with degree requirements. May need to “retake” courses Shorter time to degree Highly sequential majors may require longer time/lower load. May affect financial aid eligibility To be prepared “to do” college Students may be familiar with college level content but not rigor or pace. May be reluctant to ask for help To have a “leg up” on college Students may be ready to dive into major. GPAs may affect eligibility for selective colleges.

Dual Enrollment Committee Michele Brown, UAFYE and OSU Academy Steve, Fink, ASC Associate Executive Dean Kate Harkin, P-12 Director Roger Nimps, Regional Campus Liaison Kay Wolf, CAA Liaison Mindy Wright, Undergraduate Education/OAA, chair