Dual Credit in Illinois Debra D. Bragg, Professor, University of Illinois Presentation for the Illinois Dual Credit Task Force September 10, 2008

Overview Claims Context Terminology Implementation Results Next Steps Questions

Claims Increases curriculum options for high school students Addresses senioritis Motivates high school students to prepare for college Improves college readiness (reduces remediation) Increases access to college Reduces cost of attendance Reduces time to degree

National Study (Clark, 2001) Dual credit is both loved and hated… Some have strong investments in its success; others have equally strong investments in its failure. There is very little neutral ground. (p. 5)

Context One of a number of academic pathways to college Most states offer some form of dual credit/enrollment Community college – high school agreements are most common Both academic and career-technical education (CTE) courses offer dual credit

Terminology Dual or concurrent enrollment – emphasis on enrollment -- high school students simultaneously enroll in high school and take college courses Dual credit – emphasis on credit - high school students receive high school credit and college credit for a college- level course successfully completed Articulated credit – high school course may qualify students for college credit by exam or subsequent successful college coursework (deferred credit)

Implementation Secondary – postsecondary collaboration Program quality – college level Results -- Student outcomes Teacher qualifications Adequate funding State policy vs. local autonomy Processes for awarding credit Student selection Marketing to students and parents Dual Credit Delphi Study for the State of Illinois (OCCRL, )

University Admissions & Dual Credit (2004) All public and most private accept dual credit – through community college transfer Driver: student demand Lack of written policy, clear information (word of mouth most common) Implementation concerns: Accredited institution College level course Student performance Credit toward major vs elective Makela, J. P. (2005, August). Current practices and policies on dual credit admissions in Illinois four-year colleges and universities. )

Results More college credits, better semester-to-semester retention, higher college GPA Enhanced college readiness (typically math courses not required for dual credit courses in other academic subjects and CTE) Increased degree attainment, but… Some sorting: CTE dual credits -> community college enrollment Academic dual credits –> four-year college enrollment References available upon request

Next Steps Provide support Address issues Collect better data Integrate into larger systems

Program of Study Six Principles & Design Elements Leadership, organization and support - Visionary leaders and collaborative partners. Access and opportunity - Access to educational opportunities and services that enable student success. Alignment and transition Alignment and transition - Student transition through the educational pipeline. Enhanced curriculum and instruction – Rigorous and relevant instruction and career development that enhances learning and enables students to attain credentials. Professional preparation and development - Teacher preparation, recruitment of qualified instructional staff, and quality professional development. Accountability and program improvement – Data are used to demonstrate accountability and improve outcomes.

Questions ?

Contact Debra Bragg, University of Illinois Office of Community College Research and Leadership (OCCRL) Phone: Website: