Intersegmental Alignment through Concurrent Enrollment Water Career Pathways Consortium Curriculum Committee Meeting September 11, 2015 Dr. Lauren A. Wintermeyer

Workshop Goals Session Expectations Working Definitions Articulation vs. Dual Enrollment Successful Models of Dual Enrollment What Does the Data Say? What Are the Concerns? What’s New in CE? Strategic Planning Q & A Feedback Forms

Session Expectations What do you hope to learn from our time together? Do you have any specific questions about dual/concurrent enrollment you want to be sure get answered? What would you like to accomplish before we finish today?

Working Definitions Concurrent Enrollment: HS student takes college course on their HS campus, taught by HS teacher who meets “Minimum Qualifications” to teach college-level course: Credit-bearing college courses Student earns college grade based on multiple and varied assessments throughout a course, not just from one high-stakes test Student earns transcripted college credit at the time they successfully pass the course Dual Enrollment: HS student enrolls in college and high school simultaneously and takes college course taught by College Instructor either on college campus, online, or on high school campus Dual Credit: The earning of credit at two institutions for same course Articulation: courses for which students receive retroactive credit once course is complete, a “credit by exam is passed” and/or upon matriculation

Working Definitions Early College: Program through which students may earn high school diploma and associate degree/first two-years of college by taking a mixture of high school and college courses Middle College: Often an alternative high school program, housed on a college campus, through which students have increased access to college courses while also completing requirements for high school diploma Advanced Placement/International Baccalaureate: Courses at the end of which students take a standardized test to assess knowledge; students may or may not receive college credit – depends on score and post-secondary institution

Working Definitions DISCLAIMER: Definitions vary by institution and campus culture/semantics In many partnerships, Dual and Concurrent Enrollment may be used interchangeably Articulation is used for various purposes: Articulation Agreements (certificates) Articulation Meetings (to align concurrent course offerings) Articulation (agreements between CA Community Colleges and four-year institutions; eg. assist.org)

Articulation vs. Dual Enrollment

Definition Summary Check in: Do you have any questions/concerns about the definitions shared? What types of programs exist in your working partnerships? Do you anticipate any confusion/challenges over the various options for articulated and/or concurrent enrollment? How can you get in front of those concerns?

Sample DE Program Model College courses offered on the high school campus throughout the regular school day Courses offered at the request of the high school and approval of college department Most courses are taught by high school faculty who meet the “minimum qualifications” to be adjunct college faculty Students are concurrently enrolled in high school and college – they receive credit/grade on both transcripts

Sample DE Program Model Students may also come to the college campus after high school day and/or take courses online Program is built on intersegmental relationships and is designed to be a “win” for all stakeholders: Students take courses for free (Parents love this!) High school collects apportionment for 240 min. of “high school only coursework”, and in some iterations, receives extra funding from college College collects FTES apportionment – can bring in significant funds to college Faculty alignment strengthens academic pipeline and fosters professional development. Some models stipend instructors as well.

Successful Models of DE John Tyler Community College: Discussion on the Today Show: Massachusetts Dep’t of Higher Ed: A Guide to Launching and Expanding Dual Enrollment Programs for Historically Underserved Students in California (Purnell, R., 2014): deJune2014.pdf deJune2014.pdf

What Does the Data Say? Former dual enrollment students* who matriculated to SBCC: Were more likely to enroll full-time in college (67% compared to 54%) Required less remediation and placed at the college transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%) Note: Former Dual Enrollment students who participated in courses at both their high school and on the college campus scored at the college level at the highest rate: Math: 43%, Reading: 36%, and Writing: 50% Earned a higher average cumulative GPA (after three academic years, 2.47 vs. 2.02) Earned more transferable college units (after three years, 43 vs. 29) *Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008

What Does the Data Say? 10% of high school students are taking college courses (over 4 million in ) Majority of enrollments nationwide are through concurrent enrollment model (on high school campus) 30% of dual enrollments are in Career and Technical Education Courses National studies (see NACEP website for links) agree that students who participate in Concurrent/Dual Enrollment: Enroll in post-secondary education at a higher rate Are more likely to persist into second year of postsecondary education Complete college at a higher rate than their non CE/DE participating peers

What Are the Concerns? Course Alignment: Lack of identical rigor to courses taught on college campus (eg. “watered down”) Faculty qualifications Access to campus resources Student Preparedness: Permanent college transcript Financial Aid Eligibility Maturity Funding: Apportionment collection Student fees Textbooks Instructors

What’s New in CE? AB 288 Public Schools: College and Career Access Pathways partnerships ( , last amended in Senate ) AB-288 Summary Could permit: Closed campus option, increased units (15 units), waived fees and other perceived benefits Would require: Additional data reporting Restrictions based on agreement protocol (see hyperlink for more details) NOTE: this model would only apply to CCAP partnerships – other DE/CE models can still exist with their own agreements Web-based management software Eg.

Strategic Planning Start with top-level decision makers – College President, Vice President, K-12 District Superintendent, Principals, and Union Leaders Identify a starting point/course(s) Consider logistics: Will you have a “Concurrent/Dual Enrollment Program” office/personnel? Board Approval MOUs Enrollment management Articulation Meetings Ed Code, Title V Regulations

Processes to Consider Scheduling classes – Banner, web schedule, etc. Student Enrollment – online, in-person, paper, combination? Program Administration: Who will do the work required to get students enrolled? Who will manage program logistics, schedule meetings, monitor data? What is your timeline to launch program?

Questions & Answers

Thank you!!!! Please kindly share your feedback on the form provided so that I may follow-up with any requests you may have for additional information Resources: National Alliance of Concurrent Enrollment Partnerships: SBCC Dual Enrollment Website: Middle College National Consortium: Jobs for the Future, Early College Designs: Contact information: Dr. Lauren A. Wintermeyer (925)