1. Accelerated Learning Update 4/14/2016 State Board of Education – HECC Joint Meeting Ben Cannon, Executive Director

2. 2  How do we balance the desire to expand accelerated learning options with the need to maintain or enhance quality?  How closely should high school courses be aligned to college courses in order to “count,” with or without special notation on transcripts?  What data is necessary in order to answer these questions? KEY QUESTIONS FOR THE BOARDS

3. 3  There are many forms of “accelerated learning” in Oregon: eg AP/IB, Expanded Options, courses at the college, dual credit  One form of accelerated learning, “dual credit,” is particularly common:  Taught by high school teachers under the auspices of a college or university; treated as “taking a course from the college or university”  Programs must meet standards adopted by the HECC to ensure quality, transferability, accreditation  Since 2010, standards and approvals overseen by HECC’s Dual Credit Oversight Committee BACKGROUND

4. 4  Recent innovations in accelerated learning / dual credit:  Eastern Promise and related projects around the state that are expanding access to accelerated learning, with a particular focus on equity.  These are models that resemble traditional dual credit in some basic respects, but don’t necessarily conform to the existing dual credit standards. BACKGROUND

5. 5  At HECC’s direction, proposed new standards are being developed for new models of accelerated learning:  “Sponsored Dual Credit” (new)  “Assessment-Based Learning Credit” (new)  The proposal would establish a rolling process of approving programs in alignment with new standards:  Postsecondary institutions will meet the Oregon Dual Credit, Sponsored Dual Credit, and Assessment-based Learning Credit standards through a continual process of improvement as determined by a new, overarching Oversight Committee that will build upon and extend the existing Dual Credit Oversight Committee. HECC PROPOSAL

6. 6  How do we balance the desire to expand accelerated learning options with the need to maintain or enhance quality?  How closely should high school courses be aligned to college courses in order to “count,” with or without special notation on transcripts?  What data is necessary in order to answer these questions? KEY QUESTIONS FOR THE BOARDS