1. COLLEGE AND CAREER PATHWAYS

2. What are Pathways?
Rigorous Career Exploration in middle school or high school freshman year;
Incorporate and align secondary and postsecondary education curriculum
Include academic and CTE content in a coordinated, non-duplicate and rigorous progression of courses;
Driven industry and focus on skills and competencies;
Include process to earn college credit;
Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

3. What do they do? Motivate high school students to learn and graduate
Deliver better-prepared high school students to the college
Need less remediation
Acquire industry skills and competencies
Motivated to complete college certificate or degree

4. Why do we need them? Math 72% English 67% Reading 42%
For Every 100 Ninth Graders:
67% Graduate from High School.
44% Enter College.
29% are Still Enrolled Their College Sophomore Year.
For Incoming KCCD Freshmen:
10%-40% transfer or graduate from our colleges within 6 years
Under-prepared to do college level work:
Math 72%
English 67%
Reading 42%

6. CCTI Results

7. Challenges in Developing Pathway Agreements
Collaboration between high school and college faculty to align with industry standards
College regulations related to enrollment, faculty qualifications, course offering, apportionment
High school regulations related to ADA
Financial agreements to pay course costs

8. Program Approval and Renewal Guide and Procedures
Oregon Dual Credit
Program Approval and Renewal
Guide and Procedures
Approved, Dual Credit Oversight Committee: November 25, 2014
Purpose
The purpose of the Oregon Dual Credit Program Approval and Renewal Guide is to provide a tool for use by college/university staff. This document identifies the essential processes and information required to meet the Higher Education Coordinating Commission standards for a Dual Credit Program in Oregon. Dual credit is defined as awarding secondary and postsecondary credit for a course offered in a high school during regular school hours, as determined by local school board and community college/university board policy.
In 2005, the Legislature passed Senate Bill 342 with the express intent of improving student progress through postsecondary education by encouraging cooperation among the postsecondary education sectors on specific alignment initiatives. The Joint Boards of Education created a framework for all of the alignment work and used its Unified Education Enterprise subcommittee to fulfill the requests in SB 342 and other alignment efforts identified by leadership. The Dual Credit Standards and the Program Approval Process were established in response to the requirements of Senate Bill 342. See “Recommendations for Improving and Expanding Dual Credit Programs,” a motion approved by the Joint Boards of Education in 2009, for additional background information.

10. Our Solutions to These Challenges
Develop a Process to Create Pathways
Bring high school and college faculty together
Acquire mutually agreed industry standards
Develop progression of courses.
Include CTE and General Education

11. Our Solutions to These Challenges
Develop 9 college and career pathways
Offer an intensive career exploration course to over 7,000 high school student
Award over 21,000 college units to high school students
Make systemic changes resulting in over half of all high school students will be in a quality Pathway
Advocacy at state to ease and clarify regulations