1. Third Annual Statewide Collaboration Early/Middle College and Dual/ Concurrent Enrollment Programs Conference October 2016

2. California Department of Education (CDE)
Overview of K-12 Fiscal and Program Requirements of Early College High Schools, Middle College High Schools and Dual/Concurrent Enrollment Programs
Carolyn Hamilton, Ph.D.
Wendi McCaskill, M.A.

3. Career and College Readiness
SSPI’s Career Readiness Initiatives include concurrent enrollment objectives:
Encourage Concurrent Enrollment: In collaboration with California’s postsecondary segments, CDE will identify successful concurrent enrollment practices among districts and colleges, including early college and middle college programs, and share these approaches statewide.
Promote and Expand Articulation Agreements: CDE staff will highlight the articulation agreements that exist between our middle schools, high schools, and colleges, and work to expand them into other areas of the state that may benefit from such partnerships.

4. Every Student Succeeds Act (ESSA) of 2015
ESSA sets a new course for the federal role in public education (Career and College Readiness)
Requires every state to have a statewide accountability system take effect in 2017–18 school year
Multiple indicators
Academic achievement (most weighted indicator)
High school graduation rate
At least one “valid, reliable, comparable, and Statewide” indicator of school quality (i.e., career and college ready)
Meaningful differentiation between schools
School supports and interventions

5. ESSA of 2015 ESSA Funding Title I funding formula remains the same
Optional 3% set-aside for Direct Student Services (allowable expenditures include academic/Career Technical Education coursework)
Title IV Student Support and Academic Enrichment Grants
Well-rounded educational opportunities activities include:
Career and college counseling/guidance
Community Involvement
Effective use of technology
Developing strategies for use of digital learning technologies

6. Background and Definitions
Dual/Concurrent Enrollment
Early College High Schools (ECHS) (EC Section 11302)
Middle College High Schools (MCHS)
(EC Section 11300)

7. ECHS and MCHS- Common Features
Small school size
Rigorous academic curriculum
Target group─underserved
Enrollment in college courses while in high school

8. ECHS and MCHS- Distinctive Features
MCHS model is located on a community college campus (EC Section 11300)
ECHS model offers a range of location options:
ECHS on college campus
Stand alone high school
Hybrid ECHS (Barnett, E. et al. 2013)

9. ECHS and MCHS- Distinctive Features
ECHS involves a partnership between public secondary schools and a community college, California State University or University of California (EC Section 11302)
MCHS involves partnership between local school district and a community college (EC Section 11300)

10. ECHS Benefits and Impact: Nationally
90% ECHS students graduate high school vs. 78% of students nationally
94% earn free college credit while in high school
30% earn an Associate’s degree or other postsecondary credential while in high school
Source: Early College High School Initiative Student Information System- March 2014

11. California High School Graduation Rate
Among students who started high school in 2011−12, 82.3% graduated with their class in 2015, up 1.3% points from the last year.
For Hispanic or Latino students, the graduation rate reached 78.5%, up 1.9% points from the year before. The graduation rate for African American students increased to 70.8%.
Source:

12. MCHS Benefits and Impact
Promote career and college readiness
Harbor Teacher Preparation Academy in Wilmington, CA., ranked among 25 best in California

13. Overall Benefits and Impact
Current research confirms benefits of dual enrollment program, especially for at-risk, low-income students Barnett,E., Bucceri, K. Hindo, C., & Kim, J. (2011). Ten key decisions in creating early college: Design options based on research. New York, NY: Columbia University, Teachers College, National Center for Restructuring Education, Schools and Teaching. Hughes, K. L., Rodriguez, O., Edwards, L, & Belfield, C. (2012). Broadening the benefits of dual enrollment: Reaching underachieving and underrepresented students with career-focused programs. New York, NY: Columbia University, Teachers College, Community College research Center, Funded by and published with the James Irvine Foundation, San Francisco, CA. Venezia, Andrea and Jaeger, Laura (2013). Transitions from high school to college. Retrieved from of children/publications/docs/23_01_06.pdf American Institutes for Research and SRI.(2013). Early College, Early Success. Retrieved from A Guide to Launching and Expanding Dual Enrollment Programs for Historically Underserved Students in California.

14. Frequently Asked Questions
What is the difference between Dual and Concurrent enrollment?

15. Frequently Asked Questions
Answer: The terms dual enrollment and concurrent enrollment are used interchangeably in California. The terms signify enrollment in a college course while also being enrolled in elementary or secondary school.
According to CCCCO, students referred to as dual enrollment or concurrent enrollment students are all considered “special admit” students. The term “concurrent enrollment” is not found in California Education Code.

16. Frequently Asked Questions
What is the difference between a middle college high school and an early college high school?

17. Frequently Asked Questions
Answer: Based on Ed Code Section , a middle college high school is a collaborative effort between a local school district and a community college. The goal is to select at-risk students who are performing below their academic potential and place them in an alternative high school located on a community college campus.
Based on Ed Code Section 11302, an early college high school is an innovative partnership between public secondary schools and a local community college, the California State University or the University of California to allow pupils to earn a high school diploma and up to two years of college credit in four years or less.

18. Frequently Asked Questions
Is a community college instructor, teaching a course at the partnering high school campus, required to be a certificated employee of the school district or charter school claiming attendance?

19. Frequently Asked Questions
Answer: Yes. Statute requires that students be under the immediate supervision and control of a certificated employee of the school district or charter school to generate attendance for the purpose of funding.

20. Frequently Asked Questions
Where can I find different models and designs of the Early College High School and the Middle College High School?

21. Frequently Asked Questions
Answer: For the Early College High School, visit the Early College Designs-Jobs for the Future Web Site. For the middle college high school, visit the Middle College National Consortium Web Site

22. Frequently Asked Questions
What is the maximum course enrollment per term for students enrolled in Early and Middle College High School programs?

23. Frequently Asked Questions
Answer: Ed Code Section 76001(d) limits the number of college units that a high school student can earn through dual enrollment to 11 course units per term. However, Ed Code Section 76004(p) increases the course unit cap to 15 units for participants in College and Career Access Pathways Partnerships.

24. Frequently Asked Questions
Is a concurrently enrolled student required to be scheduled for a minimum instructional day in order to generate attendance for the purpose of apportionment funding?

25. Frequently Asked Questions
Answer: Yes. Ed Code Sections and specify minimum day requirements for concurrently enrolled students.

26. Frequently Asked Questions
Can a district open an Early College High School without a partnership with a community college or any higher educational institution?

27. Frequently Asked Questions
Answer: No. Based on Ed Code Section 11302, early college high schools are a partnership between a secondary school and a post-secondary institution.

28. Frequently Asked Questions
Where a school district and a community college district enter into a College Career Access Pathways partnership, can both districts be funded for a course that a concurrently enrolled high school student takes at the community college during the high school day?

29. Frequently Asked Questions
Answer: Ed Code Section (r) states that” a district shall not receive a state allowance or apportionment for an instructional activity for which the partnering district has been, or shall be , paid an allowance or apportionment”.

30. Frequently Asked Questions
Do passing period minutes count toward the 180 minute total?

31. Frequently Asked Questions
Answer: It depends. A reasonable amount of time, not to exceed 10 minutes, to walk from one K-12 class to another K-12 class can be included in instructional time. Time to walk from one K-12 class to a community college class or from a community college class to a K-12 class cannot be included in instructional time.

32. Early/Middle College Audit Findings
early/middle college deficiencies:
Total of Average Daily Attendance questioned
Students were not scheduled for the minimum day
Students were not under the immediate supervision and control of a certificated employee

33. Discussion and Reflections
Group share
Reflections

34. CDE Resources
Frequently Asked Questions Middle College High School Early College High School Dual/Concurrent Enrollment Strategies ttp://

35. Program Resources
Jobs for the Future: Early College Designs
Middle College National Consortium
A guide to launching and expanding dual enrollment programs for historically underserved students in California
Early College and Middle College High Schools: Effective Practices for College and Career Readiness

36. Statutory Resources Section 48800, 48800(a), 48800(d) (2)
Section 76001(a), 76001(c), 76001(d),
Section 76002(a), 76002
Section 76004, 76004(p), (r)
Section 11300
Section 11302
Section 46142
Section 46146
Section

37. CDE Presenters
Carolyn Hamilton, Career and College Transition Division,
Wendi McCaskill, School Fiscal Services Division,

38. Thank You!