1. Minnesota State Concurrent Enrollment Directors Monthly Meeting
April 10, 2017
Academic and Student Affairs
Minnesota State Concurrent Enrollment Directors Monthly Meeting
Jessica Espinosa and Pakou Yang

2. Meeting Agenda Legislative update
MCAs and SAT for course placement and admissions legislation
JFF project
Transcript evaluation

3. 2017 Legislative Updates *HF 890 House K-12 Omnibus Bill*
Defines “Concurrent Enrollment”. (Section 19)
Statewide Concurrent Enrollment Teacher Training Program: Expands the pilot program enacted last year to a voluntary statewide partnership program to fund teacher course development to meet the Higher learning Commission requirement that concurrent enrollment teachers possess or obtain 18 graduate credits in licensure area. $4M in FY18; $4M in FY19 (Section 15)

4. 2017 Legislative Updates (cont’d)
SF718 – Senate K-12 Omnibus Bill
Defines “Concurrent Enrollment” (Section 18)
High Schools and postsecondary institutions are encouraged to provide and “Introduction to Teaching” or “Introduction to Education” course. (Section 21)

5. 2017 Legislative Updates (cont’d)
SF718 – Senate K-12 Omnibus Bill
Directs the Board of Teaching to issue endorsements for dual enrollment instruction to High School teachers who meet the HLC guidelines for concurrent enrollment instruction. (Section 1)

6. Next Steps
Share with your secondary partners, advisory boards and stakeholders to advocate for the funding in HF 890 House K-12 Omnibus Bill.

7. MCA and SAT 2016 Legislative Mandates
A state college or university must not require an individual to take a developmental, noncredit course in a subject area if the individual has received a college-ready ACT or SAT score in that subject area, or a career- and college-ready Minnesota Comprehensive Assessment (MCA) benchmark in that subject area, consistent with benchmarks established by the commissioner of education.
5 year validation period.
When deciding if an individual is admitted to or if an individual may enroll in a state college or university, the state college or university must consider the individual's scores on the high school MCA, in addition to other factors determined relevant by the college or university.

8. MCA 2016 Legislative Mandates (con’t)
Notification of high school students and their families, MDE is to include a statement that students who receive a college-ready benchmark on the high school MCA are not required to take a developmental, noncredit course at a Minnesota state college or university in the corresponding subject area.
Minnesota State colleges and universities must post notice of the exemption from developmental course taking on its Web site explaining student course placement requirements.

9. MCA and SAT 2016 Legislative Mandates (cont’d) and Response
The system office completed the following action steps during fall 2016:
1) Conducted an MCA Benchmark Study that examined the relationship between MCA scores and student grades in college-level gateway courses. The study established MCA placement score ranges for mathematics and reading that are an interval around the score that predicts a 50 percent probability earning a grade of A or B in the college level course;
2) Obtained SAT recommended college-ready scores from the College Board that included both the old SAT and new SAT scores;
3) Vetted both MCA and SAT college-ready scores with appropriate consultation and finalized Minnesota State recommendations; and
4) Chancellor Rosenstone responded to the commissioner of education by the statutorily mandated deadline of December 31, 2016 that he rejected the current MCA benchmarks

10. How do high school MCA scores in reading and math apply to PSEO and concurrent enrollment student eligibility and course placement?
PSEO and concurrent enrollment student eligibility is in Minnesota State System Procedure Part 2 Admissions Requirements for PSEO Students.
For juniors, class rank in the upper one-third of their class or a score at or above the 70th percentile on a nationally standardized, norm-referenced test
For seniors, class rank in the upper one-half of their class or a score at or above the 50th percentile on a nationally standardized, norm-referenced test.
Campuses can choose to use MCA scores, among other indicators, as “documentation other than that specified in Part 2, Subpart A1 and Subpart A2 of this procedure of the student's readiness and ability to perform college-level work as determined by the college or university.”
For course placement purposes, the colleges and universities of Minnesota State can use high school MCA scores in reading and math.

11. 10th Grade MCA Reading Scores for Course placement
College-level reading courses or courses that designate college-level reading skills as a prerequisite
1047 on 10th grade MCA reading
1042 – 1046 on reading – Additional college readiness measures needed to determine course placement
1041 or below: Placed into developmental education courses or additional college readiness measures needed to determine course placement
College-level writing courses or courses that designate college-level reading skills as a prerequisite
 Not applicable.

12. 11th Grade MCA Math Scores for Course placement
College Algebra
1158 on 11th grade MCA math
1152 – 1157 Additional college readiness measures needed to determine course placement
11151 or below: Placed into developmental education courses or additional college readiness measures needed to determine course placement
Statistics
1148 on 11th grade MCA math
1146 – 1147 Additional college readiness measures needed to determine course placement
1145 or below: Placed into developmental education courses or additional college readiness measures needed to determine course placement

13. 11th Grade MCA Math Scores for Course placement (cont’d.)
Liberal Arts Mathematics
1150 on 11th grade MCA math
1146 – 1149 Additional college readiness measures needed to determine course placement
1145 or below: Placed into developmental education courses or additional college readiness measures needed to determine course placement

14. SAT (new) Subject Test Scores for Course Placement
College-level reading courses or courses that designate college-level reading skills as a prerequisite
480 on ERW test
College-level writing courses or courses that designate college-level reading skills as a prerequisite
College Algebra
530 on math test

15. Growing the Dual Credit Teaching Force: An Initiative of Jobs for the Future with Support from the ECMC Foundation
BACKGROUND: School districts, colleges, and policymakers are increasingly turning to dual credit as a strategy for promoting college enrollment and completion—including for low-income students and others underrepresented in higher education. However, efforts to scale dual credit to reach a much larger population will not be successful without attention to a key issue: increasing the supply of qualified and effective instructors who can teach college courses to high school students.

16. Growing the Dual Credit Teaching Force: An Initiative of Jobs for the Future
In an attempt to address this pervasive challenge facing the field, Jobs for the Future (JFF), will partner with two sites to design, implement, and document a model for increasing the supply and quality of high school teachers and full-time college faculty who teach dual credit courses.
JFF will work with two local partnerships that are trying to increase dual enrollment by exploring ways to incentivize and support instructors who deliver dual credit courses.

17. What is the commitment?
JFF will work with two local partnerships that are trying to increase dual enrollment by exploring ways to incentivize and support instructors who deliver dual credit courses.
This project will begin with a 4-month planning period, which will be followed by a 14-month implementation period, pending approval of a funding proposal.
The pilot program will serve a cohort of approximately 25 teachers per site (50 total).

18. What will JFF provide and what activities are involved?
A baseline analysis of districts’ dual enrollment participation and needs assessment for increasing instructional capacity to meet dual enrollment course-taking goals.
Strategic advising to help districts and university partners in developing a pilot program that offers incentives and opportunities for high school teachers to earn the necessary graduate-level credits to become qualified to teach dual credit courses through community colleges.

19. What are the activities involved in the project? (cont’d)
Development of partnership agreements between districts and community colleges that will streamline the process for teachers in this cohort to earn adjunct faculty status upon completion of the necessary graduate courses.
Assistance in engaging key partners, including teachers’ unions and higher education accrediting agencies.
Professional development for cohort teachers as well as a small group of community college faculty on JFF’s research-based Common Instructional Framework.
Documentation and dissemination of strategic decisions and lessons learned from the pilot program, which will be designed to spur interest and adoption by other sites.

20. Who are they looking for?
Each partnership will consist of a K-12 school district, a community college, and a university, and will meet the following criteria:
Medium-to-large school districts;
A strong dual enrollment partnership between the school district and community college;
Goals for increasing dual enrollment, particularly for underrepresented groups;
University partner with the capacity and willingness to offer subject-specific graduate-level courses for high school teachers.
Contact Pakou or Jessica if interested.

21. Transcript Evaluation Discussion
What challenges are you having?
What still needs to be clarified?