1. The S.I.N. of Dual Credit: Strategies, Innovation, and Negative Perceptions
Presented by:
Dr. Shasta Buchanan, Associate Vice President of College & High School Relations
Dr. Melissa Biegert, Director of Advising & Completion for High School Programs
NASPA Annual Conference 2019

2. ACC’s College & High School Relations Division
The role of College and High School Relations is to enable students to experience college and potential careers by enrolling in courses at Austin Community College (ACC) while still in high school.
Our commitment to students is to provide guided access to college through quality instruction, support, and guidance to ensure academic success.

3. ACC Dual Credit Programs
Dual Credit. Partnership between higher education institutions and K-12 to partner and align high school courses to core curriculum college courses that will enable high school students to earn both high school credit and college credit simultaneously.
Early College High School (ECHS). High School Designation through the State of Texas. Dual Credit partnership that enables high school students to earn an Associate’s Degree and High School Diploma simultaneously.
P-TECH. Pathways in Technical Early College High school is a High School Designation through the State of Texas. This program is similar to an ECHS but includes an industry partner that will provide job shadowing, mentorship, internships, and a promise of an interview for employment post high school completion with an earned Associate Degree.
ACC Career Academy. Partnership between ACC and K-12 to enable high school students interested in CTE/Workforce pathways to earn a college credential – Level I or Level II Certificate while earning their HS Diploma. Programs include internships or clinical rotations.
We currently have:
25 School Districts (7 ISD’s in taxing district or 28%; 18 ISD’s out of taxing district or 72%)
105 total high schools +12 unique Early College High Schools + 6 PTECHs and counting (including public, private, and charter)
80 total middle schools that we provide outreach to in order to prepare students for dual credit opportunities
12 Early College High Schools
6 PTECH’s and counting
10 Career Academy Pathways for students to pursue
Dual Credit
Dual credit enrollment increased 34% over the last five years to
Career Academy enrollment is 116
Adding two new pathways – Fall 2019
IT Application Development (San Gabriel, Highland, South Austin)
Engineering Technology (Anderson HS)
Early College High School
Early college high school enrollments increased more than three-fold from 255 students in fall 2013 to 1,077 students in fall ECHS students were enrolled in an average of 7.0 semester credit hours in fall 2017 compared to 4.7 hours in fall 2013
P-TECH/Innovative Academies. Elgin Welding – 15; Crockett HS (AISD) = 12; Priority Charter – Cybersecurity, LBJ – Health(moving for PTECH designation), Reagan – Cybersecurity (redevelopment)
TOTAL ENROLLMENT GROWTH
Fall 17 over Fall 18: UP ~ 9%
3-year growth: UP ~18%
5-year growth: UP ~60%
High School Sections - Fall 2018
544 Total Restricted High School Sections; 176 for ECHS 368 DUAL
High School Student Enrollment – Fall 2018
5391 Students enrolled in at least 1 class at High School Campus
2426 Students enrolled in at least 1 class at ACC campus
456 Students enrolled at High School AND ACC Campus for fall 2018
7361 TOTAL Students enrolled in at least 1 class for Fall 2018

4. College & High School Relations Goals & Strategies
Plans
Organizational Changes
Increased Student Support and Communication
Community Engagement
Increased Academic/Workforce Options
Enhanced School District Partnerships
Partnerships with 4-Year Institutions
Goal I: Access & Enrollment College and High School Relations will increase access and enrollment of high school students into dual credit programs over the next three years by 5%. Goal II: Retention & Completion College and High School Relations will increase student success of high school students enrolled in college-credit programs over the next three years by 5%. Goal III: Matriculation College and High School Relations will increase successful matriculation to ACC, over the next three years by 5%.

5. Organizational Change.
What do we do differently?

6. Need for Realignment
More than 7,000 high school students take ACC courses each year, representing nearly 20 percent of the for-credit ACC student population.
Previously, the division was organized by program –
- regular Dual Credit (Jr./Sr.,), designed for limited course enrollments with university transferability
- Early College High School (9th-12th, with goal of Associate degree completion)
- Articulated credit (towards workforce certificate credit post-high school)
Early College High School had highest representation of low-income, first generation, Hispanic and African American students. It also had the strongest student support system.

7. High School Programs Enrollment
Dual Credit
Dual credit enrollment increased 34% over the last five years to
Early College High School
Early college high school enrollments increased more than three-fold from 255 students in fall 2013 to 1,077 students in fall ECHS students were enrolled in an average of 7.0 semester credit hours in fall 2017 compared to 4.7 hours in fall 2013
TOTAL ENROLLMENT GROWTH
Fall 17 over Fall 18: UP ~ 9%
3-year growth: UP ~18%
5-year growth: UP ~60%

8. High School Programs Enrollment
HS Students account for 16% of the Total ACC Population
White = 16% of the White total population are in a high school program
Black = 11% of the Black total population are in a high school program
Hispanic = 13% of the Hispanic total population are in a high school program
Asian = 13% of the Asian total population are in a high school program
*African-American males are approximately 1% of dual credit population
**Hispanic males are approximately 5% of dual credit population
Dual Credit: African American increased by 86% (but still only 5% of dual credit population; which is less than the traditional population)
Hispanic students increased by 105% (33% of the population; which is still less than the traditional Hispanic population)
ECHS: African American credit hours increased 266% (is 13% of the population; which is higher than the traditional and dual credit hours)
Hispanic student credit hours increased by 531% (which is 65% of the population; which is higher than the traditional and dual credit hours)

9. COLLEGE & HIGH SCHOOL RELATIONS STRUCTURE
College and High School Relations
Associate Vice President
Dr. Shasta Buchanan
HS Enrollment
Director
Ms. Mison Zuniga
HS Advising and Completion
Dr. Melissa Biegert
HS Program Operations and Outreach
Manager
Naomi Garza
Upward Bound Program
Ms. Trissi Johnson
Executive Assistant
Ms. Tina Lynch
Senior IT Project Manager
Priyam Gorti
Dual Credit Recruitment
Middle School Outreach
Dual Credit Enrollment Advising
Dual Credit New Student Orientation
Instructional Department – Section Requests
Developing New Program Partnerships
Advising/Interventions
Student Academic Progress
Mid-Term Advising
Student Issues/Concerns
Early Alerts
Final Grades
Student Success/Equity Report
College/Career Advising
High School Recruitment/Outreach
Data Processing
Data Entry
Enrollment Reports
Reagan HS/Travis HS
College/Career Support
High School Success Advising
Weekly Tutoring
Academic Saturdays
Six (6)-week Summer Bridge

10. Impact - Success Rates (Fall 2017) All Courses Combined HS PROGRAM STUDENTS
Overall 87% success rate of all HS PROGRAMS students as of Fall 2017
African American students = 19 percentage points higher than traditional students who identify as African American (create an opportunity for students to transition to post-secondary education ready to continue to persist and complete degree on time).
Hispanic students = 14 percentage points higher than traditional students who identify as Hispanic (create an opportunity for students to transition to post-secondary education ready to continue to persist and complete degree on time).
ALL PROGRAMS
African American Males = 84%
Hispanic Males = 83%
*African-American males are approximately 1% of dual credit population
**Hispanic males are approximately 5% of dual credit population
Dual Credit
White Males = 88%
Black Males = 83%
Hispanic Males = 84%
Asian Males = 91%
Other Males = 86%
ECHS
White Males = 80%
Black Males = 85%
Hispanic Males = 81%
Asian Males = 100%
Other Males = 83%

12. Analyzing Dual Credit at Your Institution
Activity #1- SWOT analysis:
Strengths
Weaknesses
Opportunities
Threats
Activity #2 - Assessing Rigor and College Readiness in Your Dual Credit Program
Activity #3 - Data inclusion
Activity #4 - Action Plan
Shasta leads

13. Action Plans for Dual Credit Programs
Action Plans. Plans of work for each of your key strategies. Each strategy must be supported by one or more specific activities necessary to successfully accomplish the strategy/objective. The activities, taken in total, comprise the action plan. This will be the most detailed and time-consuming part of the planning process. The action plans represent the “guts” of the plan ~Ruffalo Noel-Levitz
BREAKING
NEWS
LIVE
Responsibility
Who will be held accountable for the action plan. This will include internal and external stakeholders.
Timetable
When will you start, what are the itemized tasks (with dates), and when will activity be completed?
Budget
How much will the action plan cost. The budget should include total and itemized projected costs.
Activity
What do you plan to complete?
Evaluation & Assessment Process
How often will reports on progress be made? How will success be defined?

14. Sample Strategic Plan
Go forth and plan!!!

15. Questions??? Melissa Biegert, Ph.D. melissa.biegert@austincc.edu
Shasta Buchanan, Ed.D.
#ACCFirst