1. Dual Credit & Articulation Debra Mills; CORD dmills@cord.org

3. NOT the joining of two parts NOT trying to make it “fit” A NEW System DESIGNED as one curriculum spread over two institutions

5. Standards: Skill; Academic & SCANS

6. Articulated credit Dual enrollment; Concurrent Enrollment Dual credit Credit in escrow Tech Prep credit Retroactive credit Also… –International Baccalaureate (IB) –Middle College HS

7. Dual Credit: Students receive both HS & College credit for a college-level class successfully completed Dual Enrollment: Students are concurrently enrolled (and taking some college-level classes) in HS & College. They may or may NOT receive HS credit for the college classes.

8. Adapted from Tom Bailey SINGLETON - Elective; enrich the HS curriculum; a “head-start” to college. EX: Advanced Placement SINGLETON - Elective; enrich the HS curriculum; a “head-start” to college. EX: Advanced Placement COMPREHENSIVE - Many, if not all, of 1-2 years of HS under the College auspices (at HS or CC) EX: International Baccalaureate (IB) program; some tech prep/dual credit models COMPREHENSIVE - Many, if not all, of 1-2 years of HS under the College auspices (at HS or CC) EX: International Baccalaureate (IB) program; some tech prep/dual credit models ENHANCED COMPREHENSIVE – most intensive form; addresses ALL elements (counseling; academics; mentoring, etc) EX: Middle College HS; some dual credit programs ENHANCED COMPREHENSIVE – most intensive form; addresses ALL elements (counseling; academics; mentoring, etc) EX: Middle College HS; some dual credit programs

10. Dual enrollment allows high school students to enroll in a college course prior to high school graduation, giving them first-hand exposure to the requirements of college-level work while gaining high school and college credit simultaneously. Programs for over 30 years Traditionally=gifted students an academically challenging alternative

11. Why just gifted (traditionally) ? Argument: less advanced students might not be academically prepared for college-level work Why should we include middle and low-achieving HS students in dual enrollment/credit? –Can increase the intensity & rigor of HS curriculum –Challenging students leads to high levels of college success

12. Budgetary Reasons = limited HS course offerings Cuts= science & technical courses; upper level courses & ‘extras” (music & art) Especially helpful in the CTE arena Many CTE programs are expensive

13. Benefits of Dual Credit Barnett, Gardner, & Bragg (2004) Reducing college costs for families and the state. Reducing college costs for families and the state. Accelerating student progress toward degree completion. Accelerating student progress toward degree completion. Providing greater challenges to advanced students. Providing greater challenges to advanced students. A more productive senior year of high school. A more productive senior year of high school. Wider access to college resources and facilities, especially important to small, rural schools. Wider access to college resources and facilities, especially important to small, rural schools. Helping students to visualize themselves as “college material.” Helping students to visualize themselves as “college material.” Supporting college goals such as improved student recruitment, better community relations, and expansion into new, potentially fund-generating, areas. Supporting college goals such as improved student recruitment, better community relations, and expansion into new, potentially fund-generating, areas.

14. Demystifying experience Ease the psychological transition to college Avoid “false” starts to college

15. Facilitate HS-to-College transition for a BROAD RANGE of students Facilitate HS-to-College transition for a BROAD RANGE of students Motivate students to take more rigorous HS curriculum Motivate students to take more rigorous HS curriculum Shifts focus of occupational ed to PS Shifts focus of occupational ed to PS Can provide an early warning signal whether students are prepared Can provide an early warning signal whether students are prepared Can acclimate HS students to College Can acclimate HS students to College Fit with other federal goals ( Fit with other federal goals (improved career guidance & NCLB)

16. Quality and rigor; College- level? Financial/ administrative burdens Transferability of credit (especially to 4-yr) Faculty roles; compensation – –Instructor quality – –Impact on jobs Student access – –Student readiness for college level work

17. Target Population Admission Req Location Student Mix Instructors Course Content Credit Earning Program intensity Funding State Mandates

18. Course Content: Identical college course vs specific design for HS? Location: College vs HS Instructors: regular college faculty vs certified HS Student Mix: teach HS students separately or combine students? Credits Earned: Immediately? Or other models?

19. Financial Benefits for CC IF taught @ HS, using HS teachers (certified as eligible); paid at adjunct rate IF taught @ HS, using HS teachers (certified as eligible); paid at adjunct rate IF state policy =full FTE; then CC generate revenues, EVEN if NO tuition IF state policy =full FTE; then CC generate revenues, EVEN if NO tuition IF HS pay tuition, then colleges benefit IF HS pay tuition, then colleges benefit IF local property taxes are important (less sensitive to enrollments) then there is NO direct $$ incentive, BUT political & recruitment IF local property taxes are important (less sensitive to enrollments) then there is NO direct $$ incentive, BUT political & recruitment

20. National Picture (from ECS) 21 states have comprehensive programs 21 states have comprehensive programs –Minimal; no costs –Dual credit earned –Few course restrictions 26 states have limited programs 26 states have limited programs –Students pay tuition –More academic credit restrictions –Stringent criteria on eligible courses.

21. http://nces.ed.gov/pubs2005/2005009.pdf

27. Funding Models 1. 1. Funding Follows the Students 2. 2. Both institutions receive funding

28. Dual Credit in IL: Making it Work by Barnett, Gardner, & Bragg; 2004 Structuring Dual Credit Programs: Key Decisions Dual Credit in IL: Making it Work by Barnett, Gardner, & Bragg; 2004 1. Program Approach 2. Organization & Funding 3. Course Delivery 4. Student Selection & Guidance 5. Faculty Selection & Supervision 6. Quality Assurance 7. Relationships between HS & PS 8. Credit Award & Transfer 9. Marketing & Public Information 10. Monitoring & Evaluation

29. Dual Credit Components: STUDENT SELECTION Meet college entrance requirements Meet college entrance requirements May enter college remedial programs May enter college remedial programs Need a “reality checklist” and/or an early warning system Need a “reality checklist” and/or an early warning system Counseling important Counseling important CURRICULUM College needs to guarantee that courses are college-level Should use college texts and syllabi May be taught by qualified HS or college faculty

30. Dual Credit Components: MONEY S/PS commitment is associated with who gets the funding S/PS commitment is associated with who gets the funding Charging tuition screens out students Charging tuition screens out students Cost savings may be substantial Cost savings may be substantial ADMINISTRATION Best when guided by state policies Requires good S/PS communication Systems for credit transfer are needed Evaluation & CQI

31. West Virginia EDGE West Virginia EDGE Earn a Degree – Graduate Early Kathy D’Antoni; Kathy D’Antoni; Vice Chancellor; WV Community & Technical College System 3-28 hours of free college credit Phase 1: Align curriculum Phase 2: earn 1 st yr of Associate degree w/HS diploma Phase 3: Earn Associate w/HS diploma WV: New River Gorge

32. dmills@cord.org dmills@cord.org dmills@cord.org 217.247.9930 217.247.9930