1. Beginning with the (university) end in mind: An academic advisor’s perspective on Early College Joshua D. Morrison

2. Introduction 10 Years Academic Advising and Graduate/Professional Admission Experience at an Urban Research University M.S.Ed (Student Affairs Administration); Ph.D. (Higher Education, expected May 2015) - Indiana University Current Role: Director of Secondary Initiatives ~4000 students, ~19,000 c.h., 40+ schools, 4 full- time staff total

3. Agenda Who are Early College Students? Postsecondary Perspectives on Early College High School (ECHS) Graduates Roadblocks to ECHS Success Impact of Early College Credit Q & A

4. Case Study: Emily Emily was an excellent student in Middle School and was immediately offered a position in Early College High School. She did not have a clear idea of what careers were the best fit for her, so she completed nearly every Early College course possible. Emily has entered State University with 80 credits, making her a junior. She has taken some non-STEM science courses and barely passed calculus, but has decided she wants to major in chemistry. She has high academic self-confidence but is unfamiliar with the workload and fast pace of college. Emily has a 3.7 college GPA.

5. Case Study: Paul Paul wants to become a medical doctor to help people. Due to his parents’ income status he enrolled in a covenant program that provided support to attend college nearly tuition-free. Paul has completed a number of college credits that apply to a biology degree at the local state college. Paul wants to graduate early so he can help his parents with college costs. Unfortunately his three siblings will not receive the same support. Paul has earned 60 undergraduate credits, mostly in the STEM field, with a final college GPA of 3.1, and has finished an Associate’s degree in General Science.

6. Case Study: Jose Jose just graduated Early College and previously moved all over the Western US due to his family’s work obligations. He has multiple academic interests. He views education as an opportunity to enhance his life and change his family’s economic prospects. Jose is inquisitive, and wants to learn about everything. He has college credits in liberal arts, math, one science course, and several career and technical education courses. His college GPA is 3.3 and has earned 42 college credits since he started Early College High School as a sophomore transfer. Jose is ineligible for the state covenant program due to his DACA status. He has not committed to attending college, and if he does, a proprietary trade school or a local community college may be his preferred options.

7. Group Process Please organize into groups of 3-4, preferably in school groups if possible. Open your packet and discuss the questions provided. We will take comments and suggestions from each group after ~10 minutes.

8. And now, a trip back in time.... http://erkelzaar.tsudao.com

9. Case Study Discussion Using our time machine, what programs, supports, and structures could we implement to help Emily, Paul, and Jose reach their academic goals and fulfill their potential?

10. Emily’s Case Career advising related to academic interests Guidance on financial aid implications of completing so many college credits College preparatory/Introduction to College course for college-level academic pace Academic advising to aid college transfer Explicit college degree pathways

11. Paul’s Case Strong guidance/academic advising on options to transfer 2-year degree Statewide single-articulation pathways Internships or experiential education to confirm career interests Mentorship and honest conversations about expectations of US medical colleges

12. Jose’s Case College counseling to help inform enrollment decision-making Financial aid/financing college help Career development to narrow career options Honest appraisal of skills and options for employment using Early College credits

13. Postsecondary Perspectives Students with large numbers of Early College credits (ECC) pose significant challenges to postsecondary institutions, including: Students with significant ECC can be isolated socially and culturally from their peers Support structures for first-year students often do not include “Freshmores”; lack of institutional knowledge and acculturation to institutional norms and values University faculty unfamiliar with teaching ECHS students ECHS graduate preparation for competitive-admission programs Persistent gap in preparation, in spite of quality controls ECC students change balance of needs for courses, faculty mentoring and availability

14. Postsecondary Perspectives Academic advising challenged by missing ECC, lack of fit between academic goals and ECC earned, and “mismatch” of preparation Financial aid implications of poor GPA, including limitation on federal/state aid, institutional merit grants ECC increases back-office workload, including Admissions, Registrar, Financial Aid ECC students pose challenges for institutional research and reporting, particularly in terms of graduation rates, persistence, and gateway course assessments Evaluating success of ECHS graduates challenging due to identification and student enrollment patterns Resource: http://provost.iastate.edu/sites/default/files/uploads/reports/2011EarlyCreditTaskForceFinalReport.pdfhttp://provost.iastate.edu/sites/default/files/uploads/reports/2011EarlyCreditTaskForceFinalReport.pdf

15. Roadblocks for ECHS Success More ECC does not always mean less time in college* ECC impacts federal (and often state) financial aid eligibility* Not all ECC is created equal ECC pathways crucial; ongoing coordination with postsecondary partner essential

16. Roadblocks for ECHS Success Not all 2-year degrees created equal Postsecondary institutions may or may not accept ECC taken in HS setting (U. Michigan, Wabash College)* ECHS model selection dictates offerings, costs State policy environment and funding streams Postsecondary partner perspective on course rigor, equivalence

17. Impacts of Early College Completing ECC improved chances of degree completion (8% any degree, 7% BA/BS) Parental education the strongest influencer of dual enrollment and college degree attainment An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75. doi: 10.3102/0162373712461933 *Bradley-Levine, J., Mosler, G., & Perkins, T. (n.d.). CELL Research Series Successful Schools: Ben Davis University High School. Retrieved November 17, 2014, from http://cell.uindy.edu

18. Impacts of Early College Students with parents who completed some or all of HS, and had some college benefitted more than students whose parents held at least a bachelor’s degree Dual Credit and AP students complete degrees at same rate when accounting for observed confounding variables An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75. doi: 10.3102/0162373712461933

19. Summary Early College Students Have diverse goals and preparations for postsecondary enrollment Require additional support to access and succeed post-ECHS Postsecondary Institutions Must adapt to ECHS graduate needs Should be co-equal partners in ECHS development, implementation, and assessment

20. Questions & Answers

21. Thank You! Contact Information Joshua D. Morrison Ivy Tech Community College – Lafayette Region Tel: 765-269-5777 E: jmorrison45@ivytech.edu