gay burden
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Gay Burden. Dual Credit & Dual Enrollment Gay Burden, Director Secondary to Post-Secondary Transition. Agenda:. Defining dual credit and dual enrollment Tennessee data (2008-2009) Pros and cons Perkins IV Reserve Grant CTE Competency Attainment Rubric. - PowerPoint PPT PresentationTRANSCRIPT
Gay Burden
Dual Credit & Dual Enrollment
Gay Burden, Director
Secondary to Post-Secondary Transition
Agenda:
Defining dual credit and dual enrollment
Tennessee data (2008-2009) Pros and cons Perkins IV Reserve Grant CTE Competency Attainment
Rubric
Transition to college: The Challenge
Source: Education Weekly March 2005
100 Start
9th Grade
68 Graduate HS in 4 Years
40 Start College 27 Start
Sophomore Year
18 GraduateCollege
in 4 Years
31% Leave with 0
Credits
31%
College for All – The Ethnicity Gap
0%10%
20%30%40%
50%60%70%
80%90%
DegreeAspirtions
DegreeAttainment
White
AfricanAmerican
Hispanic
Percentages by Race and Ethnicity
Hoffman, N. (2003) Venezia, A., M. W. Kirst, et al. (2003)
By age 29:
•34% of White•18% of African Americans
•10% of Hispanic
Have bachelor’s degrees
Tennessee Dual Enrollment Grant
Up to $600 per award year ($300 per semester/$100 per credit hour)
Must maintain a 2.75 cumulative college GPA
Only for lower-division courses (courses numbered 100-200 or 1000-2000) postsecondary credit for general education courses and courses in disciplines
For high school juniors and seniors
JOB SKILL LEVELS / EDUCATIONAL REQUIREMENTS
60
35
1520
45
65
20 20 20
0
10
20
30
40
50
60
70
1950 1991 2005
Unskilled Skilled Professional
CTE: What do we know? CTE keeps kids in school CTE helps kids focus their PS
education plans CTE is an economic benefit to
participants and to states CTE-based structures can affect
achievement and transition of youth to college and work, and
More Transition Findings
CTE students were as likely as their matched non-CTE counterparts to enroll in college in the fall following graduation from high school.
CTE students were significantly more likely than their matched non-CTE counterparts to report feeling prepared for the social and academic challenges of college.
Bragg et al, forthcoming
Research Findings
Overall CTE students were significantly more likely than non-CTE students to report that high school had provided them with information on college programs and courses that follow high school course-taking. Bragg et al, forthcoming
Research Findings
Among dual credit participants, significantly more CTE students compared to non-CTE students attributed their decision to attend college to their participation in dual credit. (Black, 1997; Gurule, 1996; Monroe Community College,
2003; Nitzke, 2002; Richardson, 1999; Spurling & Gabriner, 2002; Windham, 1996)
Research Findings
Dual credit participants showed better academic performance in college than non-dual credit students.
(Black, 1997; Gurule, 1996; Monroe Community College, 2003; Nitzke, 2002; Richardson, 1999; Spurling & Gabriner, 2002; Windham, 1996)
Proposed Benefits: Facilitating the transition between high
school and post-secondary Allowing students to complete a degree
faster Reducing costs for a college education Reducing high school drop out rates Preparing students for college work and
reducing the need for remedial coursework Enhancing the high school curriculum
(Bailey, Hughes, & Karp, 2003; Blanco, Prescott, &Taylor, 2007; Boswell, 2001; Clark, 2001; Conklin, 2005; Coplin, 2005; Crook, 1990; Education Commission of the States, 2000; Greenberg, 1989; Hoffman, 2005; Karp, Calcagno, Hughes, Jeong, & Bailey, 2007; Johnstone & Del Genio, 2001; Kentucky Interagency Dual Credit Task Force, 2007; Kim, 2006; Kirst & Venezia, 2001; Puyear,1998)
Proposed Benefits:
Making more effective use of the senior year in high school
Developing the connection between high school and college curricula
Raising the student’s motivation and goal to attend college
Acclimatizing students to the college environment Freeing space on college campuses Improving relationships between colleges and their
communities Easing recruitment of students to college Enhancing opportunities for underserved student
populations(Bailey, Hughes, & Karp, 2003; Blanco, Prescott, &Taylor, 2007; Boswell, 2001; Clark, 2001; Conklin, 2005; Coplin, 2005; Crook, 1990; Education Commission of the States, 2000; Greenberg, 1989; Hoffman, 2005; Karp, Calcagno, Hughes, Jeong, & Bailey, 2007; Johnstone & Del Genio, 2001; Kentucky Interagency Dual Credit Task Force, 2007; Kim, 2006; Kirst & Venezia, 2001; Puyear,1998)
Concerns: No solid quantitative data supports the
claims of the benefits Low or uncertain academic quality Limited oversight of academic rigor The college course experience is not
duplicated in high school courses Capability of high school teachers to
teach college level courses Transferability problems
(Andrews, 2001; Bottoms & Young, 2008; Cambra, 2000; Clark, 2001; Johnstone & Del Genio, 2001; Kim, 2006; Krueger, 2006; Lerner & Brand, 2006)
Concerns: Costs involved in the programs Potential funding uncertainty Limited access for low-income, minority,
and academically underprepared students
Lack of policies to ensure students are prepared to begin college level work
Liability with underage high school students on college campuses
Actions by many interested groups are required
(Andrews, 2001; Bottoms & Young, 2008; Cambra, 2000; Clark, 2001; Johnstone & Del Genio, 2001; Kim, 2006; Krueger, 2006; Lerner & Brand, 2006)
House Bill No. 99Public Chapter No. 459 Purpose is to authorize public
postsecondary institutions and LEAs to jointly establish cooperative innovative programs.
Aimed at removing barriers to dual credit and dual enrollment.
Dual Credit Pilot Projects: MTSU Greenhouse Management Introduction to Agribusiness
Articulation Defined:
A written agreement based on the process of aligning secondary and post secondary curriculum
Awards students post secondary credit
47 statewide articulation agreements exist
Scenario A Joe Student is taking a
postsecondary course at the high school. He is excited that this course will not only complete his CTE program of study, but it will also give him a jump start at the technical college when he enrolls.
Scenario B
Jane Student is taking a course taught by the high school teacher and scheduled as a zero period (before the regular school day begins). The high school teacher is also an adjunct professor at the local community college. The student is paying for the course with grant funds.
Definitions Approved by The P-16 Council of Tennessee June 2008
Dual Credit – a postsecondary course or a high school course aligned to a postsecondary course that is taught at the high school by high school faculty for high school credit. Students are able to receive postsecondary credit by successfully completing the course, plus passing the assessment developed and/or recognized by the granting postsecondary institution. The institution will grant the credit upon enrollment of the student.
Definitions Approved by The P-16 Council of Tennessee June 2008
Dual Enrollment – a postsecondary course, taught either at the postsecondary institution or at the high school, by the postsecondary faculty (may be credentialed adjunct faculty), which upon successful completion of the course allows students to earn postsecondary ad secondary credit concurrently. The student must meet dual enrollment eligibility under the TBR and UT policies.
Scenario A
Joe Student is taking a postsecondary course at the high school. He is excited that this course will not only complete his CTE program of study, but it will also give him a jump start at the technical college when he enrolls.
Dual Credit
Scenario B Jane Student is taking a course
taught by the high school teacher and scheduled as a zero period (before the regular school day begins). The high school teacher is also an adjunct professor at the local community college. The student is paying for the course with grant funds.
Dual Enrollment
What makes it confusing…
A dual enrollment course in one school could be a dual credit course in another school—it all depends on the arrangement between the post-secondary partner.
Secondary data… Dual credit
Student Course Pass/fail
Dual enrollment Student Course No. credits Post-secondary
institution
2008-2009 Tennessee Data:Dual Credit and Dual Enrollment
DUAL CREDIT AND DUAL ENROLLMENT TOTALS 2008-2009
Dual Credit Dual Enrollment
Dual Credit andDual Enrollment
Totals Combined
# Students
#Courses
#Students
#Courses
% Earning Post-
Secondary Credit
Total # Students
Total # Courses
State 3,227 208 1,127 147 98.23% 4,354 355
Post-Secondary data…
..to reflect actual numbers of students and dual credit/dual enrollment credits earned.
Post-Secondary Issue:
Identified by post-secondary educators: TTU UTK MTSU UTM
Post-Secondary Issue: Getting post-secondary teachers on board
No common student ID between secondary and post-secondary levels
Philosophical idea that college is college and high school is high school
How much is too much in terms of no. of credits available for a program area?
Teachers are reluctant because of technology (on-line classes; computerized testing)
Teachers are reluctant to take on another class because they don’t have the time
MTSU requires teachers to attend workshops before teaching dual credit/dual enrollment courses
Post-Secondary Issue: Which to provide—dual credit or dual enrollment
Dual enrollment is more popular than dual credit among post-secondary institutions
Any fee for dual credit/dual enrollment courses hard for some students to pay
Dual credit courses may not transfer to another post-secondary institution (P/F)
If a passing score of 70 is acceptable at one institution, it should be acceptable at other post-secondary institutions.
Post-Secondary Issue: Other issues
Sustainability of programs established with grant funding
Secondary computer firewalls have to be dealt with
Most secondary schools have better technology than post-secondary schools
Courses must have adequate enrollment to make
High shool courses have different course titles and numbers than post-secondary
In Closing: Dual Credit, Dual Enrollment & the
TDP
GRADUATING WITH DISTINCTION: Attaining a B average and completing at least one of the following:
earn a nationally recognized industry certification participate in at least one of the Governor’s Schools participate in one of the state’s All State musical organizations be selected as a National Merit Finalist of Semi-Finalist attain a score of 31 or higher composite score on the ACT attain a score of 3 or higher on at least two advanced placement exams successfully complete the International Baccalaureate Diploma
Programme earn 12 or more semester hours of transcripted
college credit
Other topics:
Perkins IV Reserve Grant $100,000 One application per LEA
New/innovative CTE programs Dual Credit/Dual Enrollment focus
CTE Competency Attainment Rubric
Driving Student Success: Taking the mystery out of mastery
The teaching Roadmap Competency profile
Drives lesson plans, teaching strategies, and assessments
The students vehicle to success—what they need to know and be able to do
The Rubric is the GPS—tells you where you are on the road to success
