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HIGH SCHOOL. DUAL ENROLLMENT. College. “Post-Secondary Preparation via Dual Enrollment Course Participation” Dr. Joni L. Swanson – Dec. 8. 2010 CELL Conference Indianapolis, Indiana. - PowerPoint PPT PresentationTRANSCRIPT
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“Post-Secondary Preparation via Dual Enrollment Course Participation”
Dr. Joni L. Swanson – Dec. 8. 2010 CELL ConferenceIndianapolis, Indiana
HIGH SCHOOL
COLLEGE
DUAL
ENROLLMENT
+Dual Enrollment Programs are an access point and a means toward increased college persistence and program completion.
+Delivery Systems Unpacked
Concurrent EnrollmentDual CreditDual Enrollment Early College or Middle College High Schools
+46 States have Dual Enrollment Laws, Rules, Regulations New York – No Legislative Involvement
Institutions govern programs College Now Project Advance
Indiana – Progressive Legislation Every high school required to provide a minimum of 2 Dual Credit
courses Three programs – Post-Secondary Enrollment Program, Double Up,
Fast Track to College
New Mexico – Most progressive Legislation 2012-13 All high school students required to complete 1 on-
line or acceleration course before graduation
+Research on Dual Enrollment Programs Community College Research Center at Columbia University –
Florida and NYC study on CTE students, California policy study Jobs for the Future – supporting Early College Movement Local Community Colleges and Universities conducting internal
research
State University & Community College Systems (Georgia, Florida, Ohio, Oregon, Texas, Washington)
National Quantitative Research
+As compared to students who did not participate in dual enrollment program courses….
1) Higher rates of second year college persistence
2) Shorter time to degree3) Higher levels of college degree attainment
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... a bold, out of the box way to prepare students for post-secondary success.
Preparation for Dual Enrollment Courses
+“Education Matters… for society as a whole, we must facilitate changes in the system and provide innovative ways to solve problems.”Dr. Michelle Cooper – President, Institute for Higher Education Policy, 2010
+College & Career Readiness – the Post-Secondary Umbrella
Clifford Adelman (US Dept. of Ed.,1999, 2006)
Arne Duncan (US Dept. of Ed)
Higher Ed Opportunity Act (2008)
“College Knowledge”- Conley (2008)
Vertical Articulation – grades 6-12
Alignment of curriculum with ACT , Common Core or Understanding University Success Skills
Prepare teachers, principals, counselors
Prepare Boards of Education and the greater public
Supports from Research & Policy School District Preparation
+College Readiness through the Students’ Perspective
+ Dual Enrollment Programs must allow for Inclusive Participation
4-6 yr Career Pathways Academic and Social
Supports Developmental Classes Middle/Early College High
Schools – Cunningham and Jobs for the Future
+ Educational Anticipations
Click icon to add pictureCan I Do This?
I Can Do This?
I Can Do This!!!
+Dual Enrollment may change PSE attitudes and expectations Three categories of students – want a BA, might want a
BA, expect less than a BA Research suggests a 12% (p < .01) greater likelihood of
earning a BA if student expected less upon entry to the class
Socialization factors greater in persistence in college – especially in the first two years (Tinto)- than academic
Qualitative change in self-belief about post-secondary possibilities
+Social Effects of Dual Enrollment Course Participation
+ Persistence – continuing the journeyWhat are the metrics for persistence and what do we know about dual enrollment participants?
+The High Cost of Departure and the Impact of Dual Enrollment
American Institute for Research (2010)
Stanford Bridge Project (Venezia, Kirst, Antonio, 2003
Tinto, 1997
Dual Enrollment participating students were 11% (p < .01) more likely to persist through the second year of college.
If entered HS within 7 months after graduation were 17% (p < .001) more likely to persist to the second year of college.
If completed 20+ credits in the first year were 28% (p < .001) more likely to persist through the second year of college.
Tinto, V. (1975) Longitudinal Theory of Departure from Higher Education
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What are the implications for dual enrollment participants?
Degree Attainme
nt
+Moving Towards a Credential Adelman (2004) Earning at least 9 hours of acceleration credit reduced
time to degree Dual enrollment students and likelihood to graduate in 4.56 years or less:
If earned 20+ credits the first year – 37% more likely If GPA is 2.88 or above – 24% more likely If continuously enrolled through the second year - 41.3% more likely
Dual enrollment students and likelihood to graduate with a BA: If entered college within 7 months – 27% more likely If earned 20+ credits the first year – 20% more likely If first college entered was not selective – 29% less likely If continuously enrolled through the second year – 23% more likely
+Graduate Degrees or Credits More DE students in the study sample earned graduate degrees or
credits than did non-participants Multiple factors teamed with DE participation increased likelihood
of earning grad credits or a post-bachelor’s degree Entering PSE at a four year institution increased the likelihood
by 45% (p < .01)
+Focus on Indiana Advance College Project – Indiana University Ivy Tech Community College Rural School Systems Access Funding Teacher Training and Adjunct Preparation State Legislative Policy Supports Dual Enrollment in the
high schools and on college campuses – NACEP Standards
+Success Indicators and Challenges Anticipatory Socialization Supportive Entry to Post-
Secondary Persistence and the Next
Egg Effect Time to Degree Degree Attainment
Legislative Control Delivery Systems Funding Sources Education of Stakeholders Certification of Instructors Program Quality and
Standards - NACEP
+Dual Enrollment
A viable option for high school students, supported by research, and tested by time.
