tech prep study : macomb and st. clair counties · in january 2002, macomb community college (mcc)...
TRANSCRIPT
TECH PREP Study : Macomb and
St. Clair Counties
June 2002
Prepared for:
Conducted by theCenter for Urban Studies
Marie Colombo Senior Research Analyst
Table of Contents
ACKNOWLEDGEMENTS .................................................................................. v
FOREWORD............................................................................................... vii
EXECUTIVE SUMMARY ................................................................................. ix
INTRODUCTION ........................................................................................... 1
BACKGROUND ............................................................................................. 2
Tech Prep in Michigan ................................................................................ 2
County Facts ............................................................................................ 2
Intermediate School Districts (ISDs)............................................................. 3
The Community Colleges ............................................................................. 3
METHODOLOGY ........................................................................................... 4
The Research Process ................................................................................. 4
Response Information ................................................................................ 4
Data Processing and Analysis ...................................................................... 5
FINDINGS .................................................................................................. 5
DUAL ENROLLMENT ..................................................................................... 6
Students in Dual Enrollment Programs .......................................................... 6
Stakeholder Support .................................................................................. 9
Assessment of Current Implementation of Dual Enrollment Program ................... 9
Barriers to Implementing Dual Enrollment Programs........................................ 9
Future Plans for Dual Enrollment Programs .................................................. 10
ARTICULATION ......................................................................................... 10
Number and Type of Articulation Agreements ............................................... 10
Development of Articulation Agreements..................................................... 16
Stakeholder Support ................................................................................ 17
Barriers to Developing Articulation Agreement ............................................. 17
Challenges to Implementation ................................................................... 18
Benefits of Articulation Agreements ........................................................... 19
Plans for the Future ................................................................................. 20
ACADEMIC CREDIT FOR CTE CLASSES ........................................................... 20
Barriers to Offering Academic Credit for CTE Classes ...................................... 21
Integration of CTE and Academic Content .................................................... 22
Barriers ................................................................................................. 23
Plans for the Future ................................................................................. 23
Benefits ................................................................................................. 24
ADVANCED PLACEMENT .............................................................................. 24
Number of Advanced Placement Courses...................................................... 25
Assessment of Current Course Offerings....................................................... 26
Barriers to Offering Advanced Placement Classes .......................................... 27
Future Plans for Advanced Placement Classes............................................... 27
EDUCATIONAL DEVELOPMENT PLANS........................................................... 27
OTHER ISSUES .......................................................................................... 30
COMMUNITY COLLEGE PERSPECTIVE ............................................................ 31
Macomb Community College...................................................................... 31
SC4....................................................................................................... 32
SUMMARY ................................................................................................ 33
List of Tables
1. Number of Dual Enrollment Students: Macomb County SchoolDistricts 2000-01................................................................................... 7
2. High School Students Enrolled at MCC: 1999-2001 ...................................... 8
3. Number of Dual Enrollment Students: St. Clair County SchoolDistricts 2000-01................................................................................... 8
4. Stakeholder Support for Dual Enrollment ................................................... 9
5. Assessment of Adequacy of Select Aspects of Dual Enrollment Programs ......... 9
6. Perception of Barriers to Dual Enrollment by Administrative Role and County .. 9
7. Existing Articulation Agreements with Post-Secondary Institutions: MacombCounty School Districts 2000-01 ............................................................ 11
8. Pending Articulation Agreements with Post-Secondary Institutions: MacombCounty School Districts 2000-01 ............................................................ 12
9. Existing Articulation Agreements by Program Area: Macomb County SchoolDistricts 2000-01................................................................................. 13
10. Pending Articulation Agreements by Program Area: Macomb County SchoolDistricts 2000-01................................................................................. 14
11. Existing Articulation Agreements with Post-Secondary Institutions: St. ClairCounty School Districts 2000-01 ............................................................ 15
12. Existing Articulation Agreements by Program Area: St. Clair County SchoolDistricts 2000-01................................................................................. 16
13. Stakeholder Support for Articulation Agreements .................................... 17
14. Perception of Barriers to Articulation Agreements by Administrative Role andCounty............................................................................................... 18
15. Assessment of Adequacy of Select Aspects of Articulation Agreements........ 19
16. Stakeholder Support for Granting Academic Credit for CTE Courses ............. 21
17. Perception of Barriers to Granting Academic Credit for CTE Courses by Adminis-trative Role and County ........................................................................ 21
18. Advanced Placement Courses: Macomb County School Districts 2000-01 .... 25
19. Advanced Placement Courses: St. Clair County School Districts 2000-01..... 26
20. Perception of Sufficiency of AP Courses by Administrative Role and County . 26
21. Use of EDP’s by Grade Level ................................................................. 28
22. Assessment of Implementation Status of EDP’s by Administrative Role andCounty............................................................................................... 29
23. Methods for Creating EDP’s .................................................................. 30
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
v
ACKNOWLEDGEMENTS
The Center for Urban Studies gratefully acknowledges the assistance of thefollowing people with this project.
Developers:
Ed Stanton, Macomb Community CollegeDoreen MacDonald, St. Clair County Community CollegeMonika Kreft Leasure, Macomb Intermediate School DistrictFrederic C. Stanley, St. Clair County Intermediate School District
Wayne State University’s Center for Urban Studies Research Team:
David Fasenfest, Ph.D., Director and Principal InvestigatorMarie Colombo, Project ManagerWilma Scott, Bobby Hudson, Erica Raglin and Nahrin Chalabi,and the support of many other CUS staff members
Thank you to all the district and community college personnel who contributedtheir time and information to the study.
For information about the study contact:
Marie Colombo
Senior Evaluation AnalystCenter for Urban Studies656 W. Kirby, 3040 Faculty/Administration BuildingDetroit, MI 48202
(313) [email protected]
This report, and others by the Center for Urban Studies, can be found atwww.cus.wayne.edu.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
vii
FOREWORD
If there is one challenge that industry and small business alike will face overthe coming decades, it is whether they will find a suitable workforce. This hasdire consequences for entrepreneurs who find it increasingly difficult to fullystaff their workforce, dire consequences for communities unable to attract orretain employers thereby weakening their economic bases, and dire conse-quences for workers without the skills to either find or retain jobs that paysustainable wages. At the center of this challenge is the issue of how welltrained the local labor force is.
The key to responding to this challenge is the kind of educational system inplace to provide the soft and hard skills required of workers of the future. Thisstudy is an important step in exploring the range and nature of the educationalexperiences young people receive, and how that experience prepares them for afuture in the local work force. This report is informed by the perspective thatthe courses offered by local high schools and community colleges should form acoherent system of providing skills sets to young people. By funding a system-atic evaluation of each high school district’s contribution to workplace train-ing, Macomb/St. Clair Tech Prep Consortium is taking an important first step inproviding an overall picture of the tech prep system in these two counties.
Increasingly, successful employment, defined as earning a sustainable wage,requires advanced training but not necessarily a four-year college degree.Community colleges nationally have filled a key role in providing the technicalpreparation workers need for many of the jobs awaiting qualified applicants.These colleges, usually working in conjunction with the local WorkforceDevelopment Boards, help oversee a complex system of training programs.
But no amount of training offered or programs developed can be effective inpreparing young people for the workplace of tomorrow if they arrive withoutcore skills and competencies when they leave high school. In addition, youngpeople must have the proper understanding of the kinds of skills and compe-tencies that will be required of them as they arrive at two- and four-yearinstitutions of higher learning. This report goes a long way toward identifyingwhat is good and what is missing from the secondary school system curriculumas young people prepare themselves for the job market.
Professor David Fasenfest
Director, Center for Urban Studies, andAssociate Professor of Urban Affairs
ix
EXECUTIVE SUMMARY
INTRODUCTION
In January 2002, Macomb Community College (MCC) contracted with the Centerfor Urban Studies at Wayne State University to conduct a tech prep study inMacomb and St. Clair counties. The study was undertaken in accordance withthe Macomb/St. Clair County Tech Prep Action Plan for the 2001-02 fiscal year.The purpose of the study was to identify and assess the existing relationshipbetween the school districts and the community colleges in St. Clair andMacomb counties.
METHODOLOGY
A triangulated research design employing a self-administered inventory, semi-structured interviews, focus groups, and document review was employed. Itemsthat were examined included: dual enrollment; articulation agreements andprogram alignment; academic credit for Career and Technical Education (CTE)classes (and the corollary integration of academic and CTE course content);advanced placement; and implementation of educational development plans. Ateam of three researchers from the Center for Urban Studies conducted semi-structured interviews with 29 district officials in March and April 2002. Theproject manager conducted in-person interviews with St. Clair County Commu-nity College (SC4), MCC, and Intermediate School District (ISD) administratorsthroughout the course of the study. Three focus group interviews were con-ducted with CTE and traditional subject area teachers. Including inventory andinterview contacts, information was obtained about the 2000-01 school yearfrom 27 of the 28 school districts in Macomb and St. Clair counties. The Centerfor Urban Studies’ responsibility was to analyze and report on data provided bydistrict and college officials.
FINDINGS
Dual Enrollment
• In 2000-01, 297 Macomb County high school students were dually enrolled atsix institutions (177 at MCC, 95 at Davenport University and the others atvarious schools).
• A total of 410 St. Clair County high schools students were dually enrolled,408 of them at SC4.
Secondary administrators perceive that dual enrollment is working well. It isappealing because it is bureaucratically less cumbersome than articulationagreements. Nearly one-half of those interviewed did identify barriers; fore-most being concerns about whether high school students are mature enough toattend college classes, the difficulty of scheduling, and the current ambiguityaround the acceptance of dual enrollment credit by four-year post-secondaryinstitutions. Several districts are looking to expand-two mentioned wanting toexpand to four-year institutions.
x
Articulation Agreements
• Macomb County school districts reported 213 existing and 53 pendingagreements; St. Clair County school districts reported 58 agreements.
School districts and post-secondary institutions are actively engaged indeveloping articulation agreements. There are also many students enrolled atthe secondary level in classes that can articulate. However, by communitycollege administrative estimates, there are only a handful of students at bothinstitutions who have obtained the credit (30 at MCC and 34 at SC4).
Nearly all CTE directors identified barriers to developing the agreements.Challenges included: the difficulty of working across institutions, i.e., thebureaucracy and differing institutional and organizational cultures, the processbeing staff driven and requiring significant time, “turf” issues, and the per-ceived dismissive attitude of some post-secondary educators. Several officialsemphasized that the community colleges are more traditional and less flexiblethan places like Baker College, Davenport University and Ferris State University.
In spite of the barriers to developing and implementing articulation agree-ments, district officials recognized several significant potential benefits tostudents, parents, post-secondary institutions, and the community. Severaldistricts indicated they would like to expand the articulation opportunities fortheir students.
Academic Credit for CTE Classes.
• Eight districts in Macomb and two districts in St. Clair offer academiccredit for CTE classes.
Most administrators indicated that there are significant barriers to offeringacademic credit for CTE classes, primarily the resistance by traditional subjectarea teachers. Teacher focus group participants provided support for adminis-trators’ perceptions of teacher resistance. None of the teachers interviewed forthe study worked in districts where academic credit was afforded CTE classes.In fact, they spoke a length of the barriers that prevent it. Foremost, from theCTE teachers’ perspective, is that traditional subject area teachers have themistaken idea that there is not much academic content in the classes. Acentral thrust of tech prep is to improve career-related technical courses byhaving academic content become more imbedded into the CTE courses; and toinfuse career contextual and application-based learning into academic pro-grams. There were notable descriptions of successful CTE/academic subject areaintegration, however, officials identified the need for considerably more work.For change to take place, professional development and in-service opportuni-ties for teachers are essential As one official observed: “The way it happensis building relationships, one to one, with faculty release time. Getting all theplayers to the table is powerful.”
Advanced Placement Courses
• Nineteen Macomb County school districts offered a total of 73 AdvancedPlacement (AP) courses. Seven St. Clair County school districts offered atotal of 11 advanced placement courses during the 2000-01 school year.
In general, most administrators believed the offerings are sufficient. Largerdistricts are able to adapt their course offerings based on student demand.
xi
Smaller districts have joined together in consortia. The availability of APclasses via the Michigan Virtual High School (MVHS) program has expandedstudent options.
Educational Development Plans
• Twenty-four of 25 reporting districts are implementing Educational Devel-opment Plans (EDPs).
Districts varied widely in the implementation of EDPs. Overall, districts reportedbeing about halfway to full implementation. Most EDP activity occurs ineighth grade, some in ninth and little in the remaining high school years.Districts are developing and adapting a variety of tools to create the plans;there was considerable frustration with the first year of the state’s Web- basedsystem.
Differences by Administrative Role and County
Administrators’ assessments of the various activities examined in the studydiffered somewhat based on their role in the district. Those most familiar withthe topic were more likely to identify barriers; perhaps because they areexperienced with the reality of development and implementation, while otherswho are less involved were more favorable.
There were no appreciable differences in the assessment of dual enrollment,articulation agreements, or advanced placement opportunities in the twocounties. However, Macomb County administrators were more likely to identifybarriers to the granting of academic credit for CTE classes than were officials inSt. Clair County.
Stakeholder Support
Across stakeholder groups—central administration, school board, teachers,counselors, students, and the community—administrators perceived support forarticulation agreements and dual enrollment. They perceived less support forthe granting of academic credit for CTE classes.
Community College Perspective
Some MCC administrators perceive that tech prep is a model not clearly definedand marketed; front line faculty all the way through senior administration needto be informed about it. Regarding articulation from high school to MCC, someofficials felt that although there are many agreements, not enough studentstake advantage of them. The opportunities need to be publicized and theprocess streamlined. Students need more support and parents need to bebrought into the process. Several people talked of the need to identify studentswho are eligible for articulated credit, some way “to centralize” the process.Regarding dual enrollment, MCC has a long history of providing high schoolstudents early admission opportunities. There is interest in expanding the dualenrollment opportunities. As one official stated, “It is important to engagehigh school students and get them started on college courses senior year.”
xii
SC4 has put an emphasis on applied, contextual instruction and curriculumintegration. SC4 has developed specific content areas for career pathways-i.e.,business English and nursing English (English department faculty created thecourses with input from business faculty). Administrators believe in the valueof articulation because it sets a standard to be able to enter college beyondthe beginning courses. However, the process for ensuring course comparabilityand student mastery is problematic. There is concern that the tests developedby SC4 faculty for high school students to demonstrate mastery are not alwaysin line with the agreed-upon course content. The perception is that dualenrollment is working well-supported by the relatively large number of studentsin the county who are utilizing the opportunity
Conclusion
This study provides data for examining the current secondary and post-second-ary environments relative to workplace training. It should be used as aspringboard for planning future collaborative efforts. To succeed, partnershipsmust be mutually beneficial and built upon the strengths of the partners.Building the seamless K-16 career preparation system envisioned for Michigan’syouth requires the building of many such partnerships.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
1
INTRODUCTION
In January 2002, Macomb Community College contracted with the Center forUrban Studies (CUS) at Wayne State University to conduct a tech prep study inMacomb and St. Clair counties. The study was undertaken in accordance withthe Macomb/St. Clair County Tech Prep Action Plan for the 2001-02 fiscal yearthat proposed a survey “of secondary and post-secondary CTE and curriculumadministrators to obtain current, accurate data on courses that integrateacademic content into CTE course.” The study scope was expanded to includeinformation about the full array of activities among the secondary and post-secondary institutions in the two counties.
The Center for Urban Studies proposed to undertake the project to address fourkey goals:
1. Identify and document all dual enrollment and dual credit arrangementsbetween the high schools and community colleges.
2. Identify and document the articulated courses and programs of all schoolsin the two counties, including all participation data.
3. Ascertain the extent to which school districts award academic content andcredit for Career and Technical Education (CTE) courses offered within thedistrict.
4. Explore the level of interest by community colleges and high schools inenhancing and expanding educational and technical preparatory coursesand other offerings to expand the tech prep program in the two counties.
Three additional goals were added after discussions with the college:
5. Identify the level of implementation of Educational Development Plans inthe districts.
6. Identify the extent to which districts are integrating academic contentinto CTE classes and, conversely, the extent to which CTE content is beingintegrated into academic subject area classes.
7. Identify and document advanced placement offerings in the districts.
The study provides an inventory of district information as well as an assess-ment from district and post-secondary administrators of the current status oftech prep system. In addition, Appendix A contains an analysis of the training,education, and workforce demographics of Macomb and St. Clair Countyresidents based on a separate household survey conducted by CUS.
The study design was guided by the community colleges and intermediateschool districts (ISDs) to result in information that would inform secondaryand post-secondary tech prep program planning.
Contextual information about Michigan’s Career Preparation System, theMacomb and St. Clair counties ISDs, and Macomb and St. Clair County Commu-nity Colleges is a necessary backdrop to understanding the study and itsfindings.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2
BACKGROUND
Tech Prep in Michigan
The goal of the Michigan Department of Career Development is to build educa-tional system capacity by creating a cohesive, collaborative delivery system formeeting the needs of learners in grades K-16.1 This is to be done by providingall students with the necessary academic, technical and work behavior knowl-edge and skills for success in a career of their choice and life-long learning.State priorities for career preparation (to be accomplished by June 2004)include the utilization of career pathways and Educational Development Plans(EDPs) for all students. Career pathways are six broad groupings of careers thatshare similar characteristics and whose employment requirements call for manycommon interests, strengths, and competencies. The groupings encompass theentire spectrum of career options, providing opportunities for all students andall ability levels. An EDP is an action plan in which a student identifies careergoals and the educational pathways to achieve them.
Tech prep is intended to reduce remediation and ensure smooth transition topost- high school education for all students. Targeted grades are 11-16 andactivities include those that provide seamless transition from secondary topost-secondary education through aligned and articulated coursework. Specifi-cally, the Tech Prep Education Act requires:
Tech Prep partners must demonstrate programs with alignedcurriculums that includes a sequence of courses, competen-cies and outcomes leading to articulation to post-secondaryprograms without remediation, culminating in a one or twoyear certificate, or industry certification apprenticeship, orassociate degree. It must align with Michigan’s six CareerPathways.
Michigan has 25 tech prep delivery systems; these align with the same regionsas the state’s Workforce Development Boards. Macomb Community Collegeserves as the fiscal agent for tech prep funding for the Macomb/St. Clairregion.
County Facts
According to the 2000 Census, Macomb County, encompassing 480 squaremiles, is home to 788,149 people (a 10 percent increase from 1990). Eighty-three percent of persons over age 25 are high school graduates; 17.6 percentare college graduates.
St. Clair County, encompassing 724 square miles, is home to 164,235 people (a13 percent increase from 1990). Eighty-three percent of persons over age 25are high school graduates; 12.6 percent are college graduates.
1 Michigan Department of Career Development, Office of Career and Technical Preparation, GrantDissemination Workshop materials, January 18, 2001.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3
Intermediate School Districts (ISDs)
The Macomb Intermediate School District (MISD) serves 21 school districts,with a total student body of 124,000, including 33,000 high school students.Districts range in size from 1,100 to 27,000 students. Two districts (L’AnseCreuse and Warren Consolidated) have comprehensive tech education centers.Several smaller districts developed consortia with neighboring districts.
The St. Clair ISD serves seven very culturally distinct school districts, includinga middle-sized city (Port Huron), the largely suburban areas of East China,Marysville, and Algonac and the rural settings of Memphis, Capac and Yale.There is a total student body of 27,542, including 8,395 high school students.Districts range in size from 1,000 to 11,000 students. The school districtscontract with the ISD for career and technical training at the St. Clair TechnicalEducation Center (TEC) and the majority of CTE classes in the district are heldat TEC. There are some business and health programs at the home highschools. Students at the junior and senior level spend one-half of their dayclasses at their home high school and are transported to TEC for CTE classes forthe other half of the day. TEC also houses four public school academies:Health Careers, Plastics Manufacturing Technology, Information Technology andHospitality.
The Community Colleges
Macomb Community College. Created in 1954, Macomb Community College(MCC) currently serves approximately 21,000 credit-seeking students on itsthree campuses in Warren (South Campus), Clinton Township (Center Campus),and Fraser (Fraser Campus). Most students attend part-time; the average age is27. Bachelor’s and master’s degree programs are offered at the UniversityCenter at the Center Campus.
MCC has an open enrollment policy: admission is open to any citizen orpermanent resident whose high school class has graduated or is at least 18years of age. MCC offers 120 associate degree programs including those inliberal arts, math, science, business, computer information, technology, andhealth and human services as well as many apprenticeship and certificationprograms (vendor, skill, state and national). Organizationally, MCC consists ofthe College of Arts and Sciences and the College of Career and TechnicalEducation, each headed by a vice-provost. In 2001, of the 167,111 degree-credit course hours, 102,417 (61 percent) were in Arts and Sciences and 64,694(39 percent) were in CTE.
St. Clair County Community College. Established in 1923 as Port Huron JuniorCollege and transitioned to St. Clair County Community College (SC4) in 1968,SC4 offers 51 associate’s degree and certificate programs and 55 seamlesstransfer programs to four-year institutions. Approximately 5,500 credit-seekingstudents are served annually. About one-half pursue majors that will transferto four-year colleges/universities; most attend part-time; the average studentage is 27. The main campus is located in downtown Port Huron and there areextension centers at six locations throughout Michigan’s “thumb” area.Bachelor’s and master’s degree programs are offered at the University Center onthe Port Huron Campus through partnerships with Walsh College, University ofMichigan-Flint and Saginaw Valley State University. Admission to SC4 is open toall applicants who are high school graduates or who have successfully com-pleted the General Education Development (GED) Test. Organizationally,College departments are integrated under the direction of the vice-president foracademic services.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4
METHODOLOGY
The purpose of the study was to identify and document the current tech prepactivities in the school districts and the community colleges in St. Clair andMacomb counties. A triangulated research design employing a self-adminis-tered inventory, semi-structured interviews, focus groups, and document reviewwas employed. Items that were examined included: dual enrollment; articula-tion agreements and program alignment; academic credit for CTE classes (andthe corollary integration of academic and CTE course content); advancedplacement; and implementation of educational development plans. The Centerfor Urban Studies’ responsibility was to analyze and report on data provided bydistrict and college officials.
The Research Process
To secure cooperation from the 28 school districts, introductory letters weresent from Ed Stanton, manager of special projects, Office of Academic Affairs,at MCC, and Doreen MacDonald, workforce development coordinator at SC4 todistrict superintendents (see Appendix B). A follow-up letter was sent byWayne State’s Center for Urban Studies, asking the superintendents to identifythe CTE and curriculum persons in the district who could best provide informa-tion about the areas of inquiry (see Appendix C). Reminders to the districts toprovide the requested information were provided by ISD personnel. Contactinformation was ultimately received from all districts.
Once contact persons were identified, participants were asked to supplyquantitative data from the 2000-01 academic year. Each administrators wasalso scheduled for an in-person interview. In addition, course books and otherrelated documents were gathered from the districts.
A team of three researchers from the Center for Urban Studies conducted thesemi-structured interviews in March and April 2002. The majority of interviewswere conducted on site at the districts, but when scheduling became problem-atic, some interviews were conducted via telephone. In-person interviews withSC4, MCC, and ISD administrators were conducted by the project managerthroughout the course of the study.
Finally, although the study was designed to gather information primarily fromdistrict and community college officials, input from teachers was critical to acomplete assessment. Three focus group interviews were conducted with CTEand traditional subject area teachers. In Macomb, five CTE teachers (represent-ing four districts) and four traditional subject area teachers (representing fourdistricts) participated in separate, simultaneous interviews conducted at theMacomb ISD. In St. Clair, five CTE teachers and two traditional subject areateachers from the TEC participated in an interview at the center.
The inventory, semi-structured interview protocol and focus group protocolwere developed by the CUS research team, in consultation with the communitycollege and ISD staff (see Appendices D-F).
Response Information
District personnel submitted 25 inventories (an 89% response rate) (seeAppendix G). Not all the inventories included complete information, andfollow-up contacts were made in an attempt to gather all information. Partiallycompleted inventories are included in the database.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5
A total of 28 interviews were conducted with district administrators. Interviewswere conducted with administrators in 24 of the 28 districts: 18 of the 21Macomb districts and seven of the eight St. Clair districts. The majority ofrespondents were Career Tech Education (CTE) directors (15); nine werecurriculum directors; and two assistant superintendents and two high schoolprincipals represented their districts.2
Including inventory and interview contacts, information was obtained from 27of the 28 districts.
Data Processing and Analysis
An Access database file was created for the inventory information (supple-mented with secondary data about the districts), allowing for the easy creationof a variety of data reports. Selected summaries and complete information foreach district is presented at the conclusion of the report.
The semi-structured district interviews were summarized in an electronic formatby the interviewers, using a consistent format for question order. A codingscheme was developed for the open-ended responses and one researcher codedall 28 interview protocols. Those codes as well as the data from the closed-ended questions were entered into a statistical program, SPSS, for analysis.
Because of the difference between the counties—geographically, demographi-cally, and in the mode of CTE education provision––study planners felt it wasimportant to analyze the information by county. In addition, the studystakeholders were interested in the varying perspectives of curriculum andcareer tech education directors. Therefore data was analyzed looking forcommon themes, exemplary situations, and differences by county and adminis-trative role.3 There are other factors related to tech prep implementation, butthose analyses are beyond the scope of this study.
FINDINGS
The report is divided into two sections: narrative report and data book. Thefindings are presented by study topics:
· dual enrollment,
· articulation,
· academic for CTE courses (and academic/CTE content integration),
· advanced placement classes,
· educational development plans, and
· other issues.
2 The roles and responsibilities of the district administrators were not always as clear-cut as thecurriculum/CTE designation suggests. Particularly in smaller districts, an administrator may wearseveral hats, but for study purposes, they were identified based on the role they were filling whenthey participated in the interviews.3 The relatively small number of interviews (from a statistical point of view) means that just a fewresponses can result in large percentage differences. Thus, the analysis by county andadministrative role should be viewed with caution.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6
Selected data from the district inventories is referenced within the narrativeaccompanied by the secondary administrators’ and teachers’ perceptions ofcurrent status, stakeholder support, challenges, opportunities and future plans.Unless noted, all quotations are taken from district officials’ interviews. Post-secondary administrators’ reflections on the topics are then provided, followedby the summary. Finally, the data book at the end of the report includes alldata provided by the district, both in summary form and by individual districts.
DUAL ENROLLMENT
Dual enrollment provides students with the opportunity to get an early start ontheir college education while still attending high school. Initiated in 1991,the Postsecondary Enrollment Options Act, also known as dual enrollment, hasallowed Michigan’s high school juniors and seniors the opportunity to enroll incollege courses at post-secondary institutions while attending public highschool. The State of Michigan has identified the following eligibility require-ments for dual enrollment programs:
1. Students must have earned sufficient credit to have eleventh or twelfthgrade standing.
2. Students must have MEAP endorsement in the area of desired collegecourse work.
3. The student must be enrolled in the district and at the post-secondaryinstitution during the academic year.
4. The college course must be academic and at a higher level than is offeredin high school.
To determine eligibility, the student must meet with his/her high schoolcounselor. If qualified for dual enrollment, the student’s tuition and applicablefees are paid by their school district. The dual enrollment legislation providesfor the minimum level of dual enrollment opportunities, and districts can gobeyond that. Students elect to take high school, college, or credit for both.Originally, the legislation included only academic classes: in fall 2001, PA 285extended it to CTE classes, taking dual enrollment out of the purely academicrealm.4
Students in Dual Enrollment Programs
Macomb County. Districts were asked to identify the number of students whowere enrolled in dual programs at the post-secondary level. The 18 MacombCounty school districts that provided this information reported a total of 297dually-enrolled students at six post-secondary institutions during the 2000-01school year (see Table 1). Of the six listed post-secondary institutions, morethan half (177) of the dually-enrolled attended Macomb Community College anda large number (95) attended Davenport University.
4Within the past year, Michigan State University and the University of Michigan have establishedcriteria that restricts the awarding of college credit for college courses for dually-enrolled highschool students. In March 2002, Michigan’s attorney general issued an opinion supporting stateuniversities’ ability to set criteria for awarding dual enrollment credit. The impact of therestrictions on students’ use of the dual enrollment opportunity remains to be seen.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
7
Table 1Number of Dual EnrollmentStudents: Macomb County SchoolDistricts 2000-2001
Baker C
olleg
e
Daven
po
rt Co
llege
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d U
niversity
Wayn
e State
Un
iversity
Districts
TO
TA
L
Detro
it Co
llege o
f B
usin
ess
Anchor Bay School District NAArmada Area School 0Center Line Public Schools 7 7Chippewa Valley Public Schools 50 50Clintondale Community Schools 16 16East Detroit Public Schools 2 2Fitzgerald Public Schools 34 34Fraser Public Schools 45 11 571Lake Shore Public Schools 7 1 8Lakeview Public Schools 24 24L'Anse Creuse Public Schools 9 9Mt. Clemens Community Schools 1 65New Haven Community Schools 0Richmond Community Schools NARomeo Community Schools NARoseville Community Schools 19 1 3313South Lake Schools 12 12Utica Community Schools 18 3 221Van Dyke Public Schools 6 6Warren Consolidated Schools 2 2Warren Woods Public Schools 9 9
7 95 177 3 297TOTAL 2
0=No Students Enrolled
NA=Not Available
13
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8
At MCC, high school students who attend with dual enrollment status are partof the group of students defined as “early admits”—high school studentsattending MCC simultaneously with high school enrollment. In addition to dualenrollees, that category includes students who are paying their own tuition,and students who attend MCC as part of the High School Scholars Program(HSSP). HSSP, in operation for two decades, is an academically-based scholar-ship program that supports students from the 21 districts in taking up to sixcollege courses as high school seniors. Dual-enrollees and self-paying earlyadmits are coded the same in the MCC student database, so it is not possible toidentify the number of dual enrollees. Summary information indicates that thenumber of high school students taking classes at MCC has risen over the pastthree years (see Table 2). Estimates are that of the 886 high school studentsat MCC in 2001-02, approximately 275 were dual enrollees.
Time FrameTotal # of Early
Admissions HSSPAll Other Early
AdmissionsSummer 1999-Spring 2000 825 275 550Summer 2000-Spring 2001 848 295 553Summer 2001-Spring 2002 886 293 593
St. Clair County. The eight St. Clair County school districts that providedinformation reported a total of 410 dually-enrolled students at two post-secondary institutions during the 2000-01 school year (see Table 3). Themajority of students attended St. Clair County Community College. In addition,15 students from the TEC were enrolled in classes at SC4 and 10 at BakerCollege (they are not dual enrollees, but rather their tuition is paid by theirhost academies at the center).
Baker C
olleg
e
Districts
TO
TA
L
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Algonac Community Schools 4242Capac Community Schools 2828East China School District 6666Marysville Public Schools 4040Memphis Public Schools 1414Port Huron Area School District 1871852St. Clair Technical Education Center 3030Yale Public Schools 33
2 408TOTAL 410
Table 2High School Enrollment at MCC:1999-2000
Table 3Number of Dual EnrollmentStudents: St. Clair County SchoolDistricts 2000-2001
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
9
Table 5Assessment of Adequacy ofSelected Aspects of Dual Enroll-ment Programs
Stakeholder Support
District officials believe that stakeholders support dual enrollment, althoughteachers are thought to be somewhat less receptive (see Table 4).
Stakeholder Group OpposedSomewhat Supportive Supportive
School Board 0 4 15Central administration 0 4 16Counselors 0 3 17Teachers 0 6 14Students 0 4 14Community 1 2 13
Assessment of Current Implementation of Dual EnrollmentProgram
Identified principles of good practice for dual credit programs require collegesto articulate clear and uniform expectations regarding 1) student eligibility; 2)program structure and administration; 3) assessment of student performance;and 4) transferability of credit.6 District administrators’ assessments of theirprograms are provided in table 5. Officials who responded to the questionsgenerally indicated that the various aspects of the program were adequate—although there was some concern about the transferability of credit.
Aspect of Program Very Adequate Adequate Not AdequateDefining student eligibility 11 5 0Local Process and Administration 12 4 0Assessment of student performance 7 3 0Transferability of Credit 7 2 1
Barriers to Implementing Dual Enrollment Programs
Fifteen of the 28 administrators identified barriers to the implementation ofthe dual enrollment program (see Table 6). Curriculum directors/administratorswere more likely to identify barriers that the CTE directors; there was littledifference by county.
Challenges to implementing dual enrollment programs include scheduling,transportation, concern about students’ maturity and ability to take collegeclasses (four mentions each) and lack of parent and student interest (twomentions).
# % # % # % # %Yes 5 33% 10 77% 9 50% 6 60%No 10 67% 3 23% 9 50% 4 40% Total 15 100 13 100 18 100 10 100
St. Clair
Barriers to Dual Enrollment by County
Curr/Adm
Barriers to Dual Enrollment by Role
CTE Macomb
5 Not every respondent rated each item, thus there is a different number of responses for eachstakeholder group.6 Schuetz, Pam. “Successful Collaborations Between High Schools and Community Colleges.” 2000.(ERIC No. ED 451856)
Table 4Stakeholder Support for DualEnrollment5
Table 6Perception of Barriers to DualEnrollment by Administrative Roleand County
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
10
Outweighing the barriers, there is an appreciation that the process provides theopportunity for students to earn college credit in a less bureaucraticallycumbersome process:
Dual enrollment is used more than articulation, easier from abureaucratic standpoint, only the counselor is involved in theprocess. Parents push dual enrollment because they can saythat my child is in high school and in college.
I was surprised we have as many kids taking dual enrollmentas we do. I thought it would have been in the single digitsand we are up to 20 plus. It hurts us funding-wise, but if weare true to our mission, which for us is helping everyonelearn to learn, I would lack educational and professionalintegrity by not promoting and affording it.
Future Plans for Dual Enrollment Programs
District administrators were asked to describe their future plans for theirrespective dual enrollment programs. Most officials (12) indicated that they donot have any plans to change what they are doing now. About seven respon-dents indicated that they are planning to review and expand their currentprograms. Although one respondent indicated that he/she is looking for waysto work with community colleges, two respondents reported that their schooldistrict is looking for connections with four-year institutions.
ARTICULATION
Articulation provides for receipt of college credit for high school course work.Articulation agreements between community colleges and area school districtsand centers allow students who successfully complete specific high schoolcourses to earn college credit in a designated academic program. At MCC, undermost articulation agreements, students receive credit for the introductory classupon completion of the next level course in the program sequence. Credit isgranted only after the student has maintained a minimum grade point average(both in high school and at MCC) and has successfully completed the specifiedMCC course(s).
SC4 is committed to providing a variety of methods for granting college creditfor competencies and skills attained outside of the traditional college class-room via the articulation process. To receive articulation credit, students mustpass a departmental test at SC4 upon the completion of the high school course(and subsequently earn six credits at SC4). Currently, the TEC brings in groupsof students en masse to SC4 to take the tests. Plans are underway to have thetests available on the web, via the educational software program Blackboard.
Number and Type of Articulation Agreements
Macomb County. All 19 districts that provided data for this report have at leastone existing or pending articulation agreement with MCC. Ninety-eight existingagreements were identified. The most actively engaged district is the L’AnseCreuse Pankow Center, with 16 existing agreements. Many of the districts alsohave agreements with Ferris (48), Baker College (31) and Davenport College(19).
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
11
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity Co
llege
Oaklan
d C
om
mu
nity C
olleg
e
St. C
lair Co
un
ty Co
mm
un
ityC
olleg
e
Wayn
e State U
niversityDistricts
Detro
it Co
llege o
f Bu
siness
Natio
nal In
stitute o
f Tech
.
ITT
Tech
nical In
stitute
No
rth S
tar
TO
TA
L
Anchor Bay School District 0
Armada Area School 3 3
Center Line Public Schools 4 1 5
Chippewa Valley Public Schools 1 9 6 1 17
Clintondale Community Schools 3 4 4 11
East Detroit Public Schools 6 12 9 4 31
Fitzgerald Public Schools 7 3 1 11 1 4 2 29
Fraser Public Schools 3 3 6
Lake Shore Public Schools 1 1 1 1 4
Lakeview Public Schools 2 2
L'Anse Creuse Public Schools 9 4 12 16 41
Mt. Clemens Community Schools 0
New Haven Community Schools 1 1
Richmond Community Schools 9 9
Romeo Community Schools 0
Roseville Community Schools 3 2 1 6
South Lake Schools 1 1 3 5
Utica Community Schools 1 1 4 6
Van Dyke Public Schools 6 1 7
Warren Consolidated Schools 2 2 9 8 1 22
Warren Woods Public Schools 1 6 1 8
31 19 48 98 1 1 1 4 4 4 2TOTAL 213
Table 7Existing Articulation Agreementswith Post-Secondary Institutions:Macomb County School Districts2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
12
Baker C
olleg
e
Daven
po
rt Co
llege
Maco
mb
Co
mm
un
ity Co
llege
Districts
Sp
ecs Ho
ward
No
rthw
estern U
niversity
TO
TA
L
Anchor Bay School District0
Armada Area School0
Center Line Public Schools0
Chippewa Valley Public Schools0
Clintondale Community Schools0
East Detroit Public Schools0
Fitzgerald Public Schools2 2 4
Fraser Public Schools0
Lake Shore Public Schools0
Lakeview Public Schools2 2 4
L'Anse Creuse Public Schools0
Mt. Clemens Community Schools15 15
New Haven Community Schools1 1
Richmond Community Schools0
Romeo Community Schools0
Roseville Community Schools8 5 5 4 22
South Lake Schools1 1
Utica Community Schools1 3 4
Van Dyke Public Schools0
Warren Consolidated Schools1 1
Warren Woods Public Schools2 2
10 7 31 2 4TOTAL 54
Table 8Pending Articulation Agreementswith Post-Secondary Institutions:Macomb County School Districts2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
13
Institutions have developed articulation agreements for a variety of programs.At MCC, culinary arts, automotive technology, drafting, industrial coop andmanufacturing tech/industrial tech agreements predominate.
Programs
Baker C
olle
ge
Daven
po
rt Co
lleg
e
Maco
mb
Co
mm
un
ity
Co
lleg
e
Sp
ecs H
ow
ard
No
rthw
este
rn U
niv
ers
ity
TO
TA
L
Accounting 2 1 1 1 5
AP Biology 1 1
Applied Technology 2 2
Architectural Drafting 1 1
Automotive Technology 2 2
Broadcasting 1 1
Business Information Systems 1 3 2 1 7
Childcare 1 1
Computer Information Systems 1 1 4 1 7
Culinary Arts 1 1
Drafting/Computer Graphics 1 1
Early Childhood Care 1 2 3
Electronic Communications Service 1 1
Electronic Engineering Technology 1 1
Engineering Drafting 1 1
Graphic and Commercial Art 3 3
Health Occupations 2 2
Industrial Co-Operative Education 1 1 2
Industrial Tech. Manufacturing Tech. 1 1
Keyboarding I & II 1 1 1 3
Law Enforcement 1 1
Manufacturing Technology 1 1
Marketing 1 1 2
Medical Assistant 2 2
Spanish I and II 1 1
Video Production 1 1
TOTAL 10 7 31 2 4 54
Table 9Existing Articulation Agreementsby Program Area: Macomb CountySchool Districts 2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
14
Table 10Pending Articulation Agreementsby Program Area: Macomb CountySchool Districts 2000-01
Programs
Baker C
olle
ge
Daven
po
rt Co
lleg
e
Ferris
Sta
te U
niv
ers
ity
Maco
mb
Co
mm
un
ity
Co
lleg
e
Oakla
nd
Co
mm
un
ity
Co
lleg
e
St. C
lair C
ou
nty
Co
mm
un
ity C
olle
ge
Wayn
e S
tate
Un
ivers
ity
Detro
it Co
lleg
e o
f
Bu
sin
ess
Natio
nal In
stitu
te o
f Tech
.
ITT
Tech
nic
al In
stitu
te
No
rth S
tar
TO
TA
L
Accounting 4 3 2 5 1 15
Agriscience 1 1 2
Algebra 1 1
Automotive Technology 6 10 16
Building Trade 1 1
Business Co-op 1 1
Business Information Systems 6 5 3 5 1 1 1 22
Business Law 1 1
Calculus 1 1
Cisco Networking Systems 1 1
Computer Information Systems 3 3 3 3 1 1 1 15
Construction 1 1 2
Culinary Arts 5 12 17
Drafting/Computer Graphics 3 5 10 1 19
Early Childhood Care 3 4 10 17
Electronic Communications Service 1 3 5 4 13
Electronic Engineering Technology 1 5 6
English Composition 1 1 2
Foreign Language 1 1
Graphic and Commercial Art 1 2 1 4
Health Occupations 2 2 4
Industrial Co-Operative Education 7 7
Industrial Tech. Manufacturing Tech. 2 6 8
Law Enforcement 1 1 3 5
Manufacturing Craft Apprenticeship 2 2
Manufacturing Technology 3 4 7
Marketing 2 2 3 7 1 15
Medical 1 1
Office Secretarial 1 1 1 3g
Visual Imaging 1 1
Web Design 1 1 1 3TOTAL 31 19 48 98 1 1 1 4 4 4 2 213
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
15
Districts were asked to identify the number of students who were enrolled inarticulated courses at the secondary level. Of the eight Macomb countydistricts that supplied the information, there were 3,234 students who partici-pated in articulated classes in 2000-01.
Identifying the number of students who received articulated course credit atMCC required a hand tally by the Office of Admissions. That compilationindicates that 30 students received 183 hours of articulated credit over twoyears.
St. Clair County. The St. Clair Tech Ed Center provides the majority of tech preptraining for the county and has developed 29 articulation agreements withpost-secondary institutions (10 with SC4). Additionally, districts have devel-oped agreements, resulting in a total of 59 existing articulation agreements inthe St. Clair County ISD. Agreements in business information systems, account-ing, computer information systems, marketing and CAD/drafting predominate.There are currently no pending agreements.
Baker C
olleg
e
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity Co
llege
St. C
lair Co
un
ty Co
mm
un
it yC
olleg
e
Districts
ITT
Tech
nical In
stitute
TO
TA
L
Algonac Community Schools 2 2
Capac Community Schools 1 2 3
East China School District 4 4 8
Marysville Public Schools 2 4 6
Memphis Public Schools 3 3
Port Huron Area School District 3 3 6
St. Clair Technical Education Center
4 10 4 10 1 29
Yale Public Schools 1 1 2
15 10 4 29 1TOTAL 59
Table 11Existing Articulation Agreementswith Post-Secondary Institutions:St. Clair County School Districts2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
16
Programs
Baker C
olle
ge
Ferris
Sta
te U
niv
ers
ity
Maco
mb
Co
mm
un
ity
Co
lleg
e
St. C
lair C
ou
nty
Co
mm
un
ity C
olle
ge
ITT
Tech
nic
al In
stitu
te
TO
TA
L
Accounting 5 1 6 12
Automation 1 1
Automotive Body 1 1
Automotive Technology 1 1 2
Broadcasting 1 1
Business Information Systems 5 1 8 14
CAD/Drafting 1 1 1 1 1 5
Childcare 1 1
Computer Information Systems 2 3 5
Construction 1 1
Culinary Arts 1 1
Electronic Engineering Technology 1 1 1 3
Health Occupations 1 1 1 3
Marketing 2 4 6
Math 1 1
Plastics Technology 1 1
Welding 1 1
TOTAL 15 10 4 29 1 59
St. Clair districts and the Tech Ed Center did not provide information on studentenrollment in articulated courses. Additionally, identifying the number ofstudents who received articulated course credit at SC4 was not possible withthe current database system, although one official indicated that 34 studentshad applied for articulated credit.
Development of Articulation Agreements
Developing aligned programs currently requires collaboration between indi-vidual high school and post-secondary instructors who review course objectivesand determine the goodness of fit of secondary and post-secondary classes.The process as described by one district official typifies the developmentprocess for articulation agreements with MCC:
Table 12Existing Articulation Agreementsby Program Area: St. Clair CountySchool Districts 2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
17
I was involved in developing one of them. The processactually began at the end of the school year. There was abrief meeting between the teacher and a representative fromMacomb Community College. The process began last May orJune and because of the summer coming on and that type ofthing, the gentleman from Macomb I believe requested thebook, the curriculum, etc., from our teaching staff in theprogram. I called a meeting in September, October of thisschool year and the gentleman came out and visited theclassroom, looked through all the materials, the text booksthat were used in the class, the overall curriculum, and askeda series of questions of me, of the teachers, wrote a summary,and took the summary back to MCC. That was about a two-month process. In December I received the typed articula-tion agreement, the superintendent signed it, I sent it sent itback to MCC and their people signed it and sent us a copyback. That is basically the process, probably took about fourto five months overall.
Stakeholder Support
Most district administrators believe that various stakeholders support develop-ment of articulation agreements, although there was some indication thatcounselors were less supportive than other groups and one district reportteacher, student and community opposition (see Table 13).
Stakeholder Group OpposedSomewhat Supportive Supportive
School Board 0 2 20Central administration 0 2 20Counselors 0 6 16Teachers 1 3 15Students 1 2 17Community 1 2 16
Support for Developing Articulation Agreements
Barriers to Developing Articulation Agreement
Most district administrators (19 of 28) indicated that there are major barriersin the process of developing articulation agreements (see Table 14). A majorityof Macomb County interviewees identified barriers (13/16); as did one half ofSt. Clair County officials (5/10) However, the most pronounced difference inthe perception of the existence of barriers was based on one’s role in thedistrict. Nearly all of the CTE directors identified barriers; while about one-halfof the curriculum directors/administrators did so.
Table 13Stakeholder Support forArticulationAgreements
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
18
# % # % # % # %Yes 12 80% 7 54% 13 72% 6 60% No 3 20% 6 46% 5 28% 4 4% Total 15 100 13 100 18 100 10 100
Barriers to Developing Articulated Programs by County
Barriers to Developing Articulated Programs by Role
CTE Curr/Adm Macomb St. Clair
Challenges to the agreements include: the difficulty of working across institu-tions, i.e., the bureaucracy and differing institutional and organizationcultures (15 mentions); hurdles specific to a community colleges (six men-tions); process being staff driven and requiring significant time (two men-tions); turf issues (two mentions); and the perceived dismissive attitudes ofsome post-secondary educators. Illustrative comments include:
The major barrier has always been when the college will notaccept the curriculum of the secondary school and make thestudent take a test. It is always, loops and hurdles that theyhave to jump through.
Several administrators contrasted the ease of working with Baker and Daven-port Universities:
The problem is in achieving articulation agreements. And I’veonly worked with a couple of institutions at this point. Bakerand Macomb Community College. Baker, basically they cameover and said yes, we want to work with you. Here are ourcourses; these are the courses that we think might link upwith ours. You need to talk to the people who are teachingthese courses and if they agree then we will form an agree-ment. With the community college it is like jumping throughhoops. They want to do this, at least they say they do. Butthey have to take it to their department and get theirdepartment’s approval that your program, with all of itsstandards and benchmarks and everything else satisfies theirrequirements. I think those kinds of reviews, that coordina-tion, is necessary, but expedite it.
Challenges to Implementation
In addition to the challenges involved in developing articulation agreements,once in place, officials identified challenges to their successful utilizationincluding lack of communication between the institutions (seven mentions);lack of student and parental awareness (awareness mentions); the difficulty intransferring the credit (four mentions); lack of student interest (three men-tions); the post-secondary institutions’ perceived skepticism about the compa-rability of secondary/post-secondary coursework (two mentions) and theuncertainty caused by the current changes in four-year colleges’ acceptance ofarticulated credit. Some comments included:
Table 14Perception of Barriers to Articula-tion Agreements by AdministrativeRole and County
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
19
The biggest challenge is communication on many levels—with the post- secondary institutions, with teachers, withstudents and parents. We have agreements and maybe theyknow about them and maybe they don’t. Relying on teachersto promote the opportunities is not the most effective way.We need feedback from the post-secondary institutions aboutour students who are articulating.
Students getting the credit. What typically happens is thatkids will go to the community college and then realize, “Oh,I’m going to have to have my high school teacher sign it, myhigh school principal sign [the articulation credit form] andusually they do not do this prior to graduation.” There’s gotto be some computer program that will recognize that on astudent’s transcript and says, “Johnny, did you know that youare eligible for articulated credit?” There’s got to be somekind of software that when a student meets with the counse-lor, that calls attention to it.
These comments are in line with what others have identified as importantstudent-related aspects of articulation agreements. Several factors influencethe success of tech prep articulation efforts, including the student-centeredfactors of awareness, orientation, and automatic admission to post-secondaryinstitutions.7 District officials provided the following rating of those aspects ofthe articulation agreements in their districts (several were unable to answerthe questions) (see Table 15).
Aspect of Program Very Adequate Adequate Not AdequateStudent Awareness 3 6 6Post-Secondary Orientation 5 3 3Automatic Credit at the Post-Secondary Institution 5 3 5
One powerful statement reflects the sentiment expresses by some teachers:“The community colleges would like to articulate, but the hurdles they imposedon’t make it practical for students.”
Benefits of Articulation Agreements
Balancing the barriers to developing articulation agreements, district officialsrecognized several significant potential benefits to students, parents, post-secondary institutions, and the community. Student-focused benefits includethe exposure to post-secondary institutions and credits (14 mentions); thefostering of goals and career motivation (and the desire to complete highschool) (12 mentions); the obvious savings in time and money (nine men-tions); and confidence in knowing they are succeeding in college-equivalentcourses (two mentions). Parents also reap the cost savings and, particularlyfor first-generation college students, parental satisfaction in their child’ssuccess is a bonus. Post-secondary institutions benefit from the improvedcommunication with their secondary partners and increased numbers ofstudents. Ultimately the community benefits from a system that produces
Lankard, Bettina A. “Tech Prep.” Eric Digest No. 108. 1991. (ERIC No. ED329808)
Table 15Assessment of Adequacy of SelectAspects of Articulation Agreements
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
20
thriving citizens. No one mentioned, perhaps because it is implicit in thediscussion, that the educational system moves closer to the seamless K-16career preparation system envisioned for this county. One interviewee said:
Win-win for everyone, kids get college credit, foot is in thedoor; for parents, they perceive it as a scholarship, a cost-savings; university wins because they now have students,builds their enrollment.
Plans for the Future
Seven of the 28 administrators indicated that they expected their districts toexpand, grow or explore additional articulation agreements. Some indicatedthey would like more information from the community colleges and emphasizedthe need to make it more convenient for the districts to develop the agree-ments. One interviewee said:
The process for articulation agreements is different betweendepartments within the same community college—theprocess should be “clear cut” across the board.
ACADEMIC CREDIT FOR CTE CLASSES
Recent years have seen an increase in the number of academic credits neces-sary for high school graduation.8 The amount of time left in a students’schedule for CTE classes is thus reduced. One solution to the dilemma ofproviding a broad background in basic skills and basic career skills training forpost-high school employment is the policy of granting academic credit for thebasic skills training provided in vocational classrooms.9
Eight districts in Macomb County (Armada, Fraser, Lake Shore, Lakeview, L’AnseCreuse, New Haven, Utica, and Warren Consolidated) and two districts in St.Clair County (Capac and Marysville) offer academic credit for CTE classes. OneMacomb County district has been offering academic credit waiver for at least 10years. According to one interviewee:
Students have to apply for a credit waiver, for example, twoyears of #932 Electronics can be used for one credit hour ofmath or science. The two teachers (academic and tech prep)get together and compare curriculums and decide how muchoverlap there is between what is covered in the courses. Ingeneral, two years of a tech prep course can result in onecredit hour (so teachers estimate that about one-half theamount of content area material is handled in the tech prepcourse).
Officials reported overall support for the concept, particularly among students;but there is the perception that in some districts central administrators,teachers and the school board are opposed (see Table 16).
8 Credit hour requirements range from 21 to 42 in Macomb and St. Clair counties, see Appendix Hfor the range of requirements9 Naylor, Michele. “Granting Academic Credit for Vocational Education.” Eric Digest No. 57. 1986.(ERIC No. ED 275887)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
21
Stakeholder Group OpposedSomewhat Supportive Supportive
School Board 1 4 12Central administration 2 2 13Counselors 0 4 11Teachers 2 5 10Students 0 3 13Community 0 4 10
Support for Granting Academic Credit for CTE Classes
Barriers to Offering Academic Credit for CTE Classes
Twenty of 28 district officials indicated that they believed there were barriersto offering academic credit for CTE classes (see Table 17). Again, opinionsdiffered based on one’s role in the district: 14 of the 15 CTE directors identifiedbarriers; 6 of 17 Curriculum Directors/Administrators did so. A majority ofMacomb County interviewees identified barriers (15/18); as did one half of St.Clair County officials (5/10).
# % # % # % # %Yes 14 93% 6 46% 15 83% 5 50% No 1 7% 7 54% 3 17% 5 50% Total 15 100 13 100 18 100 10 100
Barriers to Granting Academic Credit for CTE Classes by County
CTE Curr/Adm Macomb St. Clair
Barriers to Granting Academic Credit for CTE Classes by Role
The most significant barrier is resistance by traditional subject area teachers—believed to stem both from turf issues over resources and the lack of under-standing of CTE course content and teacher credentials (13 mentions) as wellas the availability of certified teachers (five mentions). Other barriers includeparental concern that the CTE classes provide “less than” traditional classes(three mentions) and that there too many other changes going on in districts(two mentions).
Teacher focus group participants provided support for the administrators’perceptions of teacher resistance. None of the teachers interviewed for thestudy worked in districts where academic credit was given for CTE classes. Infact, they spoke at length about the barriers that prevent it. Foremost, fromthe CTE teachers’ perspective, is that traditional subject area teachers have themistaken idea that there is not much academic content in the classes. Oneteacher commented, “I think physics and math teachers would be surprised ifthey knew how much content is taught in our classes. I think if we cametogether, they would see the possibilities.”
The feeling of separateness is sometimes reinforced by the physical setting andschool’s organization. In many buildings, the CTE area is physically separatedfrom other classrooms and CTE teachers and traditional subject area teachersrarely meet either informally or formally. Teachers at the St. Clair Tech Educa-
Table 17Perception of Barriers to GrantingAcademic Credit for CTE Courses byAdministrative Role and County
Table 16Stakeholder Support for GrantingAcademic Credit for CTE Courses
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
22
tion Center are geographically separate from the districts and do not havecontact with teachers from the other building, as one respondent stated, “toshare, educate, and develop student-focused plans.”
The small group of traditional subject areas teachers expressed value in theidea of integrating the academic and CTE curriculum to better prepare studentsfor work. Yet the reality of the state standards and MEAP testing presentschallenges. Also, many of the college-bound students in their school districtrely on MEAP funding programs to assist in paying for their college education.Currently, the high state standards drive many of the decisions about academicprograms, making the integration of CTE and academic curriculum difficult torealize. Finally, if academic coursework was integrated with the CTEcoursework, the teachers felt that academic credit should be given and that thestate standards should apply.
CTE teachers are taking other approaches for their students. One teachercommented:
I’ve stopped trying to get credit. I now work on trying to getstudents credit for specific assignments. For example, if astudent has a technical report assignment in his or herlanguage arts class, let’s make it work for both classes.Traditional subject teachers are afraid that assignments willbe less challenging, so the granting of credit is always attheir discretion.
Integration of CTE and Academic Content
A central thrust of tech prep is to improve career-related technical courses byhaving academic content become imbedded into the CTE courses, and to infusecareer contextual and application-based learning into academic programs.
Ten administrators described instances in which their districts integratecurriculum:
· Three districts are either giving or planning to give math credit for CAD orengineering courses.
· Three administrators described where English and writing courses areintegrated into CTE classes.
· One district is using THINC (thematic integrated curriculum).
· One district is using MAST (mathematics, science and technology).
· One district has identified four arenas (reading, writing, employability, andcritical thinking) where committees have identified standards and bench-marks.
· One district described how they have integrated their building trades,math, business and marketing classes. The vehicle for this is the buildingand selling of houses.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
23
· Four officials indicated that they have applied math (e.g., cash registermath). One described having a full-time math teacher in their district whoworked with the other teachers.
· In one district, integration of CTE is actually part of teacher evaluation.
Several officials described processes used in their districts. Three describedcommittees that meet to elaborate the process, for example:
[I] met with the high school principal and did a presentationto staff about career pathways. Each department wascharged with looking at the pathways and identifies theappropriate CTE and academic courses. There are inter-departmental meetings to develop standards. We are tryingto become more of a “career pathway” high school . . . so itis more institutionalized.
Teacher focus group participants described settings in which CTE teachers areworking with traditional subject area teachers, particularly math and languagearts. The ease of the teaming varies by subject area. Teachers reported that itworks well with language arts in which the English teacher can lead specificassignments like resume writing and technical report writing. Incorporatingmath is more difficult, but some teachers reported success when the mathteacher is there at the initial presentation of a unit to explain the theoreticalconcept, and then the CTE teacher reinforces learning through classroomapplication.
Barriers
Administrators discussed the difficulty of change. These included concernsabout departmental boundaries as well as teacher attitudes. On administratorsaid:
People say, “we’ve always taught that, that’s good for us.”Well, make sure you understand society and business, andeverything else has changed so if you are teaching the waywe taught 10, 15, 30 years ago, we are cheating kids. [Thestudents] are behind because you are teaching them to besuccessful 10 or 30 years ago but not for now or in thefuture.
Administrators also acknowledged the tension of developing applicationcourses without having them be “the dumping ground” for students who do notdo well in traditional classes. One administrator commented, “We really wantthe classes to be sophisticated and prepare students who are going to theworkplace or a two-year college with very specific skills and knowledge in thecontent area.”
Plans for the Future
Several administrators reported that their district is working on integration (orthat it was under study). Some believe that the change in learning require-ments will force curriculum integration. As one put it, “There is so much nowthat students are required to learn, that we may be forced to go with inte-grated instruction.” Also, the move to block scheduling might provide theimpetus for integration and applied, career contextual instructional methods.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
24
One administrator commented:
When schools adopt block scheduling, going from a 48- or53-minute class to an 88- or 92-minute class, that’s when atremendous amount of professional development must occurs.No longer can teachers say, “I will go ahead and lecture for92 minutes.” We all know that you lose kids in high schoolafter 20 minutes or so. That means you need to do otherkinds of activity to reinforce lessons. You need to bring inapplied components of math, science, and language arts.
Five administrators indicated that they had no current plans to “tackle” CTE-academic subject area integration because they were too small and they wouldrely on either the technical center or the ISD for this type of planning.
Several administrators emphasized that for change to take place, professionaldevelopment and in-service opportunities for teachers would be necessary.Teachers spoke at length of the need to have CTE and traditional subject areateachers come together to dispel stereotypes and begin the work of curriculumintegration. As one official observed after describing a district’s series of all-day in-services with curriculum leaders from the elementary, middle school andhigh schools, including CTEs, “The way it happens is building relationships,one to one, with faculty release time. Getting all the players to the table ispowerful.”
Benefits
Many respondents, both administrators and teachers, emphasized that career-contextual learning, or application-based learning, can be more effective witha wider variety of student learning styles and abilities than traditional peda-gogy.
Related comments included:
Making learning meaningful to a student, connecting to whatthey might do when he or she graduates is powerful.
Tech prep has been called many things in the last 10 yearsand it is now actually referred to as career technical educa-tion. The bottom line is that students need to make realworld connections with the schoolwork and CTE does exactlythat.
ADVANCED PLACEMENT
The Advanced Placement (AP) program is sponsored by the College EntranceExamination Board and administered by the Education Testing Service. Exami-nations are administered in 16 subject areas each May, and their successfulcompletion permits participating students to receive college credit, advancedplacement, or both.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
25
Number of Advanced Placement Courses
Macomb County. Nineteen Macomb County school districts reported offering atotal of 73 AP courses during the 2000-01 school year (see Table 18). CenterLine and Utica school districts offered the most AP courses. The most com-monly offered AP courses were calculus (10 districts), American history (eightdistricts), English (eight districts), and chemistry (eight districts).
District Name # of AP Classes
Anchor Bay School District NA
Armada Area School 3
Center Line Public Schools 10
Chippewa Valley Public Schools 7
Clintondale Community Schools 0
East Detroit Public Schools 5
Fitzgerald Public Schools 2
Fraser Public Schools 4
Lake Shore Public Schools 3
Lakeview Public Schools 2
L'Anse Creuse Public Schools 5
Mt. Clemens Community Schools 2
New Haven Community Schools 0
Richmond Community Schools NA
Romeo Community Schools NA
Roseville Community Schools 3
South Lake Schools 5
Utica Community Schools 11
Van Dyke Public Schools 3
Warren Consolidated Schools 7
Warren Woods Public Schools 1
NA=Not Available
0=Does not offer
St. Clair County. In St. Clair County, four of the seven school districts offered atotal of 11 advanced placement courses during the 2000-01 school year (seeTable 19). Port Huron and Algonac school districts offered the most advancedplacement courses; and the most frequently offered classes were AmericanHistory, Biology and Calculus (each offered in two districts).
Table 18Advanced Placement Courses:Macomb County School Districts2000-01
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
26
District Name # of AP Classes
Algonac Community Schools 3
Capac Community Schools 0
East China School District NA
Marysville Public Schools 1
Memphis Public Schools 0
Port Huron Area School District 5
St. Clair Technical Education Cent 0
Yale Public Schools 2
NA=Not Available0=Does not offer
SC4 provided an analysis of St. Clair County students who took AP tests andincluded the college on a list of institutions to receive their AP test results. Inthe years between 1994 and 2000, 63 students took AP tests and asked thatthe results be forwarded to SC4. The average success rate for passing thetesting and receiving AP credit ranged from a low of 19% to a high of 50%.
Assessment of Current Course Offerings
District administrators were asked if the current level of advanced placementcourses offered was sufficient for their respective school districts (see Table20). Overall, the majority of district officials (14 of 20) indicated that theirrespective school districts’ current level of advanced placement course issufficient. Once again the difference in assessment stems from the official’srole in the district.
# % # % # % # %Yes 8 89% 6 55% 8 67% 6 75% No 1 11% 5 45% 4 33% 2 25% Total 9 100 11 100 12 100 8 100
Curr/Adm
Sufficiency of AP Classes by County
CTE Macomb St. ClairSufficiency of AP Classes by Role
Table 19Advanced Placement Courses:St. Clair County School Districts2000-01
Table 20Perception of Sufficiency of APCourses by Administrative Role andCounty
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
27
Larger districts are able to adapt their course offerings based on studentdemand. As one interviewee stated, “We look at curriculum every year, wenever assume we are offering enough, we change based on students’ need anddemand.” Some smaller districts have joined together in consortia; as oneinterviewee put it, “Since we are in the consortium, we have students fromthree other districts to support these type of classes.” Finally, the availabilityof AP classes via the Michigan Virtual High School (MVHS) program has ex-panded student options.10
Barriers to Offering Advanced Placement Classes
The most frequently cited barriers to offering AP courses included the identifi-cation of appropriate teaching staff and insufficient student demand for thesecourses due to the size of the school district. Some comments included:
Staffing is a barrier because we don’t have enough studentstaking the classes. We are always questioning the minimumamount of students who can take the class. Cost of trainingfor the AP teacher, where does the money come from?Funding for AP materials, where does this money come from?
The size of the high school makes it hard to offer a variety ofAP classes, we don’t have enough students expressinginterest.
Other barriers included students’ concerns about jeopardizing their grade pointaverage by taking advanced placement courses and scheduling conflicts. As oneinterviewee stated:
It’s a lot of work to take the AP class, student don’t alwayswant to do extra work in their senior years. Students some-times are hesitant to take the class in fear of jeopardizingtheir GPA.
Future Plans for Advanced Placement Classes
When asked about plans to change their current AP offerings, administratorswere divided among those who indicated there are no plans to change (eightmentions); those who hoped to expand (eight mentions); and those whhoindicated their offerings are always under review (eight mentions). Oncedistrict has plans to extend its AP offerings into the ninth and tenth grades.
EDUCATIONAL DEVELOPMENT PLANS
An Education Development Plan (EDP) documents an ongoing process in whicha learner identifies both career goals and a plan of action to achieve them.The purpose of the EDP is to provide every student with a periodically updatedand ongoing record of career planning that will guide them in taking effectivesteps to enter a career of choice.
10 In Macomb County, nine districts are registered with MVHS, three are in the process ofregistering and seven do not use the services. In St. Clair County, two districts are registered withMVS and four are in the process of registering.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
28
The State of Michigan Department of Education requires school districts tomeet the following benchmarks in implementing EDPs:
· The local board of education or designee has adopted Education Develop-ment Plans (EDP) that meet the state standard.
· Ensures that all middle school and high school buildings within the districtutilize the Education Development Plan document and process adopted bythe district as evidenced by student records in each building.
· Ensures that all students are engaged in developing initial EDPs beforeleaving the eighth grade level as evidenced by student records.
· Ensures that all high school students review and have opportunities torevise or update their EDPs at least annually to reflect changes in careerdecisions, for use in selecting courses and in choosing post-secondaryoptions as evidenced by guidance/counseling plans and student records.
The proposed process for implementing EDPs includes certain steps. Initially,each student develops a first EDP in middle school, stating an initial careergoal and desired work and educational experiences. Next, school counselorsverify that EDPs reflect an individual career decision-making process based oncareer exploration, career assessment information, school performance, andexpressed interests. School counselors also facilitate selection and enrollmentinto general courses and into specialized education and training related to thecareer pathway of choice indicated in the EDP. Community colleges providethe opportunity to continue this planning process through EDP development.The State of Michigan Department of Education has developed computersoftware to facilitate the implementation of EDPs.
In practice, a wide range of EDP development and implementation was reportedin the districts. Nineteen out of 21 officials indicated that their schooldistricts are implementing EDPs. They are being developed in the eighth gradein 17 of 20 school districts. Less utilization is reported in the high schools(see Table 21).
8 189 1210 811 512 5
Use of EDPs by Grade Level
Grade Level
# of Districts Reporting EDP
Use
District administrators were asked to rank their school districts’ implementationof EDPs (with 0 representing “not using them” to 10 representing “fullyimplemented”). As shown in Table 22, most indicated that the district wasslightly more than half-way to full implementation. CTE directors were lesspositive in their assessment, as were Macomb district officials.
One Port Huron school district has been creating Educational/Career Develop-ment Plans (ECDPs) for 18 years. For all students in eighth to twelfth grade,
Table 21Use of EDP’s by Grade Level
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
29
two weeks are devoted to developing/updating the plan. Materials are updatedyearly, and all students receive a grade-appropriate workbook entitled “ECDPCareer Planning and You: Workplace Readiness and Career Education.”
Rating Total # St. Clair Macomb CTE Curr/ADM0 1 1 13 1 1 14 1 1 15 7 3 4 2 56 2 1 1 27 4 1 3 1 38 3 3 39 4 2 2 1 310 2 1 1 2Total 25 9 16 14 11
Average 6.48 6.67 6.38 6.36 6.64
Implementation of EDP’s
Despite the difficulties district administrators have encountered with imple-menting the computerized versions of the EDP provided by the State of Michi-gan, their comments indicate that they are attempting to locally adapt theprocess of the EDP according to the needs of their respective school districts.Some comments included:
I’ve just been using a paper and pencil one myself. There area number of different versions available on the Internet.Those I’ve talked to found them problematic. The statechanged their system, their format at the end of the year.Now they are going to another one called My Dream Explorer.With all of these things I’ve heard about it, I just decided…itwas more important for students to have the opportunity todo this self-exploration and the planning, and the form that Ideveloped was just basically a unit summary from what theyturned in and I have on file.
We started the process real early, tried to do it electronicallywith MIEDP, had all seventh and eighth graders go throughthat process, but don’t know what happen to the data, wecan’t even access it. We are waiting for something tohappen. Dream Explorer has also had some problems—so wedon’t know what to do. We might try to do it throughBRIDGES [an online tool for assessing career interest]. Ourcareer development facilitator will develop the EDP in eighthgrade, but once the student is in ninth grade, the high schoolcounselors want to develop their own EDP. We hear thatDream Explorer is going to be up and running, but we don’tknow. Board will be passing a resolution that every studentwill have an EDP.
Frequencies related to the tools that districts use to develop the EDPs areshown in Table 23.
Table 22Assessment of ImplementationStatus of EDP’s by AdministrativeRole and County
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
30
Tool #of DistrictsMy Dream Explorer 11MOIS 10Bridges 8DAT 3Pencil and Paper 3Other 7
Some districts are refining plans that they have had in place for several years;others are just beginning to implement the process. Districts are using avariety of methods to create the EDPs, to link them to career pathways andcourse offerings, and to provide for ongoing revisions.
OTHER ISSUES
It is not possible to talk with educators without having larger issues affectingthe topic at hand surface. Several officials and teachers talked about theirfrustrations with the current emphasis on passing the state assessment test,rather than a focus on mastery. The view of some is that the emphasis onMEAP has taken the “wind out of the sails” of tech prep activities—althoughthe inclusion of EDP implementation in the new state accreditation model hasraised hopes that the CTE is being brought into the core of activities.
Many interviewees have worked in CTE for a number of years and spoke of theebb and flow of interest and support for it. The hope is that tech prep will besubsumed and institutionalized into a larger career preparation system. Therealso seems to be confusion in terminology. Many people use the terms voca-tional education, tech prep, CTE almost interchangeably.
Two important pieces in career and technical education (as part of careerpreparation) are counselors and parents. Several respondents identified thecritical importance of changing the paradigm of the counselor role to that ofan active educator and developer of students’ potential career interests andtheir resulting course and program choices. Parents need to be educated onthe realities and requirements of the current and emerging workplace require-ments and involved in the ongoing development of students’ career planningand course/program choices.
Table 23Methods for Creating EDP’s
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
31
COMMUNITY COLLEGE PERSPECTIVE
A few key administrators at each community college were interviewed for thestudy. Their perceptions of the secondary to post-secondary programs areprovided below.
Macomb Community College
Some MCC administrators perceive that tech prep is a model not clearly definedand marketed; front-line faculty all the way through senior administration needto be informed about it. Currently only a handful of teachers, counselors/advisors are aware of what it is. “Give us a one-sentence description,” saidone official. MCC has a large number of adjunct faculty members who do notknow the various early admit programs or articulation agreements.
Articulation. Because most MCC students are earning associate’s degrees, thearticulation focus in the College of Arts and Sciences is on movement betweenthe college and four-year institutions. MCC needs to be as flexible as possiblein helping students get their bachelor’s degrees as seamlessly as possible.
Regarding articulation from high school to MCC, some officials felt thatalthough there are many agreements, not enough students take advantage ofthem. The opportunities need to be publicized and the process streamlined(e.g., articulated credits should be waived hours, not substitutions). Studentsneed more support and parents need to be brought into the process.
Several people talked of the need to identify students who are eligible forarticulated credit and the need for some way “to centralize” the process. It isdifficult at MCC since students do not have to submit transcripts. MCC willlaunch a new student database in March 2003, and there was some thoughtthat perhaps articulation/dual enrollment identifiers could be included. Oneofficial suggested that since SC4 uses the same database, perhaps the twoinstitutions could develop compatible procedures for identifying and codingtech prep students and programs.
Dual Enrollment. Regarding dual enrollment, MCC has a long history of provid-ing high school students early admission opportunities. There is interest inexpanding dual enrollment opportunities. One administrator commented, “It isimportant to engage high school students and get them started on collegecourses senior year.”
Academic and CTE Integration. Arts and Sciences and CTE are integrated interms of program plans; but there are not specific academic courses for CTE.The College of Arts and Sciences would like to have courses tailored to CTEstudent-for example, there could be a course developed that focuses on makingpresentations to technical audiences that is rigorous and fulfills the Englishcomposition requirement.
The goal for CTE at MCC is to have programs fully detailed with CTE and Artsand Sciences classes. A science class related to automotives has been devel-oped. Inroads have been made to granting academic credit for CTE classes-astudent can earn one math class credit in Arts and Sciences for taking two techmath classes. However, some believe that there remains a philosophicaldifference between traditional academic teachers (math, science, liberal arts)and CTE teachers. For most teachers (and many middle class parents) theirpersonal history is the academic track. That is what is valued by parents andcolleges, not career skills.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
32
Relationship with School Districts. Community college officials recognize thatdistricts are diligently working on K-12 curriculum alignment, but are con-cerned at what they perceive to be a major gap between high school andcollege. One administrator commented, “Students meet the MEAP proficiency,but can’t meet community college standards.” MCC is attempting to buildbridges by participating in Michigan Career and Technical Education Administra-tor Association meetings, attending superintendents’ and counselors’ meetings,and by faculty going to high school campuses.
SC4
The community college has put an emphasis on applied, contextual instructionand curriculum integration and professional development based on HowardGardner’s theory of multiples intelligences. SC4 has developed specific contentareas for career pathways-i.e., business English and Nursing English (Englishdepartment faculty created the courses with input from business faculty).According to administrators, the math faculty teach contextually and there iscurriculum integration.
Administrators believe in the value of articulation because it sets a standard tobe able to enter college beyond the beginning courses. However, the processfor ensuring course comparability and student mastery is problematic. There isconcern that the tests developed by SC4 faculty for high school students todemonstrate mastery are not always in line with the agreed-upon coursecontent.
Four-year institutions’ reluctance to recognize articulated credit is also aconcern. One official suggested that a registered, sanctioned assessmentprocess might make it more possible for the credit to transfer to the four-yearinstitutions.
The perception is that dual enrollment is working well-supported by therelatively large number of students in the county who are utilizing the opportu-nity.
Administrators perceive a problem with students not coming to the communitycollege adequately prepared. One stated, “Too many recent high schoolgraduates require remediation.” The college would like to get students withouthaving to do an assessment and know that they do not need remediation.However, as pointed out in the districts, this concern must be balanced withthe reality that it is the mission of the community college to take students atthe level they are and move them along. The reality is that not all studentsdevelop academically at the same time and community colleges can offer thosestudents a chance to succeed.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
33
SUMMARY
Dual Enrollment
Regarding dual enrollment, one district oficial stated:
Dual enrollment is used more than articulation, easier from abureaucratic stand point, only the counselor is involved inthe process. Parents push dual enrollment because they cansay that “my child is in high school and in college.”
Secondary administrators perceive that dual enrollment is working well. It isappealing because it is bureaucratically less cumbersome than articulationagreements. Nearly one-half of those interviewed did identify barriers; fore-most being the concern of students’ maturity to attend college classes, thedifficulty of scheduling, and the current ambiguity around the acceptance ofdual enrollment credit by four-year post-secondary institutions. While a fewadministrators mentioned the flow of funds to community colleges, nonementioned funding as a barrier to the promotion and utilization of the opportu-nity. Several districts are looking to expand-two mentioned wanting to expandto four-year institutions.
Dual enrollment is a viable component of a seamless plan to maximize students’learning. It is particularly appealing to have seniors involved to counter whatone administrator characterized as “senioritis”-the tendency to “coast” throughsenior year; it provides the opportunity for seniors to gain experience withcollege classes and hopefully become engaged in post-secondary education.
Proportionately, more St. Clair County students are utilizing dual enrollment.Approximately 400 high school students attended SC4 in 2000-01. In MacombCounty the 18 districts reporting dual enrollment indicated that approximately300 high school students were dually enrolled at six post-secondary institutionsduring the 2000-01 school year (177 at MCC).11
For academic year 2001-02, MCC administrators estimated that 886 high schoolstudents attended the college. Most (about 318) paid their own way, 293 wereHigh School Scholars Program recipients, and about 275 were dual enrollees.
Articulation Agreements
Regarding articulation agreements, one administrator stated:
Win-win for everyone, kids get college credit, foot is in thedoor, for parents, they perceive it as a scholarship, a cost-savings, university wins because they now have students,builds their enrollment.
School districts and post-secondary institutions are actively engaged in thedevelopment of articulation agreements. Macomb County school districtsreported 213 existing and 53 pending agreements; St. Clair County schooldistricts reported 58 agreements. There are many students enrolled at thesecondary level in classes that can articulate. However, by community collegeadministrative estimates, there are only a handful of students at both institu-tions who have obtained the credit (30 at MCC and 34 at SC4). As one respon-dent commented:
The community colleges would like to articulate, but thehurdles they impose do not make it practical for students.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
34
Nearly all CTE directors identified barriers to developing the agreements.Challenges included: the difficulty of working across institutions, i.e., thebureaucracy and differing institutional and organizational cultures, the processbeing staff driven and requiring significant time, “turf” issues, and the per-ceived dismissive attitudes of some post-secondary educators. Several officialsemphasized that the community colleges are more traditional and less flexiblethan places like Baker, Davenport and Ferris State. The phrase “jumpingthrough hoops” was used more than once to describe the community collegearticulation process. As one interviewee said:
The biggest challenge is communication on many levels-withthe post-secondary institutions, with teachers, with studentsand parents. We have agreements and maybe they knowabout them and maybe they don’t. Relying on teachers topromote the opportunities is not the most effective way. Weneed feedback from the post-secondary institutions about ourstudents who are articulating.
Relative to the small number of students utilizing articulation opportunities atthe community colleges, officials identified challenges to their successfulutilization including: lack of communication between the institutions, lack ofstudent and parental awareness, the difficulty in transferring the credit, lack ofstudent interest, the post-secondary institutions’ perceived skepticism aboutthe comparability of secondary/post-secondary coursework, and the uncertaintycaused by the current changes in four-year colleges’ acceptance of articulatedcredit.
In spite of the barriers to developing and implementing articulation agree-ments, district officials recognized several significant potential benefits tostudents, parents, post-secondary institutions, and the community. Student-focused benefits include exposure to post-secondary institutions and credits,fostering goals and a career motivation (and the desire to complete highschool), the obvious savings in time and money, and confidence in knowingthey are succeeding in college-equivalent courses. Parents also reap the costsavings and, particularly for first-generation college students, parental satisfac-tion in their child’s success is a plus. Post-secondary institutions benefit fromimproved communication with their secondary partners and increased numbersof students. Ultimately the community benefits from a educational system thatmoves closer to a seamless K-16 career preparation system that producesthriving citizens.
Seven districts indicated that would like to expand the articulation opportuni-ties for their students.
Academic Credit for CTE Classes
On the topic of granting academic credit for CTE classes, one teacher stated:
I’ve stopped trying to get credit. I now work on trying to getstudents credit for specific assignments. For example, if astudent has a technical report assignment in his or herlanguage arts class, let’s make it work for both classes.Traditional subject teachers are afraid that assignments willbe less challenging, so the granting of credit is always attheir discretion.
Eight districts in Macomb and two districts in St. Clair offer academic credit forCTE classes. One Macomb County district has been offering academic credit
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
35
waiver for at least 10 years. But most administrators indicated that there aresignificant barriers to its implementation, primarily the resistance by tradi-tional subject area teachers. As one teacher put it:
I think physics and math teachers would be surprised if theyknew how much content is taught in our classes. I think if wecame together they would see the possibilities.
A central thrust of tech prep is to improve career, technical courses by havingacademics become more imbedded in the CTE courses; and, conversely, havingtechnical/career concepts imbed into academic programs. There were notabledescriptions of successful CTE/academic subject area integration, however,officials identified the need for considerably more work. For change to takeplace, professional development and in-service opportunities for teachers areessential Teachers spoke at length of the need to have CTE and traditionalsubject area teachers come together to dispel stereotypes and begin the workof curriculum integration. As one official observed: “The way it happens isbuilding relationships, one to one, with faculty release time. Getting all theplayers to the table is powerful.”
Some administrators believe that increasing schedule demands and the move toblock scheduling will force the issue and that the change in learning require-ments will force curriculum integration. One administrator said, “There is somuch now that students are required to learn, that we may be forced to gowith integrated instruction.”
Advanced Placement Courses
Nineteen Macomb County school districts reported offering a total of 73 APcourses during the 2000-01 school year. In St. Clair County, seven schooldistricts offered a total of 11 advanced placement courses during the 2000-01school year.
In general, most administrators believed the offerings are sufficient. Largerdistricts are able to adapt their course offerings based on student demand. Asone administrator put it, “We look at curriculum every year, we never assumewe are offering enough, we change based on students’ need and demand.”Some smaller districts have joined together in consortia, as one school officialnoted, “Since we are in the consortium, we have students from three otherdistricts to support these type of classes.” Finally, the availability of APclasses via the Michigan Virtual High School (MVHS) program has expandedstudent options.
Educational Development Plans
Districts varied widely in the implementation of EDPs. Overall, districtsreported being about halfway to full implementation. Most EDP activity occursin eighth grade; some in ninth and little in the remaining high school years.Districts are developing and adapting a variety of tools to create the plans;there was considerable frustration with the first year of the state’s Web- basedsystem.
11 St. Clair county districts’ high school enrollment is 8,400; Macomb County districts’ high schoolenrollment is 33,000.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
36
Differences by Administrative Role and County
Administrators’ assessment of the various activities examined in the studydiffered somewhat based on their role in the district. Those most familiar withthe topic were more likely to identify barriers; perhaps because they areexperienced with the reality of development and implementation, while otherswho are less involved were more favorable (“the grass is greener” phenom-enon). Curriculum directors were more likely to identify barriers to dualenrollment and believe that current AP course offerings were not sufficientthan were CTE directors. CTE directors were more likely to identify barriers tothe development and implementation of articulation agreements, and they weremuch more likely to identify barriers to the granting of academic credit for CTEclasses than were curriculum directors.
There were no appreciable differences in the assessment of dual enrollment,articulation agreements, or advanced placement opportunities between the twocounties. However, Macomb County administrators were more likely to identifybarriers to the granting of academic credit for CTE classes than were officials inSt. Clair County.
Stakeholder Support
Across the stakeholder groups, administrators perceive the most support forarticulation agreements: 90% support from school board and central adminis-tration, 85% from teachers, students and the community and 70% fromcounselors. They perceive slightly less support for dual enrollment, withcounselors being most supportive (85%), the community, central administra-tion, school board and students at 80%, and teachers at 70%. Although themajority believe that all stakeholder groups support the granting of academiccredit for CTE credit, the support was tempered: students were thought to bemost supportive (80%), central administration, counselors, school board andcommunity at 70%, and about 60% support from teachers.
Community College Perspective
Some MCC administrators perceive that tech prep is a model not clearly definedand marketed; front-line faculty all the way through senior administration needto be informed about it. Currently only a handful of teachers, counselors/advisors are aware of what it is. “Give us a one-sentence description,” saidone official. Regarding articulation from high school to MCC, some officials feltthat although there are many agreements, not enough students take advantageof them. The opportunities need to be publicized and the process streamlined.Students need more support and parents need to be brought into the process.Several people talked of the need to identify students who are eligible forarticulated credit, some way “to centralize” the process. Regarding dualenrollment, MCC has a long history of providing high school students earlyadmission opportunities. There is interest in expanding the dual enrollmentopportunities. As one official stated, “It is important to engage high schoolstudents and get them started on college courses senior year.”
At MCC, the Colleges of Arts and Sciences (A&S) and CTE are integrated in termsof program plans. The goal for CTE is to have programs fully detailed with CTEand A&S appropriate classes. A science class related to automotives hasrecently been developed. Inroads have been made to granting academic creditfor CTE classes.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
37
At SC4 the community college has emphasized applied, contextual instructionand curriculum integration and professional development based on HowardGardner’s theory of multiples intelligences. SC4 has developed specific contentareas for career pathways-i.e., business English and nursing English (Englishdepartment faculty created the courses with input from business faculty).According to administrators, the math faculty teach contextually and there iscurriculum integration.
Administrators believes in the value of articulation because it sets a standardto be able to enter college beyond the beginning courses. However, the processfor ensuring course comparability and student mastery is problematic. There isconcern that the tests developed by SC4 faculty for high school students todemonstrate mastery are not always in line with the agreed-upon coursecontent. The perception is that dual enrollment is working well-supported bythe relatively large number of students in the county who are utilizing theopportunity.
Conclusion
District officials provided their extremely candid assessment of the currentstatus of tech prep and career preparation activities in their districts. Somehave experienced very positive results from their interactions with the commu-nity colleges; others have not but recognize the importance of making theconnections work to the benefit of students. As noted in the literature on highschool/community college collaborations, it is difficult to work across institu-tions:
The custodial function of the K-12 system fosters verydifferent institutional environments than the life-longlearning adult function of community colleges. Their differ-ent constituencies, organizational cultures, values andpurposes and functions can interfere with collaborativeefforts. The social, political, and economic realities uniqueto each educational sector must be honored in order todevelop effective partnerships.12
This study provides the data for examining the current secondary and post-secondary environments relative to workplace training. It should be used as aspringboard for planning future collaborative efforts. To succeed, partnershipsmust be mutually beneficial and built upon the strengths of the partners.Building the seamless K-16 career preparation system envisioned for Michigan’syouth requires the building of many such partnerships.
12 Schuetz, Pam. “Successful Collaborations between High Schools and Community Colleges.”2000. (ERIC No. ED 451856)
Appendices
Appendix A: An Analysis of the Training, Education, and Workforce Demographics Of Macomb and St. Clair County Residents ............................ 1
Appendix B: Letter to Superintendents from the from Community College Officials .................................................................... 7
Appendix C: Letter to Superintendents from the Center for Urban Studies.......................................................................... 9
Appendix D: Data Inventory ..................................................................... 11
Appendix E: Interview Protocol ............................................................... 15
Appendix F: Focus Group Discussion Guide ............................................... 25
Appendix G: Respondent Information ....................................................... 29
Appendix H: District Credit Hour and Course Distribution Requirements ....................................................................................... 31
An Analysis of the Training, Education and Workforce Demographics of Macomb and St. Clair County Residents
In order to protect economic stability and promote economic growth, it is
important to understand the training needs of the workforce. Macomb County
Community College (MCCC) has a vested interest in providing for the educational needs
of the communities that it serves. In order to accomplish this goal, MCCC contracted
with The Center for Urban Studies (CUS) at Wayne State University (WSU) to conduct a
survey of Macomb and St. Clair counties to determine how well existing programs meet
the needs of the communities. Using existing data collected by CUS on these two
counties, collected in 2001 in a household survey, we will use the weighted data to draw
conclusions pertaining to training, education, and workforce demographics. A function
of the survey to access from the general public issues facing Americans in the workforce.
The household survey conducted by CUS is beneficial to the goal of understanding the
training needs of workers by the fact that those in the survey range from ages 18 – 55 and
older. Therefore, conclusions on the workforce may be drawn from those who have
recently received training from schools and who have just entered the workforce, as well
as those who have been in the workforce for a number of years and provide a different
perspective.
The majority (58%) of the population participates in the workforce. Mainly,
workers in the two counties are employed full-time working 35 or more hours per week.
The next largest group of workers participates in the workforce part-time, working less
than 35 hours per week. The remaining workers participate in the workforce as
temporary full/part-time and contract employees (see chart below):
Statewide Analysis, page 1 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix A - 1
Appendix A
Employment Type of Work Force (n=397,123)
Full-time 35+ hours per week
71.8%
Part-time or less than 35
hours per week22.4%
Temporary employee part-
time2.6%
Temporary employee full
time0.5%
Contract employee
2.7%
When examining young workers (18 – 24 year olds), the figure of those
participating in full-time employment drops to 57 percent. However, they proportionally
comprise the majority of part-time employees working less than 35 hours per week, when
compared to the workers in the other age categories. It appears that in Macomb and St.
Clair counties, young workers possess a proportionately larger share of lower-skill,
lower-paying part-time employment. The remaining young workers maintain more than
one job, including part-time, evening, weekend, or seasonal work (see chart below):
Employment Type of Workers age 18 - 24 (n=53,470)
Temporary employee part-
time2%
Part-time or less than 35
hours per week41%
Full-time 35+ hours per week
57%
Statewide Analysis, page 2 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 - Appendix A
For Macomb and St. Clair counties private for profit companies employ the
majority of all workers, at 63 percent. This employment type is true for the age
categories: 18 – 24 (79 percent), 25 – 34 (59 percent), 35 – 54 (62 percent), and 55 and
greater (54 percent). The following largest employer is public institutions of education;
again this is true for all four age categories. The chart below shows the distribution of the
four largest types of employers of all workers and workers 18 – 24 (see chart below):
0%10%20%30%40%50%60%70%80%
private for-profit
company
publicinstitution ofeducation
thegovernment
not-for-profit(private or
public)
Employer Type for All Workers and Workers age 18-24
All 18-24
A majority of all employees in these counties are employed in permanent
positions. Proportionately, workers 18 – 24 years old comprise the largest percent of
permanent employees when compared to the other age categories of workers, at 98
percent. The majority of 18 – 24 year olds, who participate in the workforce as
permanent workers, have only achieved graduating from high school/GED. This fact
alone details the importance of providing adequate work skills at the high school level.
The gender distribution of these young permanent workers with high school level
educations is 72 percent male and 28 percent female. The next largest category of
permanent employees belongs to workers 35 – 54 years old, at 96 percent. The earnings
of the workers is as one would expect with the youngest workers earning the least amount
annually and those who have been in the workforce longer earning the most (see chart
below):
Statewide Analysis, page 3 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix A - 3
$20,713
$53,128
$43,641
$59,208
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
18-24 25-34 35-54 55+
Average Earnings of Permanent Workers by Age
When examining government type of employment, the 35 – 54 year olds
dominate this category with approximately 8 percent working for federal, state, or local
government. Only 2 percent of workers 18 – 24 years old work for local government.
These 2 percent of young workers also maintain their government employment on a
temporary basis, possibly working seasonal employment.
Proportionately more young workers 18 – 24 years old agree more that formal
education will influence workplace advancement followed by workers 25 – 34 years old.
This is also true for workers 35 – 54. Of these youngest workers, who believe that formal
education is the most important factor to job place advancement, 72 percent earn less
than $20K annually and the remaining 28 percent earn $20K - $25K annually. Eighty-
four percent have attained high school diplomas/GED and 16 percent have earned an
apprentice certificate, associate degree (Occ/Voc/Academic). The youngest workers,
who have just entered the workforce and those who have participated the workforce the
least amount of time, place a good deal of importance on the type and quality of the
education they receive. Young workers having placed such importance on the substance
of their education, as it relates to the workforce, it is vital for existing programs to
understand and meet the needs of these workers.
When asked how closely related is/was their current or most recent job is was
related to skills they learned in school the majority of workers 18 – 24, agreed that their
skills are closely related. There are some interesting differences between those who have
just entered the workforce or have participated in the workforce less than those workers Statewide Analysis, page 4
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 - Appendix A
55 and older when asked whether or not the skills they received in school relates to their
current or most recent position (see chart below):
27.7%
35.6%
19.4%
29.9%
10.6%
4.8%
42.4%
29.8%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Very close Somewhat close Not very close Not at all close
Skills Received from School Relating to Employment by Age
18 - 24 55+
It appears that quality of job skill training in school for workers 55 and older is much
more useful to those of the 18 – 24 year old workers. These numbers express the
necessity of modifying existing programs to meet the needs of students and future
workers.
The workforce of Macomb and St. Clair counties are optimistic regarding their
ability to obtain another job if they had, based on their skills. The majority of workers in
all age categories believe they would be successful in finding employment if necessary.
The youngest workers proportionately comprise the majority of workers who agree they
are equipped to successfully retain another job if necessary (see chart below):
94%
95%
96%
97%
98%
99%
100%
18 - 24 25 - 34 35 - 54 55+
Percentage of Workers who Believe they have Skills to Obtain Another Job
Statewide Analysis, page 5 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix A - 5
Workers who lack necessary skills and training, in a competitive labor market, are
at a greater risk than ever before. Schools and job training programs should realize the
importance of proper job training and make every effort to meet the needs of their
students in preparing them for the workforce. These young workers should be equipped
with the necessary skills in order to compete for new jobs in the job sectors. Further,
existing programs must be certain that their students are leaving their programs with
necessary literacy and numeracy skills, to be able to use them to learn job-specific skills,
which will provide them access to good jobs.
Statewide Analysis, page 6 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 - Appendix A
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix B - 7
Appendix B
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 - Appendix B
February, 2002 Dear Superintendent: The Center for Urban Studies has contracted with Macomb Community College to document the existing relationships between the school districts and community colleges in St. Clair and Macomb counties. The purpose of the study is to enhance the existing relationships to increase the effectiveness of technical preparation and workforce development of current and future students. We are requesting your cooperation in gathering information in your district. We would like to conduct brief, in-person interviews with your district Career Technical Education (CTE) and curriculum directors. In addition, we request that the identified people complete an inventory of existing courses and programs. Enclosed you will find a brief description of the type of information that we will be requesting during our visits. We are requesting that you identify the two appropriate people for us to contact. Would you please provide the contact information for the CTE and curriculum directors (names, mailing and e-mail addresses, and phone numbers). The information can be delivered to our office in the format that is most convenient for you. Please forward the information by March 1, 2002 to:
Marie Colombo [email protected] fax: (313) 577-1274 voice: (313) 577-8337
After receiving the appropriate contact information from your office, appointments will be scheduled to conduct interviews. Additionally, we plan to conduct select focus group interviews with teachers. We will rely on the CTE and/or curriculum directors to advise on teacher identification and recruitment. Please don’t hesitate to contact Marie Colombo (313-577-8337) or Bobby Hudson (313-577-8339) should you have any questions. We look forward to working with your district. Sincerely, David Fasenfest, Ph.D. Director and Associate Professor of Urban Affairs
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix C - 9
Appendix C
Data Request School District Site Visit
MCC and SCCCC Tech Prep Study
Research staff will be collecting the following information during the scheduled interview/site visit in your district:
1. Career preparation at the secondary level 2. Tech prep courses for which academic credit is awarded 3. Course alignment and articulation agreements with post-secondary institutions (including
participation data, strengths, weaknesses and overall level of interest) 4. Dual enrollment (participation data) 5. Advanced placement classes 6. Existing relationships with post-secondary institutions; plans for the future 7. Other information as necessary
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
10 - Appendix C
WSU Center for Urban Studies, 2/02, page 1
TECH PREP STUDY
Macomb/St. Clair Tech Prep Consortium School District:
Advanced Placement Classes
1. What advanced placement classes (AP Classes) did your district offer in 2000-01? AP Class # AP Class Name Example: 370 AP Calculus
Academic Content 2. Please identify any classes for which students were awarded academic content and credit for Career and Technical Education (CTE) courses that are offered within your district in Academic Year 2000-01. Academic Content CTE Course # CTE Course Name Subject Area Example: 9050 Health Occupations Health
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix D - 11
Appendix D
WSU Center for Urban Studies, 2/02, page 2
Aligned Programs
3. Please identify the post-secondary institutions and programs with which your school has
articulation agreements. (If there are other post-secondary institutions, include them in the blank spots provided). Use the following codes: X=program in place, P=program in progress.
B
aker
s Col
lege
Dav
enpo
rt C
olle
ge
Ferr
is S
tate
U
nive
rsity
M
acom
b C
omm
unity
C
olle
ge
Oak
land
Com
mun
ity C
olle
ge
Oak
land
Uni
vers
ity
St. C
lair
Cou
nty
C
omm
unity
Col
lege
W
ayne
Sta
te
Uni
vers
ity
Programs Accounting Applied Technology Automotive Technology Business Information Systems Computer Information Systems Culinary Arts Drafting/Computer Graphics Early Childhood Care Electronic Communications Service Electronic Engineering Technology Graphic and Commercial Art Industrial Co-Operative Education Industrial Technology Manufacturing Technology Law Enforcement Manufacturing Craft Apprenticeship Manufacturing Technology Marketing
P = In Progress X= Existing Agreement
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
12 - Appendix D
WSU Center for Urban Studies, 2/02, page 3
Articulated Classes
4. Please provide specific information about students who were enrolled in articulated classes in
Academic Year 2000-01.
District Level College Level
Course # Course Name
# Of Students Enrolled
EquivalentTo Course # Course Name
Dual Enrollment 5. Has your district registered with the Michigan Virtual High School? 1.No ___ 2. In Process _____ 3. Yes _____ 6. Does your school district offer a Dual Enrollment Program?
1. No _____ (go to question 8) 2. Yes_____ (go to the next question)
7. If yes, please answer the following questions for each post-secondary institution where
students were enrolled in Academic Year 2000-01.
Post-Secondary Institution: _______________________________________
Course Name: # of Students: ______________________________ ________________ ______________________________ ________________ ______________________________ ________________ ______________________________ ________________
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix D - 13
WSU Center for Urban Studies, 2/02, page 4
Post-Secondary Institution: _______________________________________
Course Name: # of Students: ______________________________ ________________ ______________________________ ________________ ______________________________ ________________ ______________________________ ________________
Post-Secondary Institution: _______________________________________
Course Name: # of Students: ______________________________ ________________ ______________________________ ________________ ______________________________ ________________ ______________________________ ________________
Post-Secondary Institution: _______________________________________
Course Name: # of Students: ______________________________ ________________ ______________________________ ________________ ______________________________ ________________ ______________________________ ________________
8. Is there anything else you would like to tell us about the career and technical preparation
opportunities for students in your district?
Thank You!
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
14 - Appendix D
3/6/02, Page-1
Date: __________________ Interviewer: ___________
TECH PREP STUDY
CTE AND CURRICULUM DIRECTORS INTERVIEW PROTOCOL
BACKGROUND INFORMATION 1. How long have you been in your current position?
2. Tell me briefly about your job responsibilities and duties?
(Refer to the data in the Inventory throughout the interview—the questions follow the order of the inventory) ADVANCED PLACEMENT CLASSES (CTE may not know this information) 3. I see that the district offers xx AP classes. Is this sufficient to meet
students’ needs?
4. Are there plans to change the AP offerings?
Date:__________________ Interviewer: _____________
Respondent’s Name, District, Position
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix E - 15
Appendix E
3/6/02, Page-2
5. What are the barriers to offering AP classes?
ACADEMIC CREDIT FOR CTE CLASSES –they may not offer any Interviewer: Clarify whether the “Academic Content Subject Area” completed in the inventory is for academic or elective credit and make a note on the inventory. 6. I see that the district does/does not offer academic credit for CTE classes.
What is the district’s process for obtaining approval to grant academic credit?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
16 - Appendix E
3/6/02, Page-3
7. What are some of the barriers to granting academic credit for CTE classes?
Barriers Major/Minor
8. You mentioned (list the barriers). Tell me which are major and which are minor barriers.
Prompt for: For each barrier cited, ask if a “minor barrier” or “major barrier” (Give R Stakeholder Card) 9. How supportive are district stakeholder groups to granting academic credit
for CTE classes. (give them the card to refer to) (read each group and prompt for 4-point scale: (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive Group Level of Support Board Central Administration Counselors Teaching Staff
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix E - 17
3/6/02, Page-4
Students Community
ALIGNED PROGRAMS (PAGE 2 OF THE INVENTORY) Let’s discuss the tech prep articulation efforts in your school district. (Even If the data from the inventory form indicates the school district does not have any articulation agreements ask this series of questions). 10. Can you describe your district’s process for engaging in articulation agreements with local post-secondary institutions?
11. What are some of the barriers to developing articulation agreements?? Barriers Major/Minor
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
18 - Appendix E
3/6/02, Page-5
12. You mentioned (list the barriers). Tell me which are major and which are minor barriers.
Prompt for: For each barrier cited, ask if a “minor barrier” or “major barrier” 13. How supportive are district stakeholder groups to developing articulation agreements with post-secondary institutions? (refer to the card) (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive
Group Level of Support Board Central Administration Counselors Teaching Staff Students Community
14. (Give them the card) In your experience, how adequate are the following aspects of your district’s tech-prep articulation efforts. Please rate the following on a scale from 0 to 3 with 0=don’t know, 1= not adequate, 2=adequate, 3= very adequate
Aspect of the Program . Rating Awarness for students at the secondary level
r Orientation for students to post-secondary facilities A Automatic admission to postsecondary institutions 15. What are the benefits of your articulated programs?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix E - 19
3/6/02, Page-6
16. What are the problems with your articulated programs?
17. What are your district’s future plans to implement articulation activities? DUAL ENROLLMENT (Inventory, page 3) Let’s focus now on the dual enrollment programs in your school district. Note to Interviewer: If the respondent reports that the school district does not offer a dual enrollment program, skip to Q 20. 18. What is the process for students to participate in dual enrollment classes?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
20 - Appendix E
3/6/02, Page-7
19. (Give them the card)How adequate are the following aspects of the dual
enrollment program in your school district? Please rate the following on a scale from 0 to 3 with 0=don’t know, 1= not adequate, 2=adequate, 3= very adequate
Aspects of the Program Rating Defining Student eligibility Local Process and administration Assessment of Student Performance Transferability of Credit 20. How supportive are district stakeholder groups to offering dual enrollment opportunities? (refer to the card) (read each group and prompt for 4-point scale: (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive
Group Level of Support Board Central Administration Counselors Teaching Staff Students Community
21. What are your district’s future plans to implement and extend dual enrollment programs?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix E - 21
3/6/02, Page-8
22. What do you perceive will be the barriers to implementing dual enrollment programs in your school district?
Barriers Major/Minor
DISTRICT’S IMPLEMENTATION OF EDUCATIONAL DEVELOPMENT PLANS 23. Please describe the district’s use of student education development plans.
Get copies of EDP materials if possible
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
22 - Appendix E
3/6/02, Page-9
24. On a scale of 1-10, where 0=not using them and 10=fully implemented, where would you put the district in the implementation of EDP’s. write in number 1 10 INTEGRATION OF TECHNICAL/CAREER INTO ACADEMIC PROGRAMS 25. Tell me about your district’s efforts to integrate career technical education into the academic program INTEGRATION OF ACADEMIC CONTENT INTO TECHNICAL PROGRAMS 26. Tell me about your district’s efforts to integrate academic content into career technical education programs
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix E - 23
3/6/02, Page-10
FINAL COMMENTS/CONCLUSION 27. Finally, Is there anything else you’d like to add about the tech prep system in your school district and role for post-secondary institutions? THANK YOU! Make sure you leave with the inventory or a plan to have it completed.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
24 - Appendix E
Tech Prep Study Teacher Focus Group Guide, Page 1
TECH PREP STUDY CTE TEACHERS FOCUS GROUP DISCUSSION OUTLINE
I. Introductions
A. Moderator
B. Assistant moderator
C. Purpose of discussion
The Center for Urban Studies has contracted with the Macomb/St. Clair Tech Prep Consortium to document the existing relationships between the school districts and community colleges in St. Clair and Macomb counties. The purpose of the study is to enhance the existing relationships to increase the effectiveness of technical preparation and workforce development of current and future students. We conducted in-person interviews with the district Career Prep and Curriculum directors. In addition the identified people were asked to complete an inventory of existing courses and programs. Interviews are also being conducted with administrators at the post-secondary institutions. Now we want to hear from teachers about tech preparation classes programs with the post-secondary institutions. .
D. Ground rules
1. Last about one hour
2. Audiotaping
3. Need to talk one at a time
4. Refreshments
5. Restrooms
6. Confidentiality
7. Any questions?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix F - 25
Appendix F
Tech Prep Study Teacher Focus Group Guide, Page 2
II. Participant introductions – name, years in teaching, courses currently
teaching
III. High School CTE Courses
A. CTE Programs
1. Can each of you describe the career tech education classes/programs in
your high school?
2. How well are students performing in the current programs?
3. Are the current programs adequate (probe: content, size)
4. How should career technical education be changed to meet future
workforce requirements?
B. Academic Content
1. Can you talk about if and how you each incorporate academic content in
each of your classes you teach?
2. If you do, what is the approximate academic content of the courses you
teach (math, science, and language arts)? Can you measure it? How?
Can you assign proportions or percentages to the various parts (e.g., 50%-
50%)?
A. State Standards
1. Have you ever compared your CTE course content to state curriculum
standards?
2. Do you know what the state’s standards are?
3. Are your expected to know state standards for what you teach? By
whom?
B. Academic Credit
1. Does your district grant academic credit for CTE courses? Why/why not?
2. Should CTE courses be used to fulfill academic requirements? Why/why
not?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
26 - Appendix F
Tech Prep Study Teacher Focus Group Guide, Page 3
C. Administrative Attitudes
1. How do you think central administration feels about giving academic
credit for CTE courses? (PROBE: In favor of? Opposed to?) How do
you know? How do they convey that attitude?
2. How about academic subject area teachers?
3. The School Board?
4. The community at large? Do they favor or oppose giving academic credit
for CTE courses?
IV. Transition to Post-Secondary Schools
A. Articulated Agreements
1. Does your district have articulated agreements with post-secondary
schools? With which institutions (e.g., community colleges,
universities)?
2. Do you know how they work (i.e., what courses fulfill what post-
secondary requirements)?
3. Do you participate in the design of such courses? Any of the decision-
making regarding the courses or the type of agreement?
4. Do you favor such agreements? Why/why not?
B. Barriers to Articulation
1. Are there any barriers to such agreements? What are they?
2. How can they be overcome?
C. Dual Enrollment
1. How does dual enrollment work for students?
2. How do you think the students are impacted by such arrangements
(PROBE: take classes at night, have to fit in to more adult programs, etc.)?
Is it good or bad for them?
3. Do you favor or oppose dual enrollment? Why/why not?
4. Do dual enrollment arrangements have an impact on you or how you teach
classes?
5. What are the attitudes of your administration toward dual enrollment?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix F - 27
Tech Prep Study Teacher Focus Group Guide, Page 4
IV. CTE Versus Other Programs Subject Area Courses
A. Prestige
1. Are CTE programs less prestigious than traditional academic courses?
How is that demonstrated? By whom?
2. Are CTE teachers treated differently? How?
3. Are CTE students treated differently? How?
B. The Future
1. What is your vision of the future of CTE (PROBE: More/less acceptable)?
2. Do high school CTE courses prepare students for the work force right out
of high school? Should they? How can they do a better job?
V. Last Comments
A. Finish this sentence: “If I were a CTE curriculum director, the first thing I
would do would be to…”
B. Last comments
C. Thank you and adjourn
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
28 - Appendix F
Respondent Information
District Information
Number of Interviews Inventory
Macomb Districts Anchor Bay School District 1 No Armanda Area Schools 1 Yes Center Line Public Schools 1 Yes Chippewa Valley Public Schools 2 Yes Clintondale Community Schools 1 Yes East Detroit Public Schools 1 Yes Fitzgerald Public Schools 1 Yes Fraser Public Schools 1 Yes Lake Shore Public Schools 1 Yes Lakeview Public Schools 2 Yes L'Anse Creuse Public Schools 1 Yes Mount Clemens Community Schools 0 Yes New Haven Community Schools 1 Yes Richmond Community School District 1 Yes Romeo Community School District 1 No Roseville Community Schools 2 Yes South Lake Schools 1 Yes Southern Macomb Consortium 1 N/A Utica Community Schools 0 Yes Van Dyke Public Schools 1 Yes Warren Consolidated Schools 0 Yes Warren Woods Public Schools 1 Yes Sub Total 22 19 St. Clair Districts Algonac Community Schools 0 No Capac Community Schools 1 Yes East China School District 1 Yes Marysville Public Schools 1 Yes Memphis 1 Yes Port Huron Area Schools 1 Yes Yale Public Schools 1 Yes Sub Total 6 6 Total 28 25
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Appendix G - 29
Appendix G
Administrative Interviews
Administrative Position Macomb St. Clair Curriculum Director 8 1 CTE Director 10 5 Assistant Superintendent 0 2 High School Principal 0 2 Total 18 10
Focus Group Participation
Administrative Position Macomb St. Clair CTE Teachers 5 5 Traditional Subject Area 4 2 Total 9 7
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
30 - Appendix G
Macomb County School Districts Credit Hours and Course Distribution
Requirements: 2000-01
# 3 credits can be taken in either Fine Arts, Foreign Language, or Tech/Industrial/Vocational Education *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management**2 credits can be taken in either Fine Arts, Foreign Language or Technical Education ***1 credit hour can be taken in either Physical Education or Health Education ****1 credit hour can be taken in either Fine Arts, Tech/Industrial/Vocation Education, Life Management, or Business Education
Districts
Total Credit Hours
Needed for Graduation English Math Science
Social Studies
Physical Education
Health Education
Computer Education
World Geography
Practical Law
Fraser High School 27.5 4 3 3 3 1 0.5 Lakeview High School 25 4 2 2 3 1 1 Warren Woods Tower High School 22 3 2 2 3 1.5 Anchor Bay High School 22 4 3 3 3 0.5 0.5 0.5 Warren Consolidated Schools 22.5 3 2 2 3 0.5 0.5 Clintondale High School 20 4 2 2 2 1 0.5 0.5 0.5 Roseville High School 23 4 2.5 2.5 3 1 East Detroit High School 21 4 3 2 3.5 0.5 0.5 0.5 South Lake High School 24 3 2.5 2.5 2.5 2 L'Anse Creuse Public Schools 20 3 2 2 3 *** *** 0.5 Armada High School 21 3 3 2 3 1 0.5 Lakeshore Public School 24 4 3 3 3 1 0.5 0.5 Center Line Public School 27 3 2 2 3 1 0.5 0.5 Utica Community Schools 21 4 3 3 3 1 0.5 Fitzgerald Public Schools 24.5 4 3 3 3.5 0.5 0.5 0.5
○○
○○
○○
○○
○○
Appendix H - 31
Ap
pen
dix
H
Macomb County School Districts Credit Hours and Course Distribution
Requirements: 2000-01
# 3 credits can be taken in either Fine Arts, Foreign Language, or Tech/Industrial/Vocational Education *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management**2 credits can be taken in either Fine Arts, Foreign Language or Technical Education ***1 credit hour can be taken in either Physical Education or Health Education ****1 credit hour can be taken in either Fine Arts, Tech/Industrial/Vocation Education, Life Management, or Business Education
Districts Practical
Arts Fine Arts
Tech/Industrial/ Vocational Education
Foreign Language
Life Management
Business Education
Speech or
Drama Seminar Electives
Community Service
Learning Fraser High School 1 1 2 9 Lakeview High School 12 Warren Woods Tower High School 0.5 10 Anchor Bay High School 7.5 Warren Consolidated Schools 0.5 11 Clintondale High School * * * * * 7.5 Roseville High School 10 East Detroit High School ** ** ** 7 South Lake High School 11.5 L'Anse Creuse Public Schools **** **** **** **** 9.5 40 Hours Armada High School 8.5 Lakeshore Public School 0.5 8.5 Center Line Public School 0.5 14.5 Utica Community Schools # # # # 6.5 Fitzgerald Public Schools 1 0.5 0.5 7.5
○○
○○
○○
○○
○○
32 - Appendix H
St. Clair School District Credit Hours and Course Distribution
Requirements: 2000-01
Total Schools = 5 *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management
Districts
Total Credit Hours
Needed for Graduation English Math Science
Social Studies
Physical Education
Health Education
Computer Education
World Geography
Marine City High School 22 4 2 2 3 1 0.5 0.5 St. Clair High School 22 4 2 2 3 1 0.5 0.5 Port Huron Area School District 42 6 6 6 6 2 1 1 Capac High School 14 4 3 2 3 1 1 Algonac High School 13.5 4 2 2 3 1 1 0.5 Memphis High School 15 4 3 3 3 0.5 0.5 1
○○
○○
○○
○○
○○
Appendix H - 33
St. Clair School District Credit Hours and Course Distribution
Requirements: 2000-01
Total Schools = 5 *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management
Districts Practical
Law Fine Arts
Tech/Industrial/ Vocational Education
Foreign Language
Life Management
Business Education
Speech or
Drama Seminar Electives Marine City High School * * * * 7 St. Clair High School * * * * 7 Port Huron Area School District 14 Capac High School 8.5 Algonac High School * * * * 8 Memphis High School 1 6
○○
○○
○○
○○
○○
34 - Appendix H
Data Book Macomb County
School Districts
Summary of Dual Enrollment by Post-Secondary Institution: 2000-01 ........... 1
Summary of Aligned Programs: 2000-01 ................................................... 11
Summary of Student Enrollment in Articulated Courses: 2000-01 ................ 19
Summary of Academic Credit for CTE Classes by District ............................... 29
Summary of Advanced Placement Classes by District: 2000-01 ..................... 32
Virtual High School: 2000-01 ................................................................... 35
Individual School District Information ........................................................ 36
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Center Line Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Intermediate French 2
Argumentation and Debate 1
Elementary Spanish 1
Astronomy 1
Intro. Psychology 1
Composition I 1
Institution Total: 7
Total Number of Dual Enrolled Students: 7
Chippewa Valley Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Data Not Available 50
Institution Total: 50
Total Number of Dual Enrolled Students: 50
Clintondale Community Schools
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Resource Development 16
Institution Total: 16
Total Number of Dual Enrolled Students: 16
Page 1 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 1
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
East Detroit Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Engineering 1
Shop Arithmetic 1
Institution Total: 2
Total Number of Dual Enrolled Students: 2
Fitzgerald Public Schools
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Study Skills 34
Institution Total: 34
Total Number of Dual Enrolled Students: 34
Fraser Public Schools
Course Name # of Students
Baker CollegePost-Secondary Institution:
Medical Terminology 1
Institution Total: 1
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Social Diversity 20
Resource Dev. Class 25
Institution Total: 45
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Music 105 1
Page 2 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Fraser Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
European History- HIS 120 1
Principles of Econ I- Eco. 116 1
Criminal Justice- LW 110 1
Intro to Phil-PHI 201 1
Self Defense-PEDA 151 1
Wellness Aerobics-PED 203 1
Intro to Psych- PSY 101 1
CIS 101 LP 2
Human Relations- PSY 101 1
Institution Total: 11
Total Number of Dual Enrolled Students: 57
Lake Shore Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Personal Finance 1
Intro to the Arts 1
French 1
C++ Programming 2
Intro to Anthropology 2
Institution Total: 7
Course Name # of Students
Wayne State UniversityPost-Secondary Institution:
Merchandise Information 1
Institution Total: 1
Total Number of Dual Enrolled Students: 8
Page 3 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 3
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Lakeview Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
SPN 236 Intermediate Spanish 1
CIS 152 Netprep Wide Area Networks 1
ITA 126 Italian 1
GER 127 German 1
CIS 151 Netprep Local Area Networks 1
MTH 177 Analytic Geometry & Calculus II 2
MUS 126 Piano I 1
MUS 180 Applied Music-Voice 1
MUS 180 Music Theory II 1
ART 220 Jewel and Metalwork 1
CIS 101 Computer & Information Processing 1
CIS 153 Netprep TCP/IP & Networking Architecture 1
HIS 231 History of U.S. 1865 to Present 2
ENG 118 Communications I 2
MTH 176 Analytic Geometry & Calculus I 1
GCA 106 Photography I 2
MUS 180 Music Theory I 1
SPN 127 Spanish 2
CIS 150 Netprep Intro to Networking 1
Institution Total: 24
Total Number of Dual Enrolled Students: 24
L'Anse Creuse Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
PSY 101 1
CIS 101 2
Law 110 1
SPN 236 1
Page 4 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
L'Anse Creuse Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Law 236 1
GEI 114 1
CIS 253 1
PHI 1
Institution Total: 9
Total Number of Dual Enrolled Students: 9
Mt. Clemens Community Schools
Course Name # of Students
Baker CollegePost-Secondary Institution:
Visual Comp. Plus Programming 1
PSY 101 Human Relations 1
Communications I 1
Accounting 101 1
Computer, CIS (303A) 1
Institution Total: 5
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Child Growth & Development 1
Institution Total: 1
Total Number of Dual Enrolled Students: 6
Richmond Community Schools
Course Name # of Students
LCCPost-Secondary Institution:
Sociology NA
Page 5 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 5
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Richmond Community Schools
Course Name # of Students
LCCPost-Secondary Institution:
College Math NA
English NA
Writing NA
Institution Total: 0
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Geography NA
Psychology NA
Religion NA
Blue Prints NA
Institution Total: 0
Course Name # of Students
Oakland UniversityPost-Secondary Institution:
Linguistics NA
English NA
Psychology NA
Institution Total: 0
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Voice NA
German NA
Music Appreciation NA
Mechanical Reading NA
Drafting NA
Institution Total: 0
Page 6 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Richmond Community Schools
Total Number of Dual Enrolled Students: 0
Roseville Community Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Data Not Available 19
Institution Total: 19
Course Name # of Students
Wayne State UniversityPost-Secondary Institution:
Data Not Available 1
Institution Total: 1
Course Name # of Students
Detroit College of BusinessPost-Secondary Institution:
Data Not Available 13
Institution Total: 13
Total Number of Dual Enrolled Students: 33
South Lake Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
History 231 1
History of American Film 1
Communications 1
Film as Art 2
Astromony 104 1
Humanities 1
Algebra 1
Philosophy 1
Page 7 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 7
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
South Lake Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
English 1
Speech 1
Psychology 101 1
Institution Total: 12
Total Number of Dual Enrolled Students: 12
Utica Community Schools
Course Name # of Students
Baker CollegePost-Secondary Institution:
PSY101 1
Institution Total: 1
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
PSY221 1
ECS265, ECS266 2
ECO117 1
FRE237 AC 1
NSC131 1
CIS101 1
MTH176 1
MTH177 1
ACC108 2
PSY250 2
HIS230 AJ, HIS231 AQ 1
PSC100 1
ITA126E 1
ITA237 1
Page 8 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Utica Community Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
SOC101 1
Institution Total: 18
Course Name # of Students
Oakland UniversityPost-Secondary Institution:
THA110 3
Institution Total: 3
Total Number of Dual Enrolled Students: 22
Van Dyke Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Advanced Science 3
Advanced Mathematics 3
Institution Total: 6
Total Number of Dual Enrolled Students: 6
Warren Consolidated Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
English Composition 1
Psychology 1
Institution Total: 2
Total Number of Dual Enrolled Students: 2
Page 9 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 9
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
Macomb County School Districts
Warren Woods Public Schools
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Calculus/Math Seminar 9
Institution Total: 9
Total Number of Dual Enrolled Students: 9
Page 10 of 10
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
10 - Data Book
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Anchor Bay School District
Armada Area SchoolAutomotive Technology X
Culinary Arts X
Industrial Co-Operative Education X
Center Line Public SchoolsDrafting/Computer Graphics X
Early Childhood Care X
Electronic Communications Service X
Industrial Co-Operative Education X
Manufacturing Technology X
Chippewa Valley Public SchoolsAccounting X X
Automotive Technology X X
Business Information Systems X X X
Culinary Arts X X
Drafting/Computer Graphics X
Early Childhood Care X X
Graphic and Commercial Art X
Manufacturing Technology X X
Marketing X
Medical X
Clintondale Community SchoolsAccounting X X
Business Information Systems X X
Computer Information Systems X X
P = In ProgressX = Existing Agreement Page 1 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 11
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Clintondale Community SchoolsCulinary Arts X
Early Childhood Care X
Industrial Co-Operative Education X
Marketing X X
East Detroit Public SchoolsAccounting X X X X
Automotive Technology X X
Business Information Systems X X X
Computer Information Systems X X X
Culinary Arts X X
Drafting/Computer Graphics X X X
Early Childhood Care X X X
Electronic Communications Service X X
Electronic Engineering Technology X X
Health Occupations X
Industrial Tech. Manufacturing Tech. X X
Marketing X X X X
Fitzgerald Public SchoolsAccounting X X X
Algebra X
Automotive Technology X X
Broadcasting P
Business Information Systems X X X X
Business Law X
Computer Information Systems P X X
P = In ProgressX = Existing Agreement Page 2 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
12 - Data Book
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Fitzgerald Public SchoolsConstruction X
Drafting/Computer Graphics X X X
Early Childhood Care X
Electronic Communications Service X
Electronic Engineering Technology X
English Composition X X
Industrial Co-Operative Education X
Industrial Tech. Manufacturing Tech. X
Manufacturing Craft Apprenticeship X
Manufacturing Technology X
Marketing X X
Medical Assistant P
Video Production P
Visual Imaging X
Fraser Public SchoolsBusiness Information Systems X
Culinary Arts X
Drafting/Computer Graphics X
Electronic Communications Service X
Foreign Language X
Marketing X
Lake Shore Public SchoolsBusiness Information Systems X
Drafting/Computer Graphics X
Health Occupations X
P = In ProgressX = Existing Agreement Page 3 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 13
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Lake Shore Public SchoolsIndustrial Tech. Manufacturing Tech. X
Lakeview Public SchoolsAccounting P
Architectural Drafting P
Calculus X
Early Childhood Care P X
Engineering Drafting P
L'Anse Creuse Public SchoolsAccounting X X X
Agriscience X X
Automotive Technology X X
Business Co-op X
Business Information Systems X X X X
Computer Information Systems X X X X
Construction X
Culinary Arts X X
Drafting/Computer Graphics X X X
Early Childhood Care X X X
Electronic Communications Service X X
Graphic and Commercial Art X
Health Occupations X X
Industrial Co-Operative Education X
Law Enforcement X X X
Manufacturing Craft Apprenticeship X
Manufacturing Technology X X
P = In ProgressX = Existing Agreement Page 4 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
14 - Data Book
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
L'Anse Creuse Public SchoolsMarketing X
Web Design X X X
Mt. Clemens Community SchoolsAccounting P
Applied Technology P
Automotive Technology P
Business Information Systems P
Computer Information Systems P
Culinary Arts P
Drafting/Computer Graphics P
Early Childhood Care P
Electronic Communications Service P
Electronic Engineering Technology P
Graphic and Commercial Art P
Industrial Co-Operative Education P
Industrial Tech. Manufacturing Tech. P
Manufacturing Technology P
Marketing P
New Haven Community SchoolsAutomotive Technology X
Health Occupations P
Richmond Community SchoolsAutomotive Technology X
Business Information Systems X
Computer Information Systems X
P = In ProgressX = Existing Agreement Page 5 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 15
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Richmond Community SchoolsCulinary Arts X
Drafting/Computer Graphics X
Early Childhood Care X
Industrial Co-Operative Education X
Industrial Tech. Manufacturing Tech. X
Law Enforcement X
Romeo Community Schools
Roseville Community SchoolsAccounting P P P
AP Biology P
Applied Technology P
Automotive Technology X P
Building Trade X
Business Information Systems P P P P
Childcare P
Computer Information Systems P P P P
Culinary Arts X
Electronic Communications Service X
Electronic Engineering Technology X
Industrial Co-Operative Education P
Keyboarding I & II P P P
Law Enforcement P
Manufacturing Technology X
Marketing P
P = In ProgressX = Existing Agreement Page 6 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
16 - Data Book
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Roseville Community SchoolsSpanish I & II P
South Lake SchoolsAutomotive Technology X X
Business Information Systems X P X
Culinary Arts X
Utica Community SchoolsAutomotive Technology X
Business Information Systems X P
Cisco Networking Academy X
Culinary Arts X
Drafting/Computer Graphics X
Early Childhood Care P
Graphic and Commercial Art P
Health Occupations P
Law Enforcement X
Van Dyke Public SchoolsAccounting X
Culinary Arts X
Drafting/Computer Graphics X
Early Childhood Care X
Electronic Communications Service X
Industrial Co-Operative Education X
Marketing X
Warren Consolidated SchoolsAutomotive Technology X
Computer Information Systems X X X
P = In ProgressX = Existing Agreement Page 7 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 17
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
ProgramsD
etroit C
olleg
e of
Bu
siness
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
Macomb County School Districts
Summary of Aligned Programs: 2000-01
Warren Consolidated SchoolsCulinary Arts X X
Drafting/Computer Graphics X X
Early Childhood Care X X
Electronic Communications Service X X
Electronic Engineering Technology X
Graphic and Commercial Art X P X
Industrial Tech. Manufacturing Tech. X X
Marketing X X
Office Secretarial X X X
Warren Woods Public SchoolsComputer Information Systems P
Culinary Arts X
Drafting/Computer Graphics X
Early Childhood Care X
Electronic Communications Service X X
Electronic Engineering Technology X
Industrial Tech. Manufacturing Tech. X
Marketing X
Medical Assistant P
P = In ProgressX = Existing Agreement Page 8 of 8
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
18 - Data Book
Macomb County School Districts
Summary ofStudent Enrollment in Articulated Courses:
2000-01
District Name # of Students Enrolled
Anchor Bay School District NA
Armada Area School NA
Center Line Public Schools 53
Chippewa Valley Public Schools 0
Clintondale Community Schools 211
East Detroit Public Schools 730
Fitzgerald Public Schools 508 PD
Fraser Public Schools 568
Lake Shore Public Schools 0
Lakeview Public Schools 2
L'Anse Creuse Public Schools 706
Mt. Clemens Community Schools 0
New Haven Community Schools 0
Richmond Community Schools 0
Romeo Community Schools NA
Roseville Community Schools NA
South Lake Schools 345 PD
Utica Community Schools 0
Van Dyke Public Schools 400
Warren Consolidated Schools 487 PD
Warren Woods Public Schools 322
NA=Not Available0=No Students Enrolled
PD=Partial Data
Page 1 of 1
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 19
Macomb County School Districts
Summary ofStudent Enrollment by Articulated Courses:
2000-01
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Center Line Public Schools
Manufacturing Tech. I17
6871/72
Trade & Industry Co-Op1
6883/84
Early Childhood Dev Teach. Educ. II 6
6853/54
Early Childhood Dev Teach. Educ. I 8
6851/52
Drafting/Auto CAD16
6725/26
Manufacturing Tech. II5
6873/74
Total Number of Students Enrolled: 53
Clintondale Community Schools
Intro to Processing25
999999
Into to Computers150
999991
Commercial Foods33
999992
T & I Co-op3
999993
Total Number of Students Enrolled: 211
Page 1 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
20 - Data Book
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
East Detroit Public Schools
Electronics III, IV, V, VI23
Electronics Engineering Technology
4062
Health Occupations III & IV19
Health Occupations4150
Health Occupations I & II19
Health Occupations4142
Marketing III & IV9
Marketing0150
Marketing I & II, Shamrock Shoppe 33
Marketing0112
Marketing I & II19
Marketing0100
Machine Shop I & II33
Ind. Tech. Manufacturing Technology
4100
Intro to computers308
Computer Information Systems9805
Electronics I & II32
Electronics Engineering Technology
4050
Drafting I & II19
Drafting4080
Culinary Arts III & IV7
Culinary Arts3112
Culinary Arts I & II23
Culinary Arts3102
Advanced Computers105
Computer Information Systems9815
Business Application & Technology 10
Business Information Systems0070
Page 2 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 21
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
East Detroit Public Schools
Accounting I & II44
Accounting0120
Machine Shop II & III13
Ind. Tech. Manufacturing Technology
4112
Accounting III & IV14
Accounting0132
Total Number of Students Enrolled: 730
Fitzgerald Public Schools
Accounting64
ACC 101 Accounting411601-2
Business Info SysNA
INF 111 Micro Office Suite416931-2
Drafting24
ATD 195 Drafting416300
Industrial Co-op3
ATD 196 Industrial Co-op416883
Marketing25
MGT 101 Marketing416939
Visual ImagingNA
GRC 101 Visual Imaging I416965
Public Speaking118
SPR 201 Public Speaking412410
Algebra I & II115
A 101 Algebra414040
English Composition18
A 106 Composition I412323
Business Law29
Law 211 Business Law411650
Page 3 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
22 - Data Book
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Fitzgerald Public Schools
Construction Technology50
ACT 101 Construction Technology I416809
Auto Tech62
A-100-A101
Auto Tech416801-6
Total Number of Students Enrolled: 508
Fraser Public Schools
Spanish I & II218
SPN 145 Conv. Spanish0911/0921
German I & II47
GER 148 Conv. German0961/0963
Marketing I & II141
MKT 280 Marketing4360/4362
Com Foods77
CUL 105 Culinary Techniques6241
Allied Health36
Pending5621
Bake Shop49
CUL 134 Production Baking6231
Total Number of Students Enrolled: 568
Lakeview Public Schools
Advanced Calculus2
MTH 176 Analytic Geometry and Calculus I4555
Total Number of Students Enrolled: 2
L'Anse Creuse Public Schools
Office Technology23
ACC 109 Accounting973
Health Occupation II35
CCHS 101948
Page 4 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 23
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
L'Anse Creuse Public Schools
Web Design67
Web 111 Internet Communication975
Visual Imaging Technology27
918
Auto Body43
900
Auto Mechanics48
904
Construction Technology38
BCTM 213 Wood & Steel Framing908
Childcare53
ECH 111 Early Childhood912
Manufacturing Technology40
965
Computer Information Systems38
CIS 106 Basic Operating Systems917
Drafting Technology63
DST 111 Drafting Practices969
Electronics Technology62
EET 110 Intro to Electronics932
Commercial Foods44
935
Agriscience71
960
Law Enforcement54
Law 110 Criminal Justice915
Total Number of Students Enrolled: 706
Page 5 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
24 - Data Book
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Roseville Community Schools
Data Not AvailableNA
999999
Total Number of Students Enrolled: 0
South Lake Schools
Automotive Mechanics 2A23
Aut 100 Auto Technology6321
Hosp. & Culinary Arts 1A25
CUL 105 Culinary Technologies7141
Automotive Mechanics IB31
Aut 100 Auto Technology6222
Automotive Mechanics 2B23
Aut 101 Auto Technology6322
Hosp. & Culinary Arts 2A41
CUL 135 Production Baking7146
Hosp. & Culinary Arts 1B25
CUL 105 Culinary Technologies7142
Hosp. & Culinary Arts 2B41
CUL 135 Production Baking7147
Keyboarding & Bus. Format48
BIS 160 MS Word For Off. Prof I4111
Word-processing for Prof I38
BIS 161 MS Word For Off. Prof II4131
Excel/Access/PowerPoint19
BIS 162 MS Excel for Off. Prof4133
Prof. PresentationsNA
BIS 164 MS PowerPoint For Off. Prof4135
Automotive Mechanics IA31
Aut 100 Auto Technology6221
Total Number of Students Enrolled: 345
Page 6 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 25
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Van Dyke Public Schools
Hosp/Food Service I16
6827/28
Marketing I48
6939/40
Electronics I/II2
6847/48/49/50
Early Child. II4
6853/54
Early Child. I10
6851/52
Drafting III CAD22
6819/20
Nutrition/Foods for Fitness89
6910
Store Management/Operations30
6945/46
Hosp/Food Service II47
6829/30
Marketing II9
6941/42
Accounting II12
6923/24
Accounting I48
6921/22
Advanced Foods62
6831/32
Trade & Ind Co-Op1
6883/84
Total Number of Students Enrolled: 400
Page 7 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
26 - Data Book
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Warren Consolidated Schools
Commerical Art/Visual Imaging Tech. 27
GCA 101 Perspective9041/9541
Hospitality & Food Service29
CUL 131 Culinary Practices9091/9591
Child CareNA
ECE 101 Intro to Early Childhood Educ.9531
Landscape Technology9
HORT 296 (Course Title Not Listed)9131-9631
Vocational Drafting/w CAD II14
DST 111 Drafting Practices9561
Vocational Drafting/w CAD22
DST 110 Preprogram Requirement9061
Electronic Service Tech & Electronic Equp. & Computer Services
44ECS 111 Electrical Systems9071/9571
Introduction to Marketing & Management 23
MKT 101 Principles of Marketing7412/7420
Automotive Technology 1 & II61
AUTO 111 Manual Transmissions and Drives6360/6560
Automotive Technology II41
AUT 101 Automotive Electronic Systems6560
Automotive Technology I20
AUT 100 Automotive Systems6360
Machine Technology I & II30
COR 105 Introduction to Machine Tech.9171/9671
Admin. Office Specialist/Medical Office Specialist/Legal Office Specialist
41INF 112 Word Processing9161/9151/9
141
Medical Careers64
CCHS 103 Clinical Skills for Health Care Providers
9221/9721
Page 8 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 27
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Warren Consolidated Schools
Computer Information Systems62
CIS 101 Computer Information Processing Principles
9051/9551
Total Number of Students Enrolled: 487
Warren Woods Public Schools
Hosp/Food Serv. I63
6827/28
Marketing II29
6941/42
Marketing I77
6939/40
Trade & Ind. Co-Op5
6883/84
Electronics I/II15
6847/48/49/50
Early Child. II12
6853/54
Early Child. I18
6851/52
Store Mgmt.34
6945/46
Hosp/Food Serv. II67
6829/30
Drafting II/CAD2
6817/18
Total Number of Students Enrolled: 322
Page 9 of 9
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
28 - Data Book
Summary of Academic Credit for CTE Classes by District
Macomb County School Districts
CTE Course Number CTE Course NameAcademic ContentArea
Armada Area School
V6270-72 Emergency Medical Services Data Not Available
V6200 Vocational Exploration Data Not Available
V6201/V6202 Video Production Data Not Available
V6210-12/V6220-22 Automotive Technology Data Not Available
V6230-32/V6241-42 Building Trade Block Data Not Available
V6240 Mech Design Technology Data Not Available
V6260-62 Machine Tooling Technology Data Not Available
V6280-92 Trade & Industry/Business/Office Co-Op Data Not Available
V6250-52 Electronics Technology Data Not Available
Fraser Public Schools
5831 Landscape Tech Science
5810 Horology Fine Arts
5790 Graphics II Science
5770 Floral Design II Fine Arts/Math
5751 Commercial Art II Fine Arts/Math
5740 Child Care & Guidance Fine Arts/Social Studies
5720 Building Trades II Math/Science
Lake Shore Public Schools
5041 & 5061 Cosmetology 1 & 2 Chemistry
5081 Childcare Psychology
5011 Dental Assistant I Health
Page 1 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 29
CTE Course Number CTE Course NameAcademic ContentArea
Lake Shore Public Schools
5231 Allied Health Technology Health
5021 Dental Assistant II Health
2951 & 4951 Graphics Communication Technology Communication
3931 & 4931 Drafting & Design Industrial Technology
3911 & 4911 Manufacturing & Industry Math/Science
Lakeview Public Schools
9060 and 9070 Childcare Health
L'Anse Creuse Public Schools
965 Manufacture Math
969 Drafting Math
948 Health Occupations Science
908 Construction Math
932 Electronic Math or Science
960 Agriscience Science
935 Commercial Foods Science
New Haven Community Schools
9917/9918 Health Occupations Science
7102 Accounting Math
Utica Community Schools
V010 Health Occupation Science
V030 Nurse Assistant Science
Warren Consolidated Schools
9111 Graphics/Print Technology Science
9131 Landscape Technology Sceince
Page 2 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
30 - Data Book
CTE Course Number CTE Course NameAcademic ContentArea
Warren Consolidated Schools
9071 Electronics Science
9061 Drafting Technology Science
9191 Dental Careers Science/Health
9051 Computer Information Systems Science
9221 Medical Careers Science/Health
9171 Machine Technology Science
Page 3 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 31
Macomb County School Districts
Summary of Advanced Placement Classes by District:
2000-01AP Course NameAP Course Number
Armada Area SchoolS4082 AP History
V6320 AP Art
E0200 AP English
Center Line Public Schools1257 AP English I
1440 AP Spanish II (Ind. Study)
2151 AP Calculus II
2161 AP Calculus III
3075 AP Chemistry
3076 AP Chemistry
1438 AP Spanish
1437 AP Spanish
1439 AP Spanish I (Ind. Study)
1258 AP English II
Chippewa Valley Public Schools7221/7222 AP Chemistry
8231/8232 AP Government
2605/2606 AP English
2601/2602 AP English Literature & Composition
2590/2591 AP English Language & Composition & American History
7201/7202 AP Biology
8501/8502 AP American History
East Detroit Public Schools8275/8276 AP Chemistry
1255/1256 AP English
8325/8326 AP Biology
2165/2166 AP Studio Art
6255/6266 AP Calculus
Fitzgerald Public Schools412224 AP English
Page 1 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
32 - Data Book
AP Course NameAP Course Number412223 AP Calculus
Fraser Public Schools3351 AP Chemistry
0411 AP Senior Comp
1133 AP American History
3461 AP Biology
Lake Shore Public Schools4343 AP Government
4242 AP Calculus
4101 AP Seminar in World Fution
Lakeview Public Schools4555 AP Calculus
7040 AP U.S. History
L'Anse Creuse Public Schools835 AP Studio Art
370 AP Calculus
213 AP Art History
216 AP U.S. History
166 AP Literature
Mt. Clemens Community SchoolsBO0412 AP English
C1652 AP U.S. History
Roseville Community Schools2060-2061 AP U.S. History
9032-9033 AP English Literature & Composition
4141-4142 AP Biology
South Lake Schools2480 AP Government
150 AP Language 1
151 AP Language 2
0331 AP Literature 1
0332 AP Literature 2
Utica Community SchoolsC191 AP U.S. Government
B090 AP English
C192 AP Comparative Government
C200 AP Western Civilization
C130 AP U.S. History
Page 2 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 33
AP Course NameAP Course NumberD240 AP Physics
D040 AP Biology
E161 AP Calculus
L017 AP Art History 2 Renaissance-Contemporary
L013 AP Art History 1 Prehistoric Gothic
D160 AP Chemistry
Van Dyke Public Schools999991 AP Calculus
999999 AP Chemistry
999992 AP Physics
Warren Consolidated Schools5161/5162 AP Music Theory
2501 AP Government
1730 AP Calculus
3180 AP Chemistry
0400 AP Composition
2015/2016 AP American History
2530 AP Psychology
Warren Woods Public Schools000 AP English
Page 3 of 3
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
34 - Data Book
Virtual High School: 2000-01Macomb County School Districts
District Name Registered with the Michigan Virtual High School?
Armada Area School Yes
Center Line Public Schools No
Chippewa Valley Public Schools Yes
Clintondale Community Schools Yes
East Detroit Public Schools No
Fitzgerald Public Schools In Process
Fraser Public Schools In Process
Lake Shore Public Schools In Process
Lakeview Public Schools Yes
L'Anse Creuse Public Schools Yes
Mt. Clemens Community Schools Yes
New Haven Community Schools No
Richmond Community Schools Yes
Roseville Community Schools No
South Lake Schools Yes
Utica Community Schools No
Van Dyke Public Schools Yes
Warren Consolidated Schools No
Warren Woods Public Schools No
Page 1 of 1
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 35
DISTRICT INFORMATION: 2000-01Anchor Bay School District
County Macomb Total Enrollment 5357
High School Enrollment 990 High School Grades 10-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not AvailableData Not AvailableSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Page 1 of 1○ ○ ○ ○ ○ ○ ○ ○ ○ ○
36 - Data Book
DISTRICT INFORMATION: 2000-01Armada Area School
County Macomb Total Enrollment 1783
High School Enrollment 554 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course NumberE0200 AP English
V6320 AP Art
S4082 AP History
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
V6280-92 Trade & Industry/Business/Office Co-Op Data Not Available
V6270-72 Emergency Medical Services Data Not Available
V6260-62 Machine Tooling Technology Data Not Available
V6250-52 Electronics Technology Data Not Available
V6240 Mech Design Technology Data Not Available
V6230-32/V6241-42 Building Trade Block Data Not Available
V6210-12/V6220-22 Automotive Technology Data Not Available
V6201/V6202 Video Production Data Not Available
V6200 Vocational Exploration Data Not Available
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Industrial Co-Operative Education X
Culinary Arts X
Automotive Technology X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 37
DISTRICT INFORMATION: 2000-01Armada Area School
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
No
Yes
NoYesSchool Offer Dual Enrollment?
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
38 - Data Book
DISTRICT INFORMATION: 2000-01Center Line Public Schools
County Macomb Total Enrollment 2690
High School Enrollment 760 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
No
Yes
Advanced Placement Courses
AP Course NameAP Course Number1257 AP English I
1258 AP English II
1437 AP Spanish
1438 AP Spanish
1439 AP Spanish I (Ind. Study)
1440 AP Spanish II (Ind. Study)
2151 AP Calculus II
2161 AP Calculus III
3075 AP Chemistry
3076 AP Chemistry
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Manufacturing Technology X
Industrial Co-Operative Education X
Electronic Communications Service X
Early Childhood Care X
Drafting/Computer Graphics X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 39
DISTRICT INFORMATION: 2000-01Center Line Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
Yes
No
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Drafting/Auto CAD16
6725/26
Early Childhood Dev Teach. Educ. I8
6851/52
Early Childhood Dev Teach. Educ. II6
6853/54
Manufacturing Tech. I17
6871/72
Manufacturing Tech. II5
6873/74
Trade & Industry Co-Op1
6883/84
Total Number of Students Enrolled: 53
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Intermediate French 2
Argumentation and Debate 1
Elementary Spanish 1
Astronomy 1
Intro. Psychology 1
Composition I 1
Institution Total: 7
Total Number of Dual Enrolled Students: 7
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
40 - Data Book
DISTRICT INFORMATION: 2000-01Chippewa Valley Public Schools
County Macomb Total Enrollment 11864
High School Enrollment 3374 High School Grades 9-12
# of high schools within district
2
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
No
Yes
Advanced Placement Courses
AP Course NameAP Course Number2590/2591 AP English Language & Composition & American History
2601/2602 AP English Literature & Composition
7201/7202 AP Biology
7221/7222 AP Chemistry
8231/8232 AP Government
2605/2606 AP English
8501/8502 AP American History
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Medical X
Marketing X
Manufacturing Technology X X
Graphic and Commercial Art X
Early Childhood Care X X
Drafting/Computer Graphics X
Culinary Arts X X
Business Information Systems X X X
Automotive Technology X X
Accounting X X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 41
DISTRICT INFORMATION: 2000-01Chippewa Valley Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
No
Yes
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Data Not Available 50
Institution Total: 50
Total Number of Dual Enrolled Students: 50
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
42 - Data Book
DISTRICT INFORMATION: 2000-01Clintondale Community Schools
County Macomb Total Enrollment 2652
High School Enrollment 696 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
No
No
Yes
Yes
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X X
Industrial Co-Operative Education X
Early Childhood Care X
Culinary Arts X
Computer Information Systems X X
Business Information Systems X X
Accounting X X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 43
DISTRICT INFORMATION: 2000-01Clintondale Community Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
Yes
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Into to Computers150
999991
Commercial Foods33
999992
T & I Co-op3
999993
Intro to Processing25
999999
Total Number of Students Enrolled: 211
Dual Enrollment
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Resource Development 16
Institution Total: 16
Total Number of Dual Enrolled Students: 16
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
44 - Data Book
DISTRICT INFORMATION: 2000-01East Detroit Public Schools
County Macomb Total Enrollment 6730
High School Enrollment 1878 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
No
Yes
Advanced Placement Courses
AP Course NameAP Course Number1255/1256 AP English
2165/2166 AP Studio Art
6255/6266 AP Calculus
8325/8326 AP Biology
8275/8276 AP Chemistry
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X X X X
Industrial Tech. Manufacturing Tech. X X
Health Occupations X
Electronic Engineering Technology X X
Electronic Communications Service X X
Early Childhood Care X X X
Drafting/Computer Graphics X X X
Culinary Arts X X
Computer Information Systems X X X
Business Information Systems X X X
Automotive Technology X X
Accounting X X X X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 45
DISTRICT INFORMATION: 2000-01East Detroit Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Articulated Courses
Yes
Yes
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Business Application & Technology10
Business Information Systems0070
Marketing I & II19
Marketing0100
Marketing I & II, Shamrock Shoppe33
Marketing0112
Accounting I & II44
Accounting0120
Accounting III & IV14
Accounting0132
Marketing III & IV9
Marketing0150
Culinary Arts I & II23
Culinary Arts3102
Culinary Arts III & IV7
Culinary Arts3112
Electronics I & II32
Electronics Engineering Technology4050
Electronics III, IV, V, VI23
Electronics Engineering Technology4062
Drafting I & II19
Drafting4080
Machine Shop I & II33
Ind. Tech. Manufacturing Technology4100
Machine Shop II & III13
Ind. Tech. Manufacturing Technology4112
Health Occupations I & II19
Health Occupations4142
Health Occupations III & IV19
Health Occupations4150
Intro to computers308
Computer Information Systems9805
Advanced Computers105
Computer Information Systems9815
Total Number of Students Enrolled: 730
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
46 - Data Book
DISTRICT INFORMATION: 2000-01East Detroit Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
No
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Shop Arithmetic 1
Engineering 1
Institution Total: 2
Total Number of Dual Enrolled Students: 2
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 47
DISTRICT INFORMATION: 2000-01Fitzgerald Public Schools
County Macomb Total Enrollment 3098
High School Enrollment 938 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
No
Yes
Advanced Placement Courses
AP Course NameAP Course Number412223 AP Calculus
412224 AP English
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Electronic Engineering Technology X
Algebra X
Automotive Technology X X
Broadcasting P
Business Information Systems X X X X
Business Law X
Computer Information Systems P X X
Construction X
Drafting/Computer Graphics X X X
Accounting X X X
Electronic Communications Service X
Visual Imaging X
English Composition X X
Industrial Co-Operative Education X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
48 - Data Book
DISTRICT INFORMATION: 2000-01Fitzgerald Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Articulated Courses
Yes
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Industrial Tech. Manufacturing Tech. X
Manufacturing Craft Apprenticeship X
Manufacturing Technology X
Marketing X X
Medical Assistant P
Video Production P
Early Childhood Care X
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Accounting64
ACC 101 Accounting411601-2
Business Law29
Law 211 Business Law411650
English Composition18
A 106 Composition I412323
Public Speaking118
SPR 201 Public Speaking412410
Algebra I & II115
A 101 Algebra414040
Drafting24
ATD 195 Drafting416300
Auto Tech62
A-100-A1 Auto Tech416801-6
Construction Technology50
ACT 101 Construction Technology I416809
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 49
DISTRICT INFORMATION: 2000-01Fitzgerald Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
In Process
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Industrial Co-op3
ATD 196 Industrial Co-op416883
Business Info SysNA
INF 111 Micro Office Suite416931-2
Marketing25
MGT 101 Marketing416939
Visual Imaging0
GRC 101 Visual Imaging I416965
Total Number of Students Enrolled: 508
Dual Enrollment
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Study Skills 34
Institution Total: 34
Total Number of Dual Enrolled Students: 34
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
50 - Data Book
DISTRICT INFORMATION: 2000-01Fraser Public Schools
County Macomb Total Enrollment 4625
High School Enrollment 1416 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number1133 AP American History
3351 AP Chemistry
3461 AP Biology
0411 AP Senior Comp
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
5831 Landscape Tech Science
5810 Horology Fine Arts
5790 Graphics II Science
5770 Floral Design II Fine Arts/Math
5751 Commercial Art II Fine Arts/Math
5740 Child Care & Guidance Fine Arts/Social Studies
5720 Building Trades II Math/Science
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X
Foreign Language X
Electronic Communications Service X
Drafting/Computer Graphics X
Culinary Arts X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 51
DISTRICT INFORMATION: 2000-01Fraser Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
Yes
In Process
YesYesSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Business Information Systems X
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Spanish I & II218
SPN 145 Conv. Spanish0911/0921
German I & II47
GER 148 Conv. German0961/0963
Marketing I & II141
MKT 280 Marketing4360/4362
Allied Health36
Pending5621
Bake Shop49
CUL 134 Production Baking6231
Com Foods77
CUL 105 Culinary Techniques6241
Total Number of Students Enrolled: 568
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
52 - Data Book
DISTRICT INFORMATION: 2000-01Fraser Public Schools
Dual Enrollment
Course Name # of Students
Baker CollegePost-Secondary Institution:
Medical Terminology 1
Institution Total: 1
Course Name # of Students
Davenport UniversityPost-Secondary Institution:
Social Diversity 20
Resource Dev. Class 25
Institution Total: 45
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Intro to Psych- PSY 101 1
Wellness Aerobics-PED 203 1
Self Defense-PEDA 151 1
Intro to Phil-PHI 201 1
European History- HIS 120 1
Principles of Econ I- Eco. 116 1
CIS 101 LP 2
Human Relations- PSY 101 1
Criminal Justice- LW 110 1
Music 105 1
Institution Total: 11
Total Number of Dual Enrolled Students: 57
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 53
DISTRICT INFORMATION: 2000-01Lake Shore Public Schools
County Macomb Total Enrollment 3087
High School Enrollment 947 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number4101 AP Seminar in World Fution
4242 AP Calculus
4343 AP Government
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
3931 & 4931 Drafting & Design Industrial Technology
2951 & 4951 Graphics Communication Technology Communication
3911 & 4911 Manufacturing & Industry Math/Science
5081 Childcare Psychology
5041 & 5061 Cosmetology 1 & 2 Chemistry
5231 Allied Health Technology Health
5021 Dental Assistant II Health
5011 Dental Assistant I Health
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Industrial Tech. Manufacturing Tech. X
Health Occupations X
Drafting/Computer Graphics X
Business Information Systems X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
54 - Data Book
DISTRICT INFORMATION: 2000-01Lake Shore Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
No
In Process
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
C++ Programming 2
French 1
Intro to the Arts 1
Personal Finance 1
Intro to Anthropology 2
Institution Total: 7
Course Name # of Students
Wayne State UniversityPost-Secondary Institution:
Merchandise Information 1
Institution Total: 1
Total Number of Dual Enrolled Students: 8
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 55
DISTRICT INFORMATION: 2000-01Lakeview Public Schools
County Macomb Total Enrollment 2762
High School Enrollment 914 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
Yes
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number4555 AP Calculus
7040 AP U.S. History
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
9060 and 9070 Childcare Health
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Engineering Drafting P
Early Childhood Care P X
Calculus X
Architectural Drafting P
Accounting P
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
56 - Data Book
DISTRICT INFORMATION: 2000-01Lakeview Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
Yes
YesYesSchool Offer Dual Enrollment?
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Advanced Calculus2
MTH 176 Analytic Geometry and Calculus I4555
Total Number of Students Enrolled: 2
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
CIS 151 Netprep Local Area Networks 1
GER 127 German 1
SPN 127 Spanish 2
MTH 177 Analytic Geometry & Calculus II 2
SPN 236 Intermediate Spanish 1
HIS 231 History of U.S. 1865 to Present 2
ENG 118 Communications I 2
MTH 176 Analytic Geometry & Calculus I 1
ITA 126 Italian 1
CIS 150 Netprep Intro to Networking 1
CIS 152 Netprep Wide Area Networks 1
CIS 153 Netprep TCP/IP & Networking Architecture 1
CIS 101 Computer & Information Processing 1
ART 220 Jewel and Metalwork 1
MUS 180 Music Theory I 1
MUS 180 Music Theory II 1
MUS 180 Applied Music-Voice 1
MUS 126 Piano I 1
GCA 106 Photography I 2
Institution Total: 24
Total Number of Dual Enrolled Students: 24
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 57
DISTRICT INFORMATION: 2000-01L'Anse Creuse Public Schools
County Macomb Total Enrollment 10541
High School Enrollment 2958 High School Grades 9-12
# of high schools within district
2
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number166 AP Literature
835 AP Studio Art
370 AP Calculus
213 AP Art History
216 AP U.S. History
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
969 Drafting Math
948 Health Occupations Science
935 Commercial Foods Science
908 Construction Math
965 Manufacture Math
960 Agriscience Science
932 Electronic Math or Science
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Electronic Communications Service X X
Agriscience X X
Automotive Technology X X
Business Co-op X
Page 1 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
58 - Data Book
DISTRICT INFORMATION: 2000-01L'Anse Creuse Public Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Articulated Courses
Yes
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Business Information Systems X X X X
Computer Information Systems X X X X
Construction X
Culinary Arts X X
Accounting X X X
Early Childhood Care X X X
Web Design X X X
Graphic and Commercial Art X
Health Occupations X X
Industrial Co-Operative Education X
Law Enforcement X X X
Manufacturing Craft Apprenticeship X
Manufacturing Technology X X
Marketing X
Drafting/Computer Graphics X X X
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Auto Body43
900
Auto Mechanics48
904
Construction Technology38
BCTM 213 Wood & Steel Framing908
Page 2 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 59
DISTRICT INFORMATION: 2000-01L'Anse Creuse Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
Yes
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Childcare53
ECH 111 Early Childhood912
Law Enforcement54
Law 110 Criminal Justice915
Computer Information Systems38
CIS 106 Basic Operating Systems917
Visual Imaging Technology27
918
Electronics Technology62
EET 110 Intro to Electronics932
Commercial Foods44
935
Health Occupation II35
CCHS 101948
Agriscience71
960
Manufacturing Technology40
965
Drafting Technology63
DST 111 Drafting Practices969
Office Technology23
ACC 109 Accounting973
Web Design67
Web 111 Internet Communication975
Total Number of Students Enrolled: 706
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
PSY 101 1
CIS 253 1
PHI 1
GEI 114 1
Page 3 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
60 - Data Book
DISTRICT INFORMATION: 2000-01L'Anse Creuse Public Schools
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Law 236 1
SPN 236 1
Law 110 1
CIS 101 2
Institution Total: 9
Total Number of Dual Enrolled Students: 9
Page 4 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 61
DISTRICT INFORMATION: 2000-01Mt. Clemens Community Schools
County Macomb Total Enrollment 3556
High School Enrollment 590 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
No
Yes
Advanced Placement Courses
AP Course NameAP Course NumberBO0412 AP English
C1652 AP U.S. History
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing P
Manufacturing Technology P
Industrial Tech. Manufacturing Tech. P
Industrial Co-Operative Education P
Graphic and Commercial Art P
Electronic Engineering Technology P
Electronic Communications Service P
Early Childhood Care P
Drafting/Computer Graphics P
Culinary Arts P
Computer Information Systems P
Business Information Systems P
Automotive Technology P
Applied Technology P
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
62 - Data Book
DISTRICT INFORMATION: 2000-01Mt. Clemens Community Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
No
Yes
YesYesSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Accounting P
Dual Enrollment
Course Name # of Students
Baker CollegePost-Secondary Institution:
Accounting 101 1
Communications I 1
PSY 101 Human Relations 1
Visual Comp. Plus Programming 1
Computer, CIS (303A) 1
Institution Total: 5
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Child Growth & Development 1
Institution Total: 1
Total Number of Dual Enrolled Students: 6
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 63
DISTRICT INFORMATION: 2000-01New Haven Community Schools
County Macomb Total Enrollment 1112
High School Enrollment 322 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
No
Yes
Yes
Yes
No
No
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
9917/9918 Health Occupations Science
7102 Accounting Math
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Health Occupations P
Automotive Technology X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
64 - Data Book
DISTRICT INFORMATION: 2000-01New Haven Community Schools
If yes, did any students enroll in dual enrollment program?
NoYesSchool Offer Dual Enrollment?
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 65
DISTRICT INFORMATION: 2000-01Richmond Community Schools
County Macomb Total Enrollment 1917
High School Enrollment 668 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Yes
No
Yes
Yes
No
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Law Enforcement X
Industrial Tech. Manufacturing Tech. X
Industrial Co-Operative Education X
Early Childhood Care X
Drafting/Computer Graphics X
Culinary Arts X
Computer Information Systems X
Business Information Systems X
Automotive Technology X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
66 - Data Book
DISTRICT INFORMATION: 2000-01Richmond Community Schools
If yes, did any students enroll in dual enrollment program?
Dual Enrollment
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
LCCPost-Secondary Institution:
English NA
College Math NA
Sociology NA
Writing NA
Institution Total: 0
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Blue Prints NA
Psychology NA
Religion NA
Geography NA
Institution Total: 0
Course Name # of Students
Oakland UniversityPost-Secondary Institution:
Psychology NA
English NA
Linguistics NA
Institution Total: 0
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Mechanical Reading NA
German NA
Drafting NA
Voice NA
Music Appreciation NA
Institution Total: 0
Total Number of Dual Enrolled Students: 0
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 67
DISTRICT INFORMATION: 2000-01Romeo Community Schools
County Macomb Total Enrollment 5181
High School Enrollment 1505 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not Available
Data Not AvailableData Not AvailableSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Page 1 of 1○ ○ ○ ○ ○ ○ ○ ○ ○ ○
68 - Data Book
DISTRICT INFORMATION: 2000-01Roseville Community Schools
County Macomb Total Enrollment 6111
High School Enrollment 1244 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number9032-9033 AP English Literature & Composition
4141-4142 AP Biology
2060-2061 AP U.S. History
Programs
Aligned ProgramsB
aker Co
llege
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Electronic Communications Service X
AP Biology P
Applied Technology P
Automotive Technology X P
Building Trade X
Business Information Systems P P P P
Childcare P
Accounting P P P
Culinary Arts X
Spanish I & II P
Electronic Engineering Technology X
Industrial Co-Operative Education P
Keyboarding I & II P P P
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 69
DISTRICT INFORMATION: 2000-01Roseville Community Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
Yes
No
YesYesSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Law Enforcement P
Manufacturing Technology X
Marketing P
Computer Information Systems P P P P
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Data Not AvailableNA
999999
Total Number of Students Enrolled: 0
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Data Not Available 19
Institution Total: 19
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
70 - Data Book
DISTRICT INFORMATION: 2000-01Roseville Community Schools
Dual Enrollment
Course Name # of Students
Wayne State UniversityPost-Secondary Institution:
Data Not Available 1
Institution Total: 1
Course Name # of Students
Detroit College of BusinessPost-Secondary Institution:
Data Not Available 13
Institution Total: 13
Total Number of Dual Enrolled Students: 33
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 71
DISTRICT INFORMATION: 2000-01South Lake Schools
County Macomb Total Enrollment 2248
High School Enrollment 760 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
No
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number150 AP Language 1
151 AP Language 2
0331 AP Literature 1
0332 AP Literature 2
2480 AP Government
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Culinary Arts X
Business Information Systems X P X
Automotive Technology X X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
72 - Data Book
DISTRICT INFORMATION: 2000-01South Lake Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
Yes
YesYesSchool Offer Dual Enrollment?
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
Keyboarding & Bus. Format48
BIS 160 MS Word For Off. Prof I4111
Word-processing for Prof I38
BIS 161 MS Word For Off. Prof II4131
Excel/Access/PowerPoint19
BIS 162 MS Excel for Off. Prof4133
Prof. Presentations0
BIS 164 MS PowerPoint For Off. Prof4135
Automotive Mechanics IA31
Aut 100 Auto Technology6221
Automotive Mechanics IB31
Aut 100 Auto Technology6222
Automotive Mechanics 2A23
Aut 100 Auto Technology6321
Automotive Mechanics 2B23
Aut 101 Auto Technology6322
Hosp. & Culinary Arts 1A25
CUL 105 Culinary Technologies7141
Hosp. & Culinary Arts 1B25
CUL 105 Culinary Technologies7142
Hosp. & Culinary Arts 2A41
CUL 135 Production Baking7146
Hosp. & Culinary Arts 2B41
CUL 135 Production Baking7147
Total Number of Students Enrolled: 345
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
History of American Film 1
Algebra 1
Philosophy 1
English 1
Speech 1
Humanities 1
History 231 1
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 73
DISTRICT INFORMATION: 2000-01South Lake Schools
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Astromony 104 1
Psychology 101 1
Film as Art 2
Communications 1
Institution Total: 12
Total Number of Dual Enrolled Students: 12
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
74 - Data Book
DISTRICT INFORMATION: 2000-01Utica Community Schools
County Macomb Total Enrollment 26925
High School Enrollment 6326 High School Grades 10-12
# of high schools within district
4
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course NumberB090 AP English
L013 AP Art History 1 Prehistoric Gothic
L017 AP Art History 2 Renaissance-Contemporary
E161 AP Calculus
D040 AP Biology
D160 AP Chemistry
D240 AP Physics
C130 AP U.S. History
C200 AP Western Civilization
C191 AP U.S. Government
C192 AP Comparative Government
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
V030 Nurse Assistant Science
V010 Health Occupation Science
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Law Enforcement X
Health Occupations P
Graphic and Commercial Art P
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 75
DISTRICT INFORMATION: 2000-01Utica Community Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Yes
No
No
YesYesSchool Offer Dual Enrollment?
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Early Childhood Care P
Drafting/Computer Graphics X
Culinary Arts X
Cisco Networking Academy X
Business Information Systems X P
Automotive Technology X
Dual Enrollment
Course Name # of Students
Baker CollegePost-Secondary Institution:
PSY101 1
Institution Total: 1
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
FRE237 AC 1
HIS230 AJ, HIS231 AQ 1
ACC108 2
MTH177 1
MTH176 1
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
76 - Data Book
DISTRICT INFORMATION: 2000-01Utica Community Schools
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
CIS101 1
NSC131 1
ECS265, ECS266 2
ECO117 1
PSC100 1
ITA126E 1
PSY221 1
SOC101 1
PSY250 2
ITA237 1
Institution Total: 18
Course Name # of Students
Oakland UniversityPost-Secondary Institution:
THA110 3
Institution Total: 3
Total Number of Dual Enrolled Students: 22
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 77
DISTRICT INFORMATION: 2000-01Van Dyke Public Schools
County Macomb Total Enrollment 4408
High School Enrollment 974 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
No
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number999999 AP Chemistry
999991 AP Calculus
999992 AP Physics
Programs
Aligned ProgramsB
aker Co
llege
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X
Industrial Co-Operative Education X
Electronic Communications Service X
Early Childhood Care X
Drafting/Computer Graphics X
Culinary Arts X
Accounting X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
78 - Data Book
DISTRICT INFORMATION: 2000-01Van Dyke Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
Yes
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Drafting III CAD22
6819/20
Hosp/Food Service I16
6827/28
Hosp/Food Service II47
6829/30
Advanced Foods62
6831/32
Electronics I/II2
6847/48/49/50
Early Child. I10
6851/52
Early Child. II4
6853/54
Trade & Ind Co-Op1
6883/84
Nutrition/Foods for Fitness89
6910
Accounting I48
6921/22
Accounting II12
6923/24
Marketing I48
6939/40
Marketing II9
6941/42
Store Management/Operations30
6945/46
Total Number of Students Enrolled: 400
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Advanced Science 3
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 79
DISTRICT INFORMATION: 2000-01Van Dyke Public Schools
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Advanced Mathematics 3
Institution Total: 6
Total Number of Dual Enrolled Students: 6
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
80 - Data Book
DISTRICT INFORMATION: 2000-01Warren Consolidated Schools
County Macomb Total Enrollment 14260
High School Enrollment 4251 High School Grades 9-12
# of high schools within district
3
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number2530 AP Psychology
2501 AP Government
1730 AP Calculus
3180 AP Chemistry
0400 AP Composition
2015/2016 AP American History
5161/5162 AP Music Theory
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content
9221 Medical Careers Science/Health
9171 Machine Technology Science
9131 Landscape Technology Sceince
9111 Graphics/Print Technology Science
9071 Electronics Science
9061 Drafting Technology Science
9191 Dental Careers Science/Health
9051 Computer Information Systems Science
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Office Secretarial X X X
Marketing X X
Page 1 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 81
DISTRICT INFORMATION: 2000-01Warren Consolidated Schools
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Articulated Courses
Yes
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Industrial Tech. Manufacturing Tech. X X
Graphic and Commercial Art X P X
Electronic Engineering Technology X
Electronic Communications Service X X
Early Childhood Care X X
Drafting/Computer Graphics X X
Culinary Arts X X
Computer Information Systems X X X
Automotive Technology X
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Automotive Technology I20
AUT 100 Automotive Systems6360
Automotive Technology 1 & II61
AUTO 111 Manual Transmissions and Drives6360/6560
Automotive Technology II41
AUT 101 Automotive Electronic Systems6560
Introduction to Marketing & Management 23
MKT 101 Principles of Marketing7412/7420
Commerical Art/Visual Imaging Tech.27
GCA 101 Perspective9041/9541
Computer Information Systems62
CIS 101 Computer Information Processing Principles
9051/9551
Vocational Drafting/w CAD22
DST 110 Preprogram Requirement9061
Page 2 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
82 - Data Book
DISTRICT INFORMATION: 2000-01Warren Consolidated Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
No
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Electronic Service Tech & Electronic Equp. & Computer Services 44
ECS 111 Electrical Systems9071/9571
Hospitality & Food Service29
CUL 131 Culinary Practices9091/9591
Landscape Technology9
HORT 296 (Course Title Not Listed)9131-9631
Admin. Office Specialist/Medical Office Specialist/Legal Office 41
INF 112 Word Processing9161/9151/9141
Machine Technology I & II30
COR 105 Introduction to Machine Tech.9171/9671
Medical Careers64
CCHS 103 Clinical Skills for Health Care Providers9221/9721
Child CareNA
ECE 101 Intro to Early Childhood Educ.9531
Vocational Drafting/w CAD II14
DST 111 Drafting Practices9561
Total Number of Students Enrolled: 487
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
English Composition 1
Psychology 1
Institution Total: 2
Total Number of Dual Enrolled Students: 2
Page 3 of 3○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 83
DISTRICT INFORMATION: 2000-01Warren Woods Public Schools
County Macomb Total Enrollment 2867
High School Enrollment 930 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
No
Yes
Yes
Yes
Advanced Placement Courses
AP Course NameAP Course Number000 AP English
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Medical Assistant P
Marketing X
Industrial Tech. Manufacturing Tech. X
Electronic Engineering Technology X
Electronic Communications Service X X
Early Childhood Care X
Drafting/Computer Graphics X
Culinary Arts X
Computer Information Systems P
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
84 - Data Book
DISTRICT INFORMATION: 2000-01Warren Woods Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
No
YesYesSchool Offer Dual Enrollment?
Articulated Courses
Course # Course Name
# of StudentsEnrolled
Equivalent To
Course # Course Name
DISTRICT LEVEL COLLEGE LEVEL
Drafting II/CAD2
6817/18
Hosp/Food Serv. I63
6827/28
Hosp/Food Serv. II67
6829/30
Electronics I/II15
6847/48/49/50
Early Child. I18
6851/52
Early Child. II12
6853/54
Trade & Ind. Co-Op5
6883/84
Marketing I77
6939/40
Marketing II29
6941/42
Store Mgmt.34
6945/46
Total Number of Students Enrolled: 322
Dual Enrollment
Course Name # of Students
Macomb Community CollegePost-Secondary Institution:
Calculus/Math Seminar 9
Institution Total: 9
Total Number of Dual Enrolled Students: 9
Page 2 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 85
Data Book St. Clair CountySchool Districts
Summary of Dual Enrollment by Post-Secondary Institution: 2000-01 ......... 89
Summary of Aligned Programs: 2000-01 ................................................... 95
Summary of Academic Credit for CTE Classes by District ............................... 97
Summary of Advanced Placement Classes by District: 2000-01 ..................... 98
Virtual High School: 2000-01 ................................................................... 99
Individual School District Information ...................................................... 100
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Algonac Community Schools
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
CIS 110 2
BUS 153 2
CIS 115 5
ED 101 4
ENG 102 2
PS 101 7
PSY 108 7
BUS 150 4
BUS 155 1
CHM 101 1
ENG 101 1
MTH 112 1
RD 075 1
SOC 101 4
Institution Total: 42
Total Number of Dual Enrolled Students: 42
Capac Community Schools
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
PS 101 4
SPC 101 1
PSY 180 2
Sociology 101 7
Comp. Info. Sys. 115 5
C.E.C.S 142 2
HIS 102 1
G.R. 101 1
BUS 150 1
Page 1 of 6
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 89
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Capac Community Schools
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
RO 102 1
AG 102 2
ANT 171 1
Institution Total: 28
Total Number of Dual Enrolled Students: 28
East China School District
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Data Not Available 66
Institution Total: 66
Total Number of Dual Enrolled Students: 66
Marysville Public Schools
Course Name # of Students
Baker CollegePost-Secondary Institution:
Computer Networking Programs-Novell
Institution Total:
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Psychology 180
Criminal Justice 101
English 101 40
Sociology 101
Political Science 101
Institution Total: 40
Page 2 of 6
NA
NA
NA
NA
NA
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
90 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Marysville Public Schools
Total Number of Dual Enrolled Students: 40
Memphis Public Schools
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Math 111 1
Computer Information Systems 2
Speech 101 2
Eng 102 3
Eng 101 3
German 1
Math 120 1
Psych 1
Institution Total: 14
Total Number of Dual Enrolled Students: 14
Port Huron Area School District
Course Name # of Students
Baker CollegePost-Secondary Institution:
INF 131-Internet and The World Wide Web 1
Hardware Concepts 1
Institution Total: 2
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
HIS 150-History of the U.S. 1877 to Present 2
ELT 105-Fundamentals of Residential Wiring 2
ENG 101-English Composition I 11
ENG 102-English Composition II 2
FR 203-Intermediate French I 4
Page 3 of 6
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 91
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Port Huron Area School District
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
FR 204-Intermediate French II 2
GR 102-Elementary German II 2
HIS 175-History of Michigan 1
HIS 102-Histroy of Modern Civilization Since 1815 5
EG 180-Engineering Graphics 1
HE 210-Health Care Delivery Systems 1
CHM 101-Introduction to Inorganic Chemistry 1
HIS 101-History of Western Civilization to 1815 2
CIS 130-Operating Systems 1
BIO 171-Human Anatomy and Physiology I and II 1
BUS 150-Principals of Business 1
BUS 153-Introduction to Business Law 2
BUS 181-Professional Selling 1
BUS 121-Principals of Economics I 1
BUS 222-Principals of Economics II 1
MUS 118-Voice Class I 1
CHM 102-Introduction to Inorganic Chemistry and Biochemistry 1
HIS 190-Contemporary World History 1
CHM 215-Organic Chemistry I 6
CIS 115-Microcomputer Applications 1
ED 101-Introductin to a Career in Teaching 3
CIS 195-TCP/IP, Packets and Protocols, or Advanced Data Network Cabling 2
CIS 200-Electronic Spreadsheets 1
CIS 205-Internet Development 1
CIS 260-Introduction to C++ Programming 2
CIS 271-Advanced Visual BASIC Programming 1
CJ 101-Introduction to Criminal Justice 3
CJ 105-Police Procedures 1
CM 101-Introduction to Mass Media 1
CM 106A-Radio Broadcast 1
Page 4 of 6
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
92 - Data Book
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Port Huron Area School District
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
CM 106B-Radio Broadcast 1
CHM 216-Organic Chemistry II 4
SOC 101-Principals of Sociology 17
MTH 050-Arithmetic 2
PLT 235-Introduction to Mold Design 1
ANT 171-Introduction to Anthropology 4
PS 101-Introduction to Political Science 15
PS 220-State and Local Government 2
PHY 221-Mechanics, Heat and Sound 1
PSY 220-Life Span Development Psychology 1
PHY 222-Electricity, Light and Modern Physics 1
SOC 110-Social Problems 1
SP 101-Introductory to Spanish I 2
SP 102-Introductory to Spanish II 2
SP 203-Intermediate Spanish I 4
SPC 101-Speech Communication 3
RD 050-Introductory to College Reading I 1
PSY 180-Introduction to Psychology 8
AVI 101-Private Pilot Ground School 1
MTH 102-Technical Math/Elementary Algebra 1
MTH 114-Analytic Geometry and Calculus I 6
MTH 210-Linear Algebra 1
PLT 245-Computer Aided Engineering Applications 1
MTH 216-Math-Analytic Geometry and Calculus III 6
PHY 122-College Physics II 2
ART 109A-Clay Hand building 1
ART 122-Art of the Western World II 2
BIO 100-Contemporary Biology 3
MUS 100-Piano Class 1
MTH 217-Differential Equations 2
Page 5 of 6
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 93
Summary of Dual Enrollmentby Post-Secondary Institution: 2000-01
St. Clair County School Districts
Port Huron Area School District
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
MUS 192-International Symphony Orchestra 1
PHL 220-Religions of the World 5
PHY 121-College Physics I 2
MTH 215-Math-Analytic Geometry and Calculus II 10
Institution Total: 185
Total Number of Dual Enrolled Students: 187
St. Clair Technical Education Center
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
PLT 115 10
ENG 101 9
PLT 210 9
PLT 235 1
PLT 245 1
Institution Total: 30
Total Number of Dual Enrolled Students: 30
Yale Public Schools
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Eng 101 1
Soc 101 1
Psy 180 1
Institution Total: 3
Total Number of Dual Enrolled Students: 3
Page 6 of 6
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
94 - Data Book
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
C
om
mu
nity C
olleg
e
Oaklan
d
Co
mm
un
ity Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Programs
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute
of T
ech.
ITT
Tech
nical
Institu
te
Sp
ecs Ho
ward
No
rth S
tar
St. Clair County School DistrictsSummary of Aligned Programs: 2000-01
Algonac Community SchoolsAccounting X
Business Information Systems X
Capac Community SchoolsAccounting X
Business Information Systems X
Math X
East China School DistrictAccounting X X
Business Information Systems X X
Computer Information Systems X X
Marketing X X
Marysville Public SchoolsAccounting X X
Broadcasting X
Business Information Systems X X
Marketing X
Memphis Public SchoolsAccounting X
Business Information Systems X
Computer Information Systems X
Port Huron Area School DistrictAccounting X X
Business Information Systems X X
Marketing X X
St. Clair Technical Education CenterAccounting X X X
P = In ProgressX = Existing Agreement Page 1 of 2
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 95
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate U
niversity
Maco
mb
C
om
mu
nity C
olleg
e
Oaklan
d
Co
mm
un
ity Co
llege
Oaklan
d U
niversity
St C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Programs
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute
of T
ech.
ITT
Tech
nical
Institu
te
Sp
ecs Ho
ward
No
rth S
tar
St. Clair County School DistrictsSummary of Aligned Programs: 2000-01
St. Clair Technical Education CenterAutomation X
Automotive Body X
Automotive Technology X X
Business Information Systems X X X
CAD/Drafting X X X X X
Childcare X
Computer Information Systems X X
Construction X
Culinary Arts X
Electronic Engineering Technology X X X
Health Occupations X X X
Marketing X
Plastics Technology X
Welding X
Yale Public SchoolsBusiness Information Systems X X
P = In ProgressX = Existing Agreement Page 2 of 2
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
96 - Data Book
St. Clair County School DistrictsSummary of
Academic Credit for CTE Classes by District
CTE Course Number CTE Course NameAcademic ContentArea
Capac Community Schools
010-011 Life Management Health
010/011 Animal Science Science/Ag
008/009 Plant Science Science/Ag
Marysville Public Schools
20.0299 Child Development Family & Consumer Science-Life Mgmt.
20.0499 Foods & Nutrition Nutrition Ed.-Life Mgmt. Education
19.0101 Independent Living Personal Living-Life Mgmt. Education
Page 1 of 1
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 97
St. Clair County School Districts
Summary of Advanced Placement Classes by District:
2000-01AP Course NameAP Course Number
Algonac Community Schools00325/00326 AP United States History
00629/00630 AP Biology
00531/00532 AP Calculus
Marysville Public Schools999999 NO DATA AVAILABLE
Port Huron Area School DistrictHS 1089 AP Problems of Democracy
HS 3069 AP Biology
HS 3079 AP Chemistry
HS 0069 AP English
HS 1049 AP American History
Yale Public SchoolsHGCO67-68 AP History
HAEO67-68 AP Calculus
Page 1 of 1
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
98 - Data Book
Virtual High School:2000-01St. Clair County School Districts
District Name Registered with the Michigan Virtual High School?
Capac Community Schools Yes
East China School District Yes
Marysville Public Schools In Process
Memphis Public Schools In Process
Port Huron Area School District In Process
Yale Public Schools In Process
Page 1 of 1
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 99
DISTRICT INFORMATION: 2000-01
Algonac Community Schools
County St. Clair Total Enrollment 2557
High School Enrollment 739 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Yes
Data Not Available
Yes
Data Not Available
Data Not Available
Data Not Available
Advanced Placement Courses
AP Course NameAP Course Number00531/00532 AP Calculus
00629/00630 AP Biology
00325/00326 AP United States History
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Business Information Systems X
Accounting X
Page 1 of 2
Data from this district was obtained from secondary sources
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
100 - Data Book
DISTRICT INFORMATION: 2000-01
Algonac Community Schools
If yes, did any students enroll in dual enrollment program?
Dual Enrollment
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
SOC 101 4
RD 075 1
MTH 112 1
ENG 101 1
CHM 101 1
BUS 155 1
BUS 150 4
PSY 108 7
PS 101 7
ENG 102 2
ED 101 4
CIS 115 5
CIS 110 2
BUS 153 2
Institution Total: 42
Total Number of Dual Enrolled Students: 42
Page 2 of 2
Data from this district was obtained from secondary sources
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 101
DISTRICT INFORMATION: 2000-01Capac Community Schools
County St. Clair Total Enrollment 1781
High School Enrollment 709 High School Grades 8-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
No
Yes
Yes
Yes
No
Yes
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content Area
010-011 Life Management Health
010/011 Animal Science Science/Ag
008/009 Plant Science Science/Ag
Programs
Aligned ProgramsB
aker Co
llege
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Math X
Business Information Systems X
Accounting X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
102 - Data Book
DISTRICT INFORMATION: 2000-01Capac Community Schools
If yes, did any students enroll in dual enrollment program?
Dual Enrollment
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
SPC 101 1
AG 102 2
RO 102 1
BUS 150 1
G.R. 101 1
HIS 102 1
C.E.C.S 142 2
Comp. Info. Sys. 115 5
PS 101 4
Sociology 101 7
ANT 171 1
PSY 180 2
Institution Total: 28
Total Number of Dual Enrolled Students: 28
Page 2 of 2 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 103
DISTRICT INFORMATION: 2000-01East China School District
County St. Clair Total Enrollment 5614
High School Enrollment 1765 High School Grades 9-12
# of high schools within district
2
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Yes
No
Yes
Yes
Data Not Available
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X
Computer Information Systems X X
Business Information Systems X X
Accounting X X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
104 - Data Book
DISTRICT INFORMATION: 2000-01East China School District
If yes, did any students enroll in dual enrollment program?
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Data Not Available 66
Institution Total: 66
Total Number of Dual Enrolled Students: 66
Page 2 of 2 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 105
DISTRICT INFORMATION: 2000-01Marysville Public Schools
County St. Clair Total Enrollment 2587
High School Enrollment 794 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
Yes
Yes
Yes
No
Advanced Placement Courses
AP Course NameAP Course Number999999 NO DATA AVAILABLE
Academic Credit for CTE Classes
CTE Course Number CTE Course NameAcademic Content Area
20.0299 Child Development Family & Consumer Science-Life Mgmt.
20.0499 Foods & Nutrition Nutrition Ed.-Life Mgmt. Education
19.0101 Independent Living Personal Living-Life Mgmt. Education
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X
Business Information Systems X X
Broadcasting X
Accounting X X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
106 - Data Book
DISTRICT INFORMATION: 2000-01Marysville Public Schools
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
In Process
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
Baker CollegePost-Secondary Institution:
Computer Networking Programs-Novell
Institution Total:
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Political Science 101
Criminal Justice 101
Sociology 101
Psychology 180
English 101 40
Institution Total: 40
Total Number of Dual Enrolled Students: 40
Page 2 of 2
NA
NA
NA
NA
NA
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 107
DISTRICT INFORMATION: 2000-01Memphis Public Schools
County St. Clair Total Enrollment 1006
High School Enrollment 289 High School Grades 9-12
# of high schools within district
1
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
No
No
Yes
Yes
No
In Process
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Computer Information Systems X
Business Information Systems X
Accounting X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
108 - Data Book
DISTRICT INFORMATION: 2000-01Memphis Public Schools
If yes, did any students enroll in dual enrollment program?
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Math 120 1
Psych 1
German 1
Eng 101 3
Eng 102 3
Speech 101 2
Math 111 1
Computer Information Systems 2
Institution Total: 14
Total Number of Dual Enrolled Students: 14
Page 2 of 2 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 109
DISTRICT INFORMATION: 2000-01Port Huron Area School District
County St. Clair Total Enrollment 11876
High School Enrollment 3491 High School Grades 9-12
# of high schools within district
2
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Yes
No
Yes
Data Not Available
Data Not Available
Advanced Placement Courses
AP Course NameAP Course NumberHS 1049 AP American History
HS 0069 AP English
HS 3079 AP Chemistry
HS 3069 AP Biology
HS 1089 AP Problems of Democracy
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Marketing X X
Business Information Systems X X
Accounting X X
Page 1 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
110 - Data Book
DISTRICT INFORMATION: 2000-01Port Huron Area School District
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Michigan Virtual High School
Dual Enrollment
In Process
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
Baker CollegePost-Secondary Institution:
Hardware Concepts 1
INF 131-Internet and The World Wide Web 1
Institution Total: 2
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
EG 180-Engineering Graphics 1
CIS 205-Internet Development 1
CIS 260-Introduction to C++ Programming 2
CIS 271-Advanced Visual BASIC Programming 1
CJ 101-Introduction to Criminal Justice 3
CJ 105-Police Procedures 1
CM 101-Introduction to Mass Media 1
CM 106A-Radio Broadcast 1
GR 102-Elementary German II 2
ED 101-Introductin to a Career in Teaching 3
CIS 130-Operating Systems 1
ELT 105-Fundamentals of Residential Wiring 2
ENG 101-English Composition I 11
ENG 102-English Composition II 2
FR 203-Intermediate French I 4
FR 204-Intermediate French II 2
CM 106B-Radio Broadcast 1
BUS 222-Principals of Economics II 1
ART 122-Art of the Western World II 2
AVI 101-Private Pilot Ground School 1
BIO 100-Contemporary Biology 3
BIO 171-Human Anatomy and Physiology I and II 1
BUS 150-Principals of Business 1
BUS 153-Introduction to Business Law 2
CIS 200-Electronic Spreadsheets 1
BUS 121-Principals of Economics I 1
Page 2 of 4 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 111
DISTRICT INFORMATION: 2000-01Port Huron Area School DistrictDual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
CIS 195-TCP/IP, Packets and Protocols, or Advanced Data Network Cabling 2
CHM 101-Introduction to Inorganic Chemistry 1
CHM 102-Introduction to Inorganic Chemistry and Biochemistry 1
CHM 215-Organic Chemistry I 6
CHM 216-Organic Chemistry II 4
CIS 115-Microcomputer Applications 1
HIS 102-Histroy of Modern Civilization Since 1815 5
BUS 181-Professional Selling 1
SOC 101-Principals of Sociology 17
PHY 221-Mechanics, Heat and Sound 1
PHY 222-Electricity, Light and Modern Physics 1
PLT 235-Introduction to Mold Design 1
PLT 245-Computer Aided Engineering Applications 1
PS 101-Introduction to Political Science 15
PS 220-State and Local Government 2
HE 210-Health Care Delivery Systems 1
PSY 220-Life Span Development Psychology 1
PHL 220-Religions of the World 5
SOC 110-Social Problems 1
SP 101-Introductory to Spanish I 2
SP 102-Introductory to Spanish II 2
SP 203-Intermediate Spanish I 4
SPC 101-Speech Communication 3
RD 050-Introductory to College Reading I 1
PSY 180-Introduction to Psychology 8
MTH 210-Linear Algebra 1
HIS 101-History of Western Civilization to 1815 2
ANT 171-Introduction to Anthropology 4
HIS 150-History of the U.S. 1877 to Present 2
HIS 175-History of Michigan 1
HIS 190-Contemporary World History 1
MTH 050-Arithmetic 2
PHY 122-College Physics II 2
MTH 114-Analytic Geometry and Calculus I 6
PHY 121-College Physics I 2
MTH 215-Math-Analytic Geometry and Calculus II 10
MTH 216-Math-Analytic Geometry and Calculus III 6
MTH 217-Differential Equations 2
MUS 100-Piano Class 1
Page 3 of 4○ ○ ○ ○ ○ ○ ○ ○ ○ ○
112 - Data Book
DISTRICT INFORMATION: 2000-01Port Huron Area School DistrictDual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
MUS 118-Voice Class I 1
MUS 192-International Symphony Orchestra 1
ART 109A-Clay Hand building 1
MTH 102-Technical Math/Elementary Algebra 1
Institution Total: 185
Total Number of Dual Enrolled Students: 187
Page 4 of 4 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 113
DISTRICT INFORMATION: 2000-01
St. Clair Technical Education Center
County St. Clair Total Enrollment 0
High School Enrollment 0 High School Grades
# of high schools within district
0
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
No
No
Yes
Programs
Aligned Programs
Baker C
olleg
e
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Welding X
Plastics Technology X
Marketing X
Health Occupations X X X
Electronic Engineering Technology X X X
Culinary Arts X
Construction X
Computer Information Systems X X
Childcare X
CAD/Drafting X X X X X
Business Information Systems X X X
Automotive Technology X X
Automotive Body X
Automation X
Accounting X X X
Page 1 of 2
Data from this district was obtained from secondary sources
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
114 - Data Book
DISTRICT INFORMATION: 2000-01
St. Clair Technical Education Center
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
If yes, did any students enroll in dual enrollment program?
Articulated Courses
Michigan Virtual High School
Dual Enrollment
Data Not Available
Data Not Available
Data Not Available
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
PLT 245 1
PLT 235 1
PLT 210 9
ENG 101 9
PLT 115 10
Institution Total: 30
Total Number of Dual Enrolled Students: 30
Page 2 of 2
Data from this district was obtained from secondary sources
○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 115
DISTRICT INFORMATION: 2000-01Yale Public Schools
County St. Clair Total Enrollment 2121
High School Enrollment 608 High School Grades 9-12
# of high schools within district
2
Does the school district offer Advanced Placement Courses?
Does the school district offer academic credit for Career and Technical Education (CTE) courses?
Does the school district have articulation agreements with post-secondary institutions?
Does the school distict offer articulated classes?
If yes, did any students enroll in articulated classes?
Is the school district registered with the Michigan Virtual High School?
Advanced Placement Courses
Academic Content for CTE Courses
Aligned Programs
Articulated Courses
Michigan Virtual High School
Yes
No
Yes
Yes
No
In Process
Advanced Placement Courses
AP Course NameAP Course NumberHAEO67-68 AP Calculus
HGCO67-68 AP History
Programs
Aligned ProgramsB
aker Co
llege
Daven
po
rt Co
llege
Ferris S
tate Un
iversity
Maco
mb
Co
mm
un
ity C
olleg
e
Oaklan
d C
om
mu
nity
Co
llege
Oaklan
d U
niversity
St. C
lair Co
un
ty C
om
mu
nity C
olleg
e
Wayn
e State
Un
iversity
Detro
it Co
llege o
f B
usin
ess
Natio
nal In
stitute o
f T
ech.
ITT
Tech
nical In
stitute
Sp
ecs Ho
ward
No
rth S
tar
No
rthw
esternU
niversity
P= In ProgressX= Existing Agreement
Business Information Systems X X
Page 1 of 2○ ○ ○ ○ ○ ○ ○ ○ ○ ○
116 - Data Book
DISTRICT INFORMATION: 2000-01Yale Public Schools
If yes, did any students enroll in dual enrollment program?
YesYesSchool Offer Dual Enrollment?
Dual Enrollment
Course Name # of Students
St. Clair Community CollegePost-Secondary Institution:
Soc 101 1
Psy 180 1
Eng 101 1
Institution Total: 3
Total Number of Dual Enrolled Students: 3
Page 2 of 2 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Data Book - 117