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