Gregory Anderson, Vice President, RP Group

Rogéair Purnell, Senior Researcher, RP Group

October 29, 2015

Dual Enrollment: Opportunities and Challenges for

CCC and Secondary Partnerships

for Underrepresented Students

Agenda

• Definitions and defining elements

• State picture and policies

• Common and promising approaches

• Opportunities and challenges

• Tools & resources

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Objectives• Provide an overview of programs and

policies

• Highlight promising practices, approaches & strategies to better serve underrepresented populations

• Discuss relevant policies

• Understand challenges and opportunities

• Outline needed tools and resources

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Key definitions

What do we mean by…?

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Underrepresented minority studentsDefined as…

• Those who have struggled academically • Are low-income• Are first generation college goers• Are male, and/or • Are members of a racial or ethnic group

that traditionally has not pursued or successfully completed a postsecondary credential in great numbers

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Dual Enrollment Guide

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Defining characteristics include…

•High school or high school aged students…

• Completing college-level coursework • For college credit

• While pursuing high school graduation requirements

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California Dual Enrollment Numbers

The statewide unduplicated headcount for special admit students for…

Fall 2014, Winter 2015 (quarter only, no intersession), and Spring 2015

= 61,912

Key goals, objectives & outcomes

Why is dual enrollment a good option for any student?

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Common Dual Enrollment Goals & Objectives• Intro to and prep for college life• Smoother transition from high school to college• Ability to explore interests, careers, majors• Opportunity to address skill gaps• Motivation to persist and pursue a

postsecondary credential or degree• Confidence in one’s academic ability• Understanding the benefits of postsecondary ed• Accelerated pathway through college that can

save time and money

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Student OutcomesDual enrollment participants, even those who are underrepresented, often do as well or better than their non-dual enrollment peers in the following areas:•High school graduation rates•GPA•Proficiency on standardized tests•Assessment into college-level courses•Completion of course sequences•Number of college credits earned•Postsecondary enrollment, retention and persistence rates

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California Outcomes

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Study (2008-2011) involving 3,000 students enrolled in career-focused Dual Enrollment courses at 8 sites across California.•60% students of color•40% living in non-English speaking households

Participating students—compared to similar students not enrolled in Dual Enrollment—overall, had better academic outcomes: •More likely to graduate from HS•More likely to transition to a 4-year college•More likely to persist in postsecondary education•Less likely to take basic skills courses in college•Accumulate more college credits

Hughes, Rodriguez, Edwards and Belfield (2012) Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs

* Provided by Career Ladders Project

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Practices, approaches & strategies

What are characteristics and approaches of promising programs?

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Dual Enrollment Models• Middle College High Schools

- High school diploma and some college credits • Early College High Schools

- High school diploma and at least 12 college credits up to an associate’s degree or 60 transferable credits

• Gateway to College- Students who have left high school earn diploma and college

credits• Pathway Aligned Programming

⁻ Cohorting special admit students along an ed / career pathway

• “Singletons”- Individual students taking one or more college courses

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Common Dual Enrollment Elements(Cassidy, Keating, & Young, 2010; Hughes, Rodriguez, Edwards, & Belfield, 2012; Kirst, Venezia, & Nodine, 2009)

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Elements Components & Approaches

Student Recruitment & Selection

• Targeted• Far reaching• Multiple approaches

Support Services • Bridge ‘boot camps’• Academic advisement• Supplemental instruction• Student success course• Early warning/alert system• Transportation assistance• CBO referral network

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Common Dual Enrollment Elements – continued

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Elements Components & Approaches

Course Design & Structure

• Scaffolded• Sequenced• Career / theme-focused pathway

Evaluation & Research • Curriculum review• Staff evaluations• Monitoring progress• Gathering perspectives

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Think – Pair – Share

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Overview of policies

What makes dual enrollment possible? Difficult?

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California Picture (Karp, et al., 2004; Kirst, Venezia & Nodine, 2009)• Mandatory policies exist to ensure all students are

informed about these “enrichment” programs

• Secondary institutions have the discretion to set the academic requirements for admission

• Classes can be offered at the high school or partnering postsecondary institution

• College must approve course content

• College can grant fee waivers

• College credits capped at 11 units**

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Policies

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• Admission eligibility requirements**• College credit enrollment cap**• Districts can waive student fees• % of students that can be enrolled**• Average daily attendance (ADA) calculations

and reimbursement

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AB 288 (Holden)• Require district level partnerships• Intended to reach broader range of

students, not just highly gifted or advanced scholastic or vocational work

• Emphasis on college and career readiness and CTE and transfer pathways

• Reduce the number of students needing remedial math and English instruction at the community college level

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AB 288 - continued• Increases enrollment cap from 11 to 15 units /

semester• Expands who is eligible to participate• Prohibits double dipping• Ensures priority enrollment – same as middle/early

college high schools• Permits courses to be taught at HS campus to only

HS students• Includes provisions so as not to displace HS

teachers or CC faculty and/or traditional college students

• Supports dual enrollment as part of a pathway of courses

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Opportunities & Possibilities

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K-12 1000+ school districts, 58 County Offices of Ed•Local Control Funding Formula (LCFF)•Local Control and Accountability Plan (LCAP)•Next Generation Science Standards•Common Core State Standards•Smarter Balanced Assessment•Linked Learning District Initiative•National Academy Foundation•California Partnership Academies

CA Community Colleges72 Districts (112 colleges, 76 Centers);15 Regions•Basic Skills Initiative•Career Advancement Academies•Federal Initiatives: TAACCCT•Doing What Matters•Student Equity Plans•Student Success Act of 2012•CTE Enhancement Funds•CCC Bachelor’s DegreesLocal Joint K12/CC Initiatives

•AB 86: Adult Ed/CCC Regional Consortia•SB 1070: CTE Pathways Programs•AB 86: CA Career Pathways Trust (CCPT)•Gateway to College•Early & Middle College

Taken together these represent an unprecedented, historic opportunity to align our efforts and forge deep partnerships to move all our young people to both college AND career. - Career Ladders Project

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Common Challenges & Pitfalls

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Time for HS and college faculty to work togetherLack of early engagement and buy-in by college

faculty and HS teachersUnderstanding K-12 instructional time

requirementsEnsuring success of academically underprepared

studentsUnorganized pathways of study for dual enrollmentBelief that dual enrollment is not for every studentNot enough focus on the secondary-postsecondary

partnership Others?

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Think – Pair – Share

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A toolkit

What resources and guidance would help you support dual enrollment?

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Toolkit is in the works!To offer additional resources that help to promote and build the capacity of CCCs to support dual enrollment for underrepresented minorities•Will highlight and describe promising practices•Will provides specific and concrete guidance and evidence •Will offer examples and samples of key forms, agreements and policies

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Toolkit Content

• Sample MOUs• Info on pre-conditions of success• Delineation of functions and roles across

partners• Finance guidelines• Instructional materials and texts• Credentialing requirements for instructors• Best practices• Common pitfalls• Marketing materials for students and parents• Others?

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Think – Pair – Share

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Q & A

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Contact Information

Dr. Rogéair Purnell: rpurnell@rpgroup.org

Dr. Gregory Anderson: andersong@smccd.edu

For more information, visit the RP Group website at:

www.rpgroup.org

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Thank you!

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