Rethinking Dual Enrollment as an On-Ramp To College and Career Pathways

Davis JenkinsCommunity College Research CenterTeachers College, Columbia University

NALEO Higher Ed Governance Institute, Chicago Sept 28, 2019

College Board, 2017, Fig. 1

College Acceleration Opportunities: Mostly AP and Dual Enrollment

Expansion of Dual Enrollment

Concentrated at Community Colleges

High school student participation in DE and AP coursework: Variation by school district within and across states

Source: CCRC analysis of Civil Rights Data Collection data on the 2015-16 school year.

New US Dept. of Education Data: Black and Latino HS Student Underrepresented in DE

Source: CCRC analysis of Civil Rights Data Collection data on the 2015-16 school year.

8%

7%

7%

8%

6%

5%

10%

8%

0% 10% 20% 30% 40% 50%

Multiracial(N= 396,336)

American Indian(N= 149,328)

Pacific Islander(N= 59,776)

Asian(N= 736,178)

Hispanic(N= 3,371,141)

Black(N= 2,169,167)

White(N= 7,292,299)

All Students(N= 14,169,894)

Participation Rate

DE Participation Rates

5% 5%

24%17%

15%

9%

51%

65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

High SchoolStudents(N=14M)

DE Participants(N=1.2M)

HS Student Racial Composition

White

Black

Hispanic

Asian

Pacific Islander

American Indian

Multiracial

Substantial national variation in white-Hispanic gaps in access to DE and AP coursework among US school districts

Source: CCRC analysis of Civil Rights Data Collection data on the 2015-16 school year.

Dual Enrollment

Advanced Placement

Variation in Post-HS college outcomes among former Community College Dual Enrollment Students

Fink, Jenkins, & Yanagiura, 2017

Where/if students attend college, Whether students complete college, & Equity gaps in completion

• Accumulation of rigorous research on effects of HS dual enrollment

• WWC Report: Taking college courses in HS has numerous positive effects, including stronger HS grades, more HS completion, more college enrollment, more credit accumulation, more degree completion.

• Equitable access to and benefits from dual enrollment? Mixed findings. (An, 2013; Taylor, 2015; AIR, 2018).

• Substantial state and institutional variation in post-HS college outcomes among former DE students (Fink, Jenkins, & Yanagiura, 2017)

What We Know About Dual Enrollment

1. Develop collaborative partnerships, including defined goals and supportive policies and structures

2. Support students and remove barriers impeding student success

3. Ensure high-quality academic experience

4. Conduct targeted outreach and support to advance equity

5. Monitor results and evaluate practices

Key Themes from CCRC & Aspen Review of DE Policy/Practitioner ReportsOur hypotheses around what might explain why certain high schools and colleges are more successful in serving racially minoritized (RM) and lower-income students through DE

A National Movement: Colleges Implementing Guided Pathways

Organize programs into “meta-majors,” map programs to jobs and further education in high-opportunity fields

Help all new students explore career/academic options and develop a full-program plan by end of term 1

Schedule classes and monitor progress based on students’ plans

Integrate and contextualize academic support into college program gateway courses

Embed active and experiential learning into every program

Build pathways into high schools, starting with dual enrollment

Guided Pathways Model Practices

Early Adopter

Alamo Colleges (San Antonio)

Student Profile

62% Underprepared

Students

19% Full-Time

81% Part-Time

57% Female

43% Male

62% Hispanic

8% African-American

24% White

3% Asian

3% Other

70% Receive Financial Aid

Pathways - AlamoINSTITUTES

Every student seeking a

baccalaureate degree will be

successful.

Strategy:

Students choose a pathway

A customized pathway is

created for each student

based on the pre-major and

requirements at the

university of choice

Early Adopter

Lorain County Community College (OH)

PRESENTATION TITLE IN HEADER / JUNE 8, 2012COMMUNITY COLLEGE RESEARCH CENTER

Market-DrivenCompletion

Preparing Talent

College Readiness

K-12 Partner InitiativesAssociate Degree and Certificate Program and Career Pathways

Bachelor and Master Degrees through University Partnership

• Early College High School

• College Tech Prep

• Project Lead the Way

• Business and Entrepreneurship

• Computers and Information Technologies (IT)

• Culinary and Hospitality

• Education

• Engineering and Manufacturing

• Health and Wellness

• Human/Social Services and Public Safety

• Liberal and Creative Arts

• Science and Math

Over 43 Bachelor and 9 Master Degree Offerings

•Ashland University

•Bowling Green State University

•Cleveland State University

•Hiram College

•John Carroll University

•Kent State University

•Lake Erie College

•Ohio University

•The Ohio State University

•The University of Akron

•University of Cincinnati

•University of Toledo

•Youngstown State University

11,700 students 3,000 students

The Impact of our Partnerships

Lorain County Public High Schools + LCCC = Expanded Dual Enrollment Opportunities for Increasing Impact

• Participation has grown 51.3% over 10 years• Total Credits Earned Has Nearly Doubled

2009• 24% of Lorain County Seniors

graduate with some college credit

• 13,314 Total Credits Earned

• Average Credits Earned per High School Graduate: 15.9

2018• 43% of Lorain County Seniors

graduate with some college credit

• 25,565 Total Credits Earned

• Average Credits Earned per High School Graduate: 20.1

180,610 Credits Earned Over 10 years (2009-2018) $29.6 Million Current LCCC Value $76.1 Million Current Average Ohio 4-Year Public University Value

9th Grade

10th Grade

Associate of Science, Lorain County Community CollegeBachelor of Science in Biology, Bowling Green State University

HS Periods HS Credit HS Course LCCC Course College Credit1 1 English I

2 1 Algebra I or Geometry

3 1 Physical Science

4 1 World History

5 1

1

College & Career Readiness SDEV 102: Strategies for College Success

CISS 121: Microcomputer Applications

3

3

6 1 Foreign Language I

7 .25

1

Physical Education

Fine Arts Elective/ International

Perspective/

Humanities Elective

MUSC 262: Music as a World Phenomenon * 3

Yr. Total 8.25 9

HS Periods HS Credit HS Course LCCC Course College Credit1 1 English II

2 1 Geometry or Alg. II

3 1

1

Biology

Chemistry

BIOG 151: General Biology

CHMY 161: General, Organic & Biochemistry I

4

4

4 1

1United States History

Humanities Elective

HSTR 162: US History

HUMS 151: Introduction to Humanities *

3

3

5 .5

.5

Personal Finance

Health

6 1 Foreign Language II

(Must be same language)

7 Open/Leave Unused

Yr. Total 8 14

Cum. Total 16.25 23

11th Grade

Associate of Science, Lorain County Community CollegeBachelor of Science in Biology, Bowling Green State University

HS Periods HS Credit HS Course LCCC Course College Credit1 1

1

English III and

English IV

ENGL 161: College Composition I

ENGL 162: College Composition II

3

3

2 1

1

Alg. II or College Algebra

Pre-calculus

MTHM 171: College Algebra

MTHM 172: Pre-Calculus

4

3

3 1

1

Advanced Science BIOG 161: Principles of Biology I

BIOG 162: Principles of Biology II

4

4

4 1 Foreign Language III

(Must be same language)

5 1

.5

Government

Physical Education

PLSC 156: American National Govt. 3

6 0/1 Elective or Open

7 0 Open/Leave Unused

Yr. Total 9.5 24

Cum. Total 25.75 47

HS Periods HS Credit HS Course LCCC Course College Credit1 1

1

Humanities/Cultural Diversity

Humanities Elective

ENGL 266: African American Literature *

HUMS 281: Introduction to American

Cinema *

3

3

2 1

1

College Level Math

Advanced Science

MTHM 181: Calculus I

PHYC 150: General Physics I

5

4

3 1

1

Advanced Science CHMY 171: General Chemistry I

CHMY 172: General Chemistry II

5

5

4 1 Foreign Language IV

(Must be same language)

5 0 Open/ Leave Unused

6 0 Open/Leave Unused

7 0 Open/Leave Unused

Yr. Total 7 25

Cum. Total 32.75 72

12th Grade

Will have earned Lorain County Community College Associate of Science degree at the completion of grade 12.

Will have earned BGSU Bachelor of Science in Biology at the completion of Year 14.

Year 13

Fall Semester Credit Hours Spring Semester Credit Hours

CHMY 271: Organic Chemistry I 5

BIOG 275: Genetics 4 GPHY 152: Geography of the United

States & Canada

3

BGSU required course: BIOL 3540:

Population & Community Ecology

3 BGSU required course: BIOL 4390:

Immunobiology

3

BGSU required course: BIOL 3740:

Marine Biology

3 BGSU required course: BIOL 4450:

Environmental Microbiology

3

Semester Total 15 9

Cumulative Total 15 24

Fall Semester Credit Hours Spring Semester Credit Hours

BIOG 252: Microbiology 5 BGSU required course: BIOL 3510:

Evolution

3

BGSU required course must be

4000 level

3 BGSU required course: BIOL 4400:

Molecular Neurobiology

3

BGSU 3000/4000 elective course 3 BGSU 3000/4000 elective course 3

BGSU 3000/4000 elective course 3 BGSU 3000/4000 elective course 3

Semester Total 14 12

Cumulative Total 38 50

Grand Total 122

Year 14

Associate of Science, Lorain County Community CollegeBachelor of Science in Biology, Bowling Green State University

35 Pathways Completed!www.lorainccc.edu/MyUniversity

AAS in Respiratory Care Technology -- BGSUBAHS in Respiratory Care Specialist-- BGSUBA in Accounting and Financial Management -- HiramBA in Communication/Telecommunications -- BGSUBA in Gerontology – YSUBA in Nonprofit Admin/Human Services--CSUBA in Nonprofit Admin/Public Administration -- CSUBA in Paralegal Studies -- KSUBA in Political Science --YSUBA in Public Safety Management -- CSUBA of Arts in Spanish -- CSUBA in Urban Studies– CSUBBA, Major in Entrepreneurship– UTBBA, Major in General Business – KentBBA, Major in Info Systems with Operations and Supply Chain Management Minor – UTBBA, Double Major in Info Systems and Operations & Supply Chain Management – UTBBA, Major in Management -- UTBachelor of Organizational Supervision -- UA

BS in Applied Science/Criminal Justice -- YSUBS in Applied Science, Long-Term Care Administration – YSUBS in Biology -- BGSU*BS in Computer Information Systems– UA

• Networking• Programming• Web Development

*BS in Computer Science and Engineering -- UTBS in Computer Science and Engineering Tech – UTBS in Education, Early Childhood Licensure (PreK-3) -- AUBS in Education, Early Intervention Specialist/Early Childhood Education – AUBS in Education, Intervention Specialist (K-12) -- AUBS in Education, Middle Grades (4-9) -- AUBS in Exercise Science, Fitness Management -- UA BS in Psychology -- CSUBS in Sport Studies-- UA*Bachelor of Social Work -- YSU

Bachelor of Technical & Applied Studies -- OU

*Pathways/degrees take longer due to work-based learning component.

Guided Pathways Next Frontier: Regional Talent Pathways Partnerships

Northern Virginia• George Mason University

• Northern Virginia Community College

• Charles and Loudin County Schools

Dade and Broward

Counties, FL

• Florida International University

• Miami Dade College and Broward College

• Dade and Broward Public Schools

El Paso, TX

• University of Texas El Paso

• El Paso Community College

• El Paso Schools

Providence, RI• University of Rhode Island

• CC Rhode Island

• Providence-area Public Schools

Students engaged early on with college, major, and career exploration

Increased student momentum into and through college programs leading to credentials of value in local labor markets

More coherence between college courses taken during and after high school

Reduced credits earned through dual enrollment that are not applied toward students' degree programs after high school

Districts, Community Colleges, & Universities take collective responsibility for student success

Benefits of Aligning Dual Enrollment Programming to Guided Pathways

Which students have access to dual enrollment courses? What are the barriers to access?

What courses are students taking and are they getting good guidance in selecting them?

Are students helped to explore career/college options/ interests and develop a career and college plan?

Are DE students being exposed to college campuses and programs?

Are Are DE students passing college-level math and critical program courses either in HS or in their first year in college (after HS)?

Are DE courses being applied to college programs?

Questions Policy Makers Should Ask About Dual Enrollment

Thank you!For more CCRC research

contact us on our website or

social media