HIGH SCHOOL DUAL ENROLLMENT College “Post-Secondary Preparation via Dual Enrollment Course Participation”Dr. Joni L. Swanson – Dec. 8. 2010 CELL Conference Indianapolis, Indiana
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
Preparation for Dual Enrollment Courses ... a bold, out of the box way to prepare students for post-secondary success.
“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 Supports from Research & Policy School District Preparation • 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
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
Can I Do This? I Can Do This? I Can Do This!!! Educational Anticipations
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
Persistence – continuing the journey What 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
Degree Attainment What are the implications for dual enrollment participants?
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.
Contact: firstname.lastname@example.org or email@example.com Q & A…….Thank you for your interest!