Comparing 1-Year Out Surveys from Three Concurrent Enrollment Programs

1. Comparing 1-Year Out Surveys from Three Concurrent Enrollment Programs Daniel R. Judd, Ph.D. Judd Research and Gillian B. Thorne, Ph.D. Chair NACEP Research Committee

2. Professional, valid surveys are important if NACEP is to be perceived by the academic community as credible.

3. The 1 Year Out Survey is a standardized questionnaire intended for use by all institutions seeking NACEP accreditation

4. Comparison of 1 Year Outdata from three institutions: • to provide feedback on the usefulness of questions • to serve as a basis for discussing improvements.

5. Student records submitted: 1,434 • Boise State University 92 • Utah State University 200 • U. of Minnesota-Twin Cities 1,145

6. Big Question: Does size of the CEP make a difference in what the 1 year out survey measures?

7. Identifying in-common variables was the first challenge in making comparisons of 1 Year Out data between the three institutions: 20 in-common variables were identified

8. Variables fit into five categories: Numbers in parenthesis are the number of variables in each category. • Contribution of CEP credit to student’s postsecondary education (PSE; 5). • Difficulties encountered in transferring credit to a PSE institution (3). • Student satisfaction with CEP (2). • Personal development from CEP (4). • Demographics (4).

9. Big Question: Are these categories sufficient? Or are there other dimensions that you see as important to include? Let’s discuss this.

10. 1 - What contribution did CEP make to students’ PSE? • After high school graduation, did you attend a college, university, or professional school? • Are you attending a 2-yr./4-yr. college? • I was better prepared academically for college. • I developed more realistic expectations about the academic challenges of college.

11. What is the population? • After high school, did you attend a college or university? 2 yr.? 4 yr.? Is the population those who go on to college or those who graduate from HS with CEP credit?

12. I was better prepared academically for college.

13. I developed more realistic expectations about the academic challenges of college.

14. So, it’s clear that CEPs contribute to PSE, what other ways could we measure that contribution?Let’s explore this.

15. 2 - Were difficulties encountered applying CEP credit to PSE? • I was allowed to count some or all of the CEP credits toward my college degree. • I was exempted from a required course. • I was able to start in a more advanced course in college.

16. Percentage answering “Yes”

17. Could we just ask,How difficult was it for you to transfer CEP credit? Why not?

18. 3 - Having had some college, overall how satisfied are students? • Would you recommend CEP classes to current high school students? • Rate your overall experience with CEP.

19. Would you recommend CEP classes?Yes

20. Rate your overall experience with your CEP. Average “Excellent” for three institutions = 58%

21. 4 - What skills or abilities do students report acquiring through CEP ? • I strengthened my study habits • I was more confident in my ability to succeed in college • I strengthened my writing skills • I strengthened my analytical thinking

22. I strengthened my study habits Average agreement across three universities = 73%

23. I was more confident in my ability to succeed in college Average agreement across three universities = 84%

24. 5 - Do demographics show significant differences in student responses? • Did either parent attend college? • Gender • Reported low income • Ethnicity

25. Did either of your parents attend college?

26. Gender

27. Low Income Qualify for a free or reduced lunch? 11% Were you eligible for a Pell grant? 15%

28. Ethnicity • Measuring difference based on ethnicity was problematic because two of the institutions, Boise State and Utah State had 8 students returning a survey who reported an ethnic or racial background. University of Minnesota-Twin Cities had 116, which is more but proportionally about the same as Boise State, < 10%. • The relatively small numbers of students reporting an ethnic background resulted in no findings of statistically significant differences in response to the four variables, however additional effort is needed.

29. Observations The population to survey needs to be clearly stated in the accreditation standard. It may be of greater practical use for institutions to survey all CEP students, rather than just those who are attending a postsecondary institution.

30. An evaluation of the quality of CEP programs hinges on defining the larger purposes of offering college courses to high school students, which may be: • Personal development of the student/citizen • Advancement of students’ education or career • Monitoring to improve institutions’ processes • Quality of the CEP courses they offer • Transferring of earned CEP credit.

31. Satisfaction with CEPs is very high, but a survey instrument should give sponsoring organizations an understanding of what’s behind the curtain.

32. It’s been great to be with you!