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Differentiated Dual Enrollment Programs: An Approach to Widening Access

Differentiated Dual Enrollment Programs: An Approach to Widening Access. Elisabeth Barnett, NCREST, Columbia University Debbie Davis, Carman-Ainsworth High School, Flint, Michigan NACEP 2017. Today’s goals. Participants will…. learn about research on different collegiate experiences.

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Differentiated Dual Enrollment Programs: An Approach to Widening Access

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  1. Differentiated Dual Enrollment Programs: An Approach to Widening Access Elisabeth Barnett, NCREST, Columbia University Debbie Davis, Carman-Ainsworth High School, Flint, Michigan NACEP 2017

  2. Today’s goals Participants will…. • learn about research on different collegiate experiences. • consider ways to broaden collegiate experiences to all students.

  3. Our agenda • A framework for thinking about differentiation and access to collegiate experiences. • A quick self-assessment • The Carman-Ainsworth experience. • Discussion

  4. SECEP – A convergence Early College Increased access to college Blended high school and college curriculum Multi-layered student support. STEM Education in science, math, technology and engineering. Linked to emerging careers Promoting critical thinking, design, and hands on learning.

  5. Bridgeport, Connecticut Who is involved? Michigan

  6. STUDENT OUTCOMESBy the end of the project, we should see….

  7. The Big Question How do we move from serving 2-49% of students to 90%? • Differentiate. • Broaden the concept to “collegiate experiences.”

  8. What are collegiate experiences Collegiate experiences allow high school students to experience what it is like to be in college. In many cases, they also provide opportunities to earn college credits. Examples: • Dual/concurrent enrollment • AP and IB • Co-req courses • CTE articulated credit • Summer bridge programs • Activities on the college campus.

  9. Why are collegiate experiences important? STUDENTS say: The best part of my Middle Early College experience has been… • Agood learning experience because it prepares me to know what is coming when I go into college…I also learned what college professors expect from my work and myself. • Ability to experience college life. • Being able to be on a college campus and take college classes and sit with professors. • Being able to feel what a college setting is like.

  10. DUAL ENROLLMENT • Dual enrollment is associated with higher student college degree attainment, college access and enrollment, credit accumulation, high school completion, and high school achievement (WWC, USDOE, 2017). • The positive effects of taking college classes in high school are particularly strong for first-generation college students and students whose parents had some college but no degree(An, 2013). • Two or more courses doubles the impact (An, 2013).

  11. AP and IB • Anumber of studies found little to no predictive value on subsequent performance in college of engaging in AP coursework (Dougherty, Mellor, & Jian 2005; Geiser & Santelices 2005; Klopfenstein & Thomas 2009). • Good performance on AP exams is associated with positive outcomes in college (Geiser & Santelices 2004). • Students who enrolled in IB programs went on to earn higher GPAs in college (Geiser & Santileces 2004).

  12. STUDENT SUCCESS COURSES Among community college students who took student success courses, there was an increased chance of graduation of 8 percentage points (controlling for demographics and academic proficiency). Zeidenberg, Jenkins and Calcagno, 2007

  13. CTE ARTICULATED CREDIT Research suggests that students earning articulated credit are less likely to drop out of high school and it helps them in the transition from high school to postsecondary options. Kim, 2008

  14. Other options • Summer bridge programs: Participants performed better in first college level math and writing courses than the experimental control group (NCPR, 2012). • CTE pathways: Tech Prep has had a mixed record of effectiveness in terms of college outcomes (OCCRL, 2004). Programs of study show modest positive outcomes (Castellano et al, 2012). • Co-req courses: Among students who placed into the highest level developmental writing course, participating in ALP was associated with higher rates of English 101 and English 102 completion (Jenkins et al, 2010).

  15. Even more options • Stretch courses (e.g. CSU) • HS/college courses with weekly labs at the college • Pre-professional programs • Apprenticeships

  16. Differentiation Meeting different students’ needs— • Different levels of academic preparedness • Different interests: general education or career

  17. Differentiation – a framework • Can we provide opportunities for most or all students? • Can we target students’ needs and interests?

  18. What collegiate experiences does your school/college have? • Discuss Worksheet 1 • What opportunities are available at your school/college in each of these categories? • Which of these opportunities are currently: • fully scaled (S) • partly developed (D) • just starting or in planning (P)

  19. Carman-Ainsworth High School DifferentiatingDual Enrollment NACEP October 9, 2017 Debbie Davis, Principal ddavis@carmanainsworth.org 810-591-5502

  20. Carman-Ainsworth Community Schools Demographics – Who We Are… • District has just under 5,000 students • Located in Flint Township • CAHS – comprehensive high school (1350 students) including C-A STEM Early College • 2 other HS programs – Alternative + C-A Baker Career Academy/Early College • CAMS and 4 Elementary schools • Diverse population (65% African American, 30% Caucasian, 5% other) • Economic Disadvantage – roughly 70%

  21. Ways to Broaden Course-Taking Opportunities and College Experience at Carman-Ainsworth High School • College Credit Opportunities • Visits to local colleges: • 8th Grade visit to University of Michigan-Flint or Baker College of Flint • 10th Grade visit to Mott Community College (Technical or Medical choice) • 12th Grade visit to College Fair at Mott Community College • 21 Club Michigan College Tour - 2 day visit to 6 state colleges/universities (University of Michigan, Eastern Michigan University, Wayne State, Saginaw Valley State University, Michigan State University, Central Michigan University) • HBCU Tour (Historically Black Colleges/Universities) (local foundation)

  22. Ways to Broaden Course-Taking Opportunities and College Experience at Carman-Ainsworth High School 5. Creating a College Going Culture – Changing the Mindet • MCAN - Michigan College Access Network (CAW - College Application Week, College Cash Campaign (FAFSA) and College Decision Week) • College Planning Course for 12th graders • College and Career Fair – 100 exhibitors • Admissions College Visits to C-A • Homecoming and Spirit Week College Days • Visits from recent alumni – talks to students about college experiences • College flags and banners

  23. Ways to Broaden Course-Taking Opportunities and College Experience at Carman-Ainsworth High School

  24. Ways to Broaden Course-Taking Opportunities and College Experience at Carman-Ainsworth High School 5. Creating a College Going Culture cont. • “I Have Applied” banners • Teacher Involvement with College Poster --->

  25. How Can I Earn College Credit as a CAHS student?

  26. Articulated Credit through CTE Programs at CAHS or Genesee Career Institute • What is Articulated Credit? • College credit earned through Career-Tech Ed programs at CAHS through agreements with local colleges. • BMA (Business Management) classes • Marketing • Engineering • Med and Health • Others • Credits are earned upon enrollment at qualifying colleges (Mott, Baker, other) • 200 students had opportunity to earn 489 articulated credits this year

  27. AP - Advanced Placement Courses and Exams • AP Courses Offered: • AP English (Literature), AP Biology, AP Chemistry, AP US History, AP World History, AP Calculus, AP Psychology • In 2017, 43 students earned scores on 49 College Board AP Exams (scores of 3 or higher) sufficient to earn approximately 194 college credits.

  28. On-Site (CAHS) Dual Enrollment Programs • UM-Flint DEEP - Western Genesee Consortium (25 students) • Approximately 240 credits earned in 16-17 • Programs in Medical Sciences, Pre-Law and Pre-Engineering • https://www.umflint.edu/k12/deep-programs • Baker College of Flint (15-20 students) • American Sign Language I and II and Oral Communications • Approximately 150 college credits earned in 16-17 • 34 students enrolled in 17-18 (204 credits) • Mott Community College taught courses in 15-16 (16 students

  29. Early/Middle College Opportunities • Carman-Ainsworth High School STEM Early College (15-20 students per year) Medical Sciences and Pre-Engineering 195 credits earned in 16-17 • GC CTE EMC – New program - Genesee County Career Technical Education Early Middle College (2 students) to begin in 17-18 • Computer Security and Nursing Programs and Other Programs Available • Carman-Ainsworth Baker Career Early College (50 students)

  30. Traditional Dual Enrollment with College Partners Mott Community College (Arabic, Sociology, English) 2-3 students The University of Michigan-Flint (Calculus I and II, Arabic) 2 -3 students Kettering University (Calculus II/III) 1-2 students

  31. Concurrent Enrollment for 17-18 Running Start Program with Baker College: High School teachers will be vetted to teach a one credit college preparation course (time management, notetaking in college, career and college exploration) to 380 juniors.

  32. Dual Enrollment – RESULTS for 2016-2017 Credits Earned (or has potential to earn): AP Credits 194 CTE Articulation Credits 489 DEEP Courses 240 Baker College on-site 150 C-A STEM EC 195 Traditional Dual Enroll 15 600 dual enrollment credits earned in 2016-2017 683 potential credits earned in 2016-2017

  33. Dual Enrollment Info 2012-13 to 2017-18

  34. Discussion • Are there groups of students with few opportunities for collegiate experiences at my school/college? • What collegiate experiences could be added at my school/college? • What are the main barriers to offering more collegiate experiences at my school/college?

  35. Contact information Elisabeth Barnett, NCREST barnett@tc.columbia.edu Debbie Davis, Carman-Ainsworth High School ddavis@carmanainsworth.org

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