Embed Size (px)
Citation preview
Dual Credit & ArticulationDual Credit & Articulation
Debra Mills; CORDDebra Mills; CORD
[email protected]@cord.org
NOT the joining of two partsNOT trying to make it “fit”A NEW System DESIGNED
as one curriculum spread over two institutions
Grade English Mathematics Science Social Studies Health, Computer
and Elective Career Cluster
9 English I Algebra I Biology Health/ PE/
Wellness
2 Career
Management Success
Fou
nd
ati
on
10 English I I Geometry U.S. History
2 Programming Logic or other
Computer Science
1 Engineering Design and
CAD
11 English I I I Algebra I I Chemistry World History
3 Principles of
Machining and Manufacturing
Care
er
Clu
ste
r C
ore
12 English IV or Applied
Communication
Optional: 4th Year of
Mathematics
Applied Physics
½ unit each U.S. Gov. and
Economics
Manufacturing Applications
13
1st Semester English
Composition
College Algebra and
Trigonometry
1 Engineering
Design Orientation
2 Computer
Applications in Manufacturing
3 Principles of Machining I
13
2nd Semester Humanities
Elective
Advanced CAD
Communication Elective
Career Cluster Elective
Materials and Manufacturing
Processes
Ad
ult
L
ea
rne
rs
14
1st Semester
Statistical Process and
Quality Control
General Physics I
Principles of Economics
Electromechanical Devices
Career Cluster Elective
Care
er
Clu
ste
r S
pecia
lizati
on
14 2nd Semester
Metrology and Quality Control
Career Cluster Elective
Tool Design Career Cluster
Elective Career Cluster
Elective
1,2,3: Secondary courses eligible for postsecondary (dual) credit, allowing early graduation or allowing opportunities for advanced
career cluster electives
Standards: Skill; Academic
& SCANS
Articulated credit Dual enrollment;
Concurrent Enrollment
Dual credit Credit in escrow Tech Prep credit Retroactive credit
Also…–International
Baccalaureate (IB)
–Middle College HS
Dual Credit: Students receive both HS & College credit for a college-level class successfully completed
Dual Enrollment: Students are concurrently enrolled (and taking some college-level classes) in HS & College. They may or may NOT receive HS credit for the college classes.
Adapted from Tom BaileyAdapted from Tom Bailey
SINGLETONSINGLETON - - Elective; enrich the HS curriculum; a Elective; enrich the HS curriculum; a “head-start” to college. “head-start” to college. EX:EX: Advanced Placement Advanced Placement
COMPREHENSIVECOMPREHENSIVE - Many, if not all, of 1-2 years - Many, if not all, of 1-2 years of HS under the College auspices (at HS or CC) of HS under the College auspices (at HS or CC) EXEX: : International Baccalaureate (IB) program; some tech International Baccalaureate (IB) program; some tech prep/dual credit modelsprep/dual credit models
ENHANCED COMPREHENSIVEENHANCED COMPREHENSIVE – most intensive – most intensive form; addresses ALL elements (counseling; form; addresses ALL elements (counseling; academics; mentoring, etc) academics; mentoring, etc) EX: Middle College HS; EX: Middle College HS; some dual credit programssome dual credit programs
Dual enrollment allows high school students to enroll in a college course prior to high school graduation, giving them first-hand exposure to the requirements of college-level work while gaining high school and college credit simultaneously.
Programs for over 30 yearsTraditionally=gifted students an
academically challenging alternative
Why just gifted Why just gifted (traditionally)(traditionally) ? ?
Argument: less advanced students might not be academically prepared for college-level work
Why should we include middle and low-achieving HS students in dual enrollment/credit?– Can increase the
intensity & rigor of HS curriculum
– Challenging students leads to high levels of college success
Budgetary Reasons = limited HS course offerings
Cuts= science & technical courses; upper level courses & ‘extras” (music & art)
Especially helpful in the CTE arenaMany CTE programs are expensive
Benefits of Dual CreditBenefits of Dual CreditBarnett, Gardner, & Bragg (2004)Barnett, Gardner, & Bragg (2004)
Reducing college costs for families and the state.Reducing college costs for families and the state. Accelerating student progress toward degree completion.Accelerating student progress toward degree completion. Providing greater challenges to advanced students.Providing greater challenges to advanced students. A more productive senior year of high school.A more productive senior year of high school. Wider access to college resources and facilities, especially Wider access to college resources and facilities, especially
important to small, rural schools.important to small, rural schools. Helping students to visualize themselves as “college Helping students to visualize themselves as “college
material.”material.” Supporting college goals such as improved student Supporting college goals such as improved student
recruitment, better community relations, and expansion into recruitment, better community relations, and expansion into new, potentially fund-generating, areas.new, potentially fund-generating, areas.
Demystifying experienceEase the psychological
transition to collegeAvoid “false” starts to
college
Facilitate HS-to-College transition for a BROAD Facilitate HS-to-College transition for a BROAD RANGE of studentsRANGE of students
Motivate students to take more rigorous HS Motivate students to take more rigorous HS curriculumcurriculum
Shifts focus of occupational ed to PSShifts focus of occupational ed to PS Can provide an early warning signal whether Can provide an early warning signal whether
students are preparedstudents are prepared Can acclimate HS students to CollegeCan acclimate HS students to College Fit with other federal goals (Fit with other federal goals (improved career
guidance & NCLB)
Quality and rigor; College-level?
Financial/ administrative burdens
Transferability of credit (especially to 4-yr)
Faculty roles; compensation– Instructor quality– Impact on jobs
Student access – Student readiness for college
level work
Target Population
Admission ReqLocationStudent MixInstructors
Course ContentCredit EarningProgram
intensityFundingState Mandates
Course Content: Identical college course vs specific design for HS?
Location: College vs HS Instructors: regular college faculty vs certified
HS Student Mix: teach HS students separately or
combine students? Credits Earned: Immediately? Or other
models?
Financial Benefits Financial Benefits for CCfor CC
IF taught @ HS, using HS teachers IF taught @ HS, using HS teachers ((certified as certified as
eligibleeligible);); paid at adjunct rate paid at adjunct rate IF state policy =full FTE; then CC generate IF state policy =full FTE; then CC generate
revenues, EVEN if NO tuitionrevenues, EVEN if NO tuition IF HS pay tuition, then colleges benefit IF HS pay tuition, then colleges benefit IF local property taxes are important IF local property taxes are important ((less less
sensitive to enrollmentssensitive to enrollments)) then there is NO direct $ then there is NO direct $$ incentive, BUT political & recruitment $ incentive, BUT political & recruitment
National Picture National Picture (from ECS)(from ECS) 21 states have 21 states have comprehensivecomprehensive programsprograms– Minimal; no costs Minimal; no costs – Dual credit earnedDual credit earned– Few course Few course
restrictionsrestrictions 26 states have 26 states have
limited limited programs programs – Students pay tuitionStudents pay tuition– More academic More academic
credit restrictionscredit restrictions– Stringent criteria on Stringent criteria on
eligible courses.eligible courses.
http://nces.ed.gov/pubs2005/2005009.pdf
Funding ModelsFunding Models
1. Funding Follows the Students
2. Both institutions receive funding
Structuring Dual Credit Programs:
Key Decisions Dual Credit in IL: Making it WorkDual Credit in IL: Making it Work by Barnett, Gardner, & Bragg; 2004 by Barnett, Gardner, & Bragg; 2004
1.1. Program ApproachProgram Approach
2.2. Organization & Organization & FundingFunding
3.3. Course DeliveryCourse Delivery
4.4. Student Selection & Student Selection & GuidanceGuidance
5.5. Faculty Selection & Faculty Selection & SupervisionSupervision
6.6. Quality AssuranceQuality Assurance
7.7. Relationships between Relationships between HS & PSHS & PS
8.8. Credit Award & Credit Award & TransferTransfer
9.9. Marketing & Public Marketing & Public InformationInformation
10.10. Monitoring & Monitoring & EvaluationEvaluation
Dual Credit Components:Dual Credit Components:STUDENT SELECTIONSTUDENT SELECTION Meet college Meet college
entrance entrance requirementsrequirements
May enter college May enter college remedial programsremedial programs
Need a “reality Need a “reality checklist” and/or an checklist” and/or an early warning systemearly warning system
Counseling importantCounseling important
CURRICULUMCURRICULUM College needs to College needs to
guarantee that courses guarantee that courses are college-levelare college-level
Should use college texts Should use college texts and syllabiand syllabi
May be taught by May be taught by qualified HS or college qualified HS or college facultyfaculty
Dual Credit Components:Dual Credit Components:
MONEYMONEY S/PS commitment is S/PS commitment is
associated with who associated with who gets the fundinggets the funding
Charging tuition Charging tuition screens out studentsscreens out students
Cost savings may be Cost savings may be substantialsubstantial
ADMINISTRATIONADMINISTRATION Best when guided by Best when guided by
state policiesstate policies Requires good S/PS Requires good S/PS
communicationcommunication Systems for credit Systems for credit
transfer are neededtransfer are needed Evaluation & CQIEvaluation & CQI
West Virginia EDGEWest Virginia EDGEEarn a Degree – Graduate Early
Kathy D’Antoni; Kathy D’Antoni; Vice Chancellor; WV Community &
Technical College System 3-28 hours of free college
credit Phase 1: Align
curriculum Phase 2: earn 1st yr of
Associate degree w/HS diploma
Phase 3: Earn Associate w/HS diploma WV: New River Gorge
