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Dual Enrollment: A Strategy to Accelerate College Preparation and Progress
Hobsons & AASA Dual Credit Survey Results
Executive Summary
Dual enrollment programs offer students opportunities for completing college courses and receiving college credit as part of a high school program of study.
AASA and Hobsons have established a partnership to explore the impact of dual enrollment programs as a strategy for college readiness and accelerating progress.
This webinar summarizes findings of our first exploratory survey, shares perspective about “redefining readiness” and learns about how two leading educational institutions are delivering on these promises
Setting the Stage
Today’s Special Guests
Dr. David SchulerSuperintendent, District 12
Past President, AASA
Dr. Mary Rittling, President, Davidson Community College
• Strategic partners since 2014.• Contributed to the development and education advancement of
education leaders through our support of the AASA Collaborative and the Superintendents National Certification Program.
• Share mission of finding ways to bridge gap between K-12 and higher education.
• Expanding into research opportunities with AASA membership with our first descriptive survey.
Setting the Stage
AASA & Hobsons Partnership
Setting the Stage
Dual Enrollment, Dual Credit
Dual enrollment refers to courses taught to high school students for which the students receive both high school credit and college credit.
Different institutions have different names for dual enrollment, such as “dual credit,” “concurrent enrollment,” or “joint enrollment.” While not technically the same, the terms dual enrollment and dual credit are often used interchangeably.
NCES has reported that in 2002-2003 dual credit enrollments reached 1.16 million students. In 2010-2011 dual credit enrollments had reached 2.04 million students, a 75% increase.
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o National Center for Educational Statistics Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010–11 http://nces.ed.gov/pubs2013/2013002.pdf
o Higher Learning Commission, Council of Regional Accreditation Commissions, Lumina Foundation Dual Credit in U.S. Higher Education: A Study of State Policy and Quality Assurance Practices
Setting the Stage
Recent Reports on Dual Credit in U.S. Higher Education
The Promises of Dual Enrollment
Accelerating Completion
Reducing Costs
Reducing friction in the U.S. education pipeline
Setting the Stage
Dual Credit Survey
• QuestionsCombination of demographic questions, forced choice questions, and Likert-styled opinion scaling.
• DistributionSurveys were distributed to 4,500 AASA members. The survey was open for two weeks and members were sent one reminder to complete.
• ResponseReceived 424 completed surveys.
• PartnershipAASA distributed the survey and compiled results. Hobsons analyzed the results and summarized findings.
Dual Credit Survey
Methodology
Questions and Results
What is your current position?Survey Results
Survey Respondent DistributionSurvey Results
How many students were enrolled in your district as of January 2015?Survey Results
My School District is Best Described as:Survey Results
Offering Dual Credit Courses is Reflected in My District’s Strategic Plan.Survey Results
My District Currently Offers Dual Credit Courses.Survey Results
What Partnerships Does Your District Have in Place to Offer These Courses?Survey Results
How Are Your Dual Credit Courses Offered to Your Students?Survey Results
What Benefit(s) Do Dual Credit Courses Offer to Students in Your District?Survey Results
• “They demonstrate that college is achievable.”• “It’s great for first generation students.”• “Helps under-represented groups see they are capable of doing
college work.”• ”It’s a confidence builder, knowing that a student can pass a
college class.”• ”They can get their associate degree in high school.”• ”Pique interest of ‘at-risk’ students, enhance experience of
advanced students.”
Survey Results
Examples of “Other” Benefits
What Have You Found to be the Biggest Barriers to Offering Dual Credit Courses?Survey Results
• “Requirements for educational preparation of district teachers who teach college courses.”
• “Difficulty of transferring credit.”• “Difficulties in sharing information between schools and colleges.”• “Lack of interest from higher education institutions.”• ”Lack of scheduling alignment between schools and colleges.”• “Lack of interest from students and parents.”• “Lack of transportation for students.”• ”Paperwork nightmare.”
Survey Results
Examples of “Other” Barriers
• Is completion of dual credit courses an indication that a high school student is ready for college?
• Should U.S. public education system evolve into a K-14 system of education?
Survey Questions
College Readiness Indicator & Education System
Survey Results
Completion of a Dual Credit Course Provides Evidence that a Student is College Ready
US K-12 Public Education Should Evolve into a K-14 SystemSurvey Results
• What will it take to fully realize the potential of using Dual Credit programs to accelerate progress and reduce costs?
• What can we do as practice leaders to actively respond to challenges standing in the way of fully supported, articulated adoption?
Implications for Practice
Reducing Friction in the System
AASA, AACC and Hobsons will continue the Dual Enrollment Credit dialogue
Hobsons has supported Dual Enrollment Credit research under the leadership of AACRAO for a higher education perspective
Work with Accreditors including HLC, to explore opportunities for articulating Faculty Qualification Guidelines
Explore Frameworks for Transfer Articulation
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Next Steps
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Redefining Ready
High School District 214Dr. David SchulerSuperintendentPresident, AASA
Making High School RelevantHigh School District 214
Who We AreHigh School District 214
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www.RedefiningReady.org #RedefiningReady
A Strategic Plan
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Benefits of College Completion
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The National Center for Postsecondary Research which looked at data from Florida schools found that dual enrollment students were statistically significantly more likely to persist in college to a second semester and earn a higher college GPA.
Dual Credit
The Power of 15 –All Means All
The Power of 15 –All Means All
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Career PathwaysHigh School Re-envisioned Programs of Study
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Career Pathways
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Career Pathways
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Career Cluster: Information TechnologyPathways: Network Systems; and Programming and Software DevelopmentPrograms of Study: Coding/App Development and Hardware/Cybersecurity
◼ 20+ College Credit Hours◼ 3 Industry Credentials◼ Internship Experience
Early College OpportunitiesComputer Repair A+ Certification (6 hours), CISCO Networking Basics (3 hours), CISCO Routers and Routing basic (3 hours), AP Computer Science Principles (tbd), AP Computer Science – A (4 hours), Advanced Network Systems and Cybersecurity (tbd), Advanced Web App Development and Cybersecurity (tbd)
CertificationsCompTIA A+, CompTIA Network+, CompTIA Security+ (tbd)External ExperiencesDistrict Internship Program, Micro-internships
Career Pathway Developmentin High School District 214
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Authentic Learning
Entrepreneurship Micro Internships Employment Opportunities Dual Credit Coursework
Student Participation
Dual Credit Enrollment: 362% Increase since 2010 (401 to 1,854) to 87.8 %
Enrollment at Harper of Dual Credit Students: 233%
Increase since 2010 (162 to 541)
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Making High School RelevantHigh School District 214
Davidson County Community CollegeDr. Mary RittlingPresident
Davidson County Community College (DCCC)Lexington, NC 27293
• 58 Community COLLEGES in North Carolina
• Davidson County Community College Head Count – 14,000
• FTE – 5,500
College & Career Promise (CCP)
What is CCP?
Career and College Promise (CCP) is a dual enrollment program that offers qualified North Carolina students the opportunity to begin their two-year or four-year
college work while they are in high school. Those eligible get a tuition-free head start on workplace and college
preparation.
College & Career Promise (CCP)
Offered to juniors and seniors in high school
20+ Pathways – CTE and Transfer
Four School Systems in Davidson County (3) and Davie County (1)
Pathway Opportunities
College Transfer Pathways (CTP) Up to 35 hours of college credit that will transfer
seamlessly to public or participating private college or university
Career & Technical Education (CTE) 6 to 18 hours of college credit leading to entry-level job
skills and a certificate in a technical career
College Transfer Pathways
Associate in Arts Designed for high school juniors and seniors who wish to
begin studying toward the Associate in Arts degree and a baccalaureate degree in a non-STEM major
Associate in Science Designed for high school juniors and seniors who wish to
begin studying toward the Associate in Science degree and a baccalaureate degree in a STEM or technical major
Career & Technical Education Pathways
• After school & Day Camp Programming
• Agriculture Power & Machines• Applied Engineering Technology• Automotive Systems Technology• Business Administration• Central Sterile Processing• Computer Integrated Machining
• Cosmetology• Criminal Justice Technology• Diesel & Heavy Equipment
Technology• Digital Media Advertising• Early Childhood Assistant• Electronics Engineering Technology• Emergency Medical Science• Esthetics Technology• Fire Protection Technology
Career & Technical Education Pathways
• Geospatial Web & Mobile Apps
• Global Logistics Technology• Health Information
Technology• Human Resource
Management• Infant/Toddler Care• Information Support
• Network & Cyber Security• Nurse Aide• Pharmacy Technology• Recreation Facility
Management• SoftMedical Office
Administration• ware &Web Development• Welding Technology
Career & Technical Education Pathways
• Geospatial Web & Mobile Apps
• Global Logistics Technology• Health Information
Technology• Human Resource
Management• Infant/Toddler Care• Information Support
• Network & Cyber Security• Nurse Aide• Pharmacy Technology• Recreation Facility
Management• SoftMedical Office
Administration• ware &Web Development• Welding Technology
College & Career Promise (CCP)
• Retention for 2015 - 154 CCP students graduated high school in June 2015 – 36 of these graduates enrolled at DCCC as traditional students between Fall 2015 and Fall 2016 – 25 are still registered in Fall 2016 classes
• Retention for 2016 – 223 CCP students graduated high school in June 2016 – 57 of the graduates are enrolled in Fall 2016 classes
• Enrollment Fall 2016 – 375 CCP students enrolled
Early College
Students start as Freshmen
1 Early College in Davie County
2 Early Colleges in Davidson County
Davie Early College
• Started August 2007• Students enrolled - 160• Graduation rate - 95%• Most transfer to 4-year university
Davidson Early College
• Began in 2006• 136 students enrolled in August 2016• Most of our students transfer to a four year university after receiving
their AA and/or AS degree• 100% graduation rate in 2015• Over 80% of the students are 1st generation and low income students
(students accepted based on lottery system)• Highest test scores in Davidson County• ACT composite data higher than state and local average• Made the list for being “One of America’s Best High Schools” by U.S.
News and World Report – received bronze medal (2009, 2012, 2015 and 2016)
Yadkin Valley Regional Career Academy - Davdson
• The school opened in 2012• The mission is “To graduate creative innovators.”• 2016-2017 is the first year of super seniors with 20 enrolled at DCCC
14 on track to graduate in May 2017 with an Associate in Applied Science Degree
3 with certificates 1 with diploma
• 151 students enrolled at DCCC this fall• 239 total students attending Valley Academy this year across all 5 levels• 233 students have attended DCCC since spring 2013
Next Steps
• Talent Search Grant
• Outreach Parents Teachers and Counselors Summer Academy
• Targeted Communication
To download the Dual Credit Survey Report click HERE
Thank You for Your Interest!
