Dual Credit

1
Dual Credit

• Web Seminar
• January 30, 2007

2
Defining College Readiness

• the knowledge and skills expected of students to
  perform successfully in the workplace and in
  entry-level courses offered by institutions of
  higher education.
• Raymund Paredes, Commissioner, THECB
• Shirley Neeley, Commissioner, TEA

3
Legislative Basis

• During the Third Called Session, 79th
  Legislature, lawmakers passed HB 1.
• by fall 2008, each school district is required
  to implement a program under which students can
  earn at least 12 semester credit hours.

4
Student Eligibility

• usually juniors and seniors in high school who
  meet college/university prerequisites.
• must satisfy TSI (Texas Success Initiative).
• TSI can be met by acceptable scores on THEA,
  ASSET, COMPASS, ACCUPLACER, TAKS, ACT or SAT.

5
Strenghts of Dual Credit

• in most cases transfer to any Texas college or
  university.
• reflects the way content is delivered and
  assessed in the college and university classroom.
• in many cc districts, the content is delivered at
  no cost to the students or at a greatly reduced
  rate.

6
Facts of Note

• 70 of African American students enrolling in
  dual credit attended IHEs compared with 45 of
  those who did not.
• 77 of Hispanics students enrolling in dual
  credit were enrolled in IHEs a second year
  compared to 62.
• Graduation rates were 34 vs. 11, and 32 vs.
  11 respectively.
• Between 2000-2006, CCs delivered almost 1.7M sch
  and 18 universities delivered almost 36K.
• Dual credit has grown from 18.6K students in 2000
  to over 42.3K in 2006.

7
Challenges of Dual Credit

• mixed signals between ISD and IHE because
  expectations often lack clarity and specificity.
• content often viewed as watered down.
• minimum competencies or alignment issues may or
  may not have not been properly vetted.
• addressing associated costs (i.e. tuition,
  textbooks, fees, etc.).
• dealing with various levels of arrogance.

8
Goals of P-16 Council

• create a smooth transition from one level of
  learning to the next.
• recommend offering a broad array of courses, but
  focus on the core.
• work collaboratively for the benefit of all
  students.
• expect and deliver academic excellence expected
  in coursework provided.
• have a positive impact toward achieving the goals
  of Closing the Gaps.

9
Recommendations

• the Council recommends that websites for both the
  TEA and the CB post samples of institutional
  agreements that have been identified as exemplary
  examples.
• the Council recommends initiating a study to
  address funding issues and all associated costs.
• the Council recommends comprehensive annual
  reports beginning the fall of 2009.
• The P-16 council supports this legislation's
  requirement of the creation of college readiness
  standards to provide for the alignment of public
  school and higher education courses in the four
  high school foundation subjects (English language
  arts, mathematics, science and social studies).

10
Conclusions

• an outstanding opportunity to exhibit our
  commitment to educational excellence.
• an outstanding opportunity to reduce issues
  relating to the transfer of college credit.
• an outstanding opportunity for first generation
  college and university students.
• an outstanding opportunity to have a positive
  impact on the quality of education our students
  receive.