Gay Burden

1

• Gay Burden

Dual Credit Dual Enrollment Gay Burden,
Director Secondary to Post-Secondary Transition
2
Agenda

• Defining dual credit and dual enrollment
• Tennessee data (2008-2009)
• Pros and cons
• Perkins IV Reserve Grant
• CTE Competency Attainment Rubric

3
Transition to college The Challenge
31 Leave with 0 Credits
68 Graduate HS in 4 Years
18 GraduateCollege in 4 Years
100 Start 9th Grade
40 Start College
27 Start Sophomore Year
31
Source Education Weekly March 2005
4
College for All The Ethnicity Gap
Percentages by Race and Ethnicity

• By age 29
• 34 of White
• 18 of African Americans
• 10 of Hispanic
• Have bachelors degrees

Hoffman, N. (2003)
Venezia, A., M. W. Kirst, et al. (2003)
5
Tennessee Dual Enrollment Grant

• Up to 600 per award year (300 per semester/100
  per credit hour)
• Must maintain a 2.75 cumulative college GPA
• Only for lower-division courses (courses numbered
  100-200 or 1000-2000) postsecondary credit for
  general education courses and courses in
  disciplines
• For high school juniors and seniors

6
JOB SKILL LEVELS / EDUCATIONAL
REQUIREMENTS
7
CTE What do we know?

• CTE keeps kids in school
• CTE helps kids focus their PS education plans
• CTE is an economic benefit to participants and to
  states
• CTE-based structures can affect achievement and
  transition of youth to college and work, and

8
More Transition Findings

• CTE students were as likely as their matched
  non-CTE counterparts to enroll in college in the
  fall following graduation from high school.
• CTE students were significantly more likely than
  their matched non-CTE counterparts to report
  feeling prepared for the social and academic
  challenges of college.

Bragg et al, forthcoming
9
Research Findings

• Overall CTE students were significantly more
  likely than non-CTE students to report that high
  school had provided them with information on
  college programs and courses that follow high
  school course-taking.
• Bragg et al, forthcoming

10
Research Findings

• Among dual credit participants, significantly
  more CTE students compared to non-CTE students
  attributed their decision to attend college to
  their participation in dual credit.
• (Black, 1997 Gurule, 1996 Monroe Community
  College, 2003 Nitzke, 2002 Richardson, 1999
  Spurling Gabriner, 2002 Windham, 1996)

11
Research Findings

• Dual credit participants showed better academic
  performance in college than non-dual credit
  students.
• (Black, 1997 Gurule, 1996 Monroe Community
  College, 2003 Nitzke, 2002 Richardson, 1999
  Spurling Gabriner, 2002 Windham, 1996)

12
Proposed Benefits

• Facilitating the transition between high school
  and post-secondary
• Allowing students to complete a degree faster
• Reducing costs for a college education
• Reducing high school drop out rates
• Preparing students for college work and reducing
  the need for remedial coursework
• Enhancing the high school curriculum

(Bailey, Hughes, Karp, 2003 Blanco, Prescott,
Taylor, 2007 Boswell, 2001 Clark, 2001
Conklin, 2005 Coplin, 2005 Crook, 1990
Education Commission of the States, 2000
Greenberg, 1989 Hoffman, 2005 Karp, Calcagno,
Hughes, Jeong, Bailey, 2007 Johnstone Del
Genio, 2001 Kentucky Interagency Dual Credit
Task Force, 2007 Kim, 2006 Kirst Venezia,
2001 Puyear, 1998)
13
Proposed Benefits

• Making more effective use of the senior year in
  high school
• Developing the connection between high school and
  college curricula
• Raising the students motivation and goal to
  attend college
• Acclimatizing students to the college environment
• Freeing space on college campuses
• Improving relationships between colleges and
  their communities
• Easing recruitment of students to college
• Enhancing opportunities for underserved student
  populations

(Bailey, Hughes, Karp, 2003 Blanco, Prescott,
Taylor, 2007 Boswell, 2001 Clark, 2001
Conklin, 2005 Coplin, 2005 Crook, 1990
Education Commission of the States, 2000
Greenberg, 1989 Hoffman, 2005 Karp, Calcagno,
Hughes, Jeong, Bailey, 2007 Johnstone Del
Genio, 2001 Kentucky Interagency Dual Credit
Task Force, 2007 Kim, 2006 Kirst Venezia,
2001 Puyear, 1998)
14
Concerns

• No solid quantitative data supports the claims of
  the benefits
• Low or uncertain academic quality
• Limited oversight of academic rigor
• The college course experience is not duplicated
  in high school courses
• Capability of high school teachers to teach
  college level courses
• Transferability problems

(Andrews, 2001 Bottoms Young, 2008 Cambra,
2000 Clark, 2001 Johnstone Del Genio, 2001
Kim, 2006 Krueger, 2006 Lerner Brand, 2006)
15
Concerns

• Costs involved in the programs
• Potential funding uncertainty
• Limited access for low-income, minority, and
  academically underprepared students
• Lack of policies to ensure students are prepared
  to begin college level work
• Liability with underage high school students on
  college campuses
• Actions by many interested groups are required

(Andrews, 2001 Bottoms Young, 2008 Cambra,
2000 Clark, 2001 Johnstone Del Genio, 2001
Kim, 2006 Krueger, 2006 Lerner Brand, 2006)
16
House Bill No. 99Public Chapter No. 459

• Purpose is to authorize public postsecondary
  institutions and LEAs to jointly establish
  cooperative innovative programs.
• Aimed at removing barriers to dual credit and
  dual enrollment.
• Dual Credit Pilot Projects MTSU
• Greenhouse Management
• Introduction to Agribusiness

17
Articulation Defined

• A written agreement based on the process of
  aligning secondary and post secondary curriculum
• Awards students post secondary credit
• 47 statewide articulation agreements exist

18
Scenario A

• Joe Student is taking a postsecondary course at
  the high school. He is excited that this course
  will not only complete his CTE program of study,
  but it will also give him a jump start at the
  technical college when he enrolls.

19
Scenario B

• Jane Student is taking a course taught by the
  high school teacher and scheduled as a zero
  period (before the regular school day begins).
  The high school teacher is also an adjunct
  professor at the local community college. The
  student is paying for the course with grant funds.

20
Definitions Approved by The P-16 Council of
Tennessee June 2008

• Dual Credit a postsecondary course or a high
  school course aligned to a postsecondary course
  that is taught at the high school by high school
  faculty for high school credit. Students are able
  to receive postsecondary credit by successfully
  completing the course, plus passing the
  assessment developed and/or recognized by the
  granting postsecondary institution. The
  institution will grant the credit upon enrollment
  of the student.

21
Definitions Approved by The P-16 Council of
Tennessee June 2008

• Dual Enrollment a postsecondary course, taught
  either at the postsecondary institution or at the
  high school, by the postsecondary faculty (may be
  credentialed adjunct faculty), which upon
  successful completion of the course allows
  students to earn postsecondary ad secondary
  credit concurrently. The student must meet dual
  enrollment eligibility under the TBR and UT
  policies.

22
Scenario A

• Joe Student is taking a postsecondary course at
  the high school. He is excited that this course
  will not only complete his CTE program of study,
  but it will also give him a jump start at the
  technical college when he enrolls.

Dual Credit
23
Scenario B

• Jane Student is taking a course taught by the
  high school teacher and scheduled as a zero
  period (before the regular school day begins).
  The high school teacher is also an adjunct
  professor at the local community college. The
  student is paying for the course with grant funds.

Dual Enrollment
24
What makes it confusing

• A dual enrollment course in one school could be a
  dual credit course in another schoolit all
  depends on the arrangement between the
  post-secondary partner.

25
Two-Year Pilot Study Develop a Student Level
Data Tracking System

• Nashville State Community College
• Tennessee Technology Center at Oneida/Huntsville
• The University of Tennessee at Martin
• Middle Tennessee State University

26
Secondary data

• Dual credit
• Student
• Course
• Pass/fail
• Dual enrollment
• Student
• Course
• No. credits
• Post-secondary institution

27
2008-2009 Tennessee DataDual Credit and Dual
Enrollment
28
Post-Secondary data

• ..to reflect actual numbers of students and dual
  credit/dual enrollment credits earned.

29
Post-Secondary Issue

• Identified by post-secondary educators
• TTU
• UTK
• MTSU
• UTM

30
Post-Secondary Issue Getting post-secondary
teachers on board

• No common student ID between secondary and
  post-secondary levels
• Philosophical idea that college is college and
  high school is high school
• How much is too much in terms of no. of credits
  available for a program area?
• Teachers are reluctant because of technology
  (on-line classes computerized testing)
• Teachers are reluctant to take on another class
  because they dont have the time
• MTSU requires teachers to attend workshops before
  teaching dual credit/dual enrollment courses

31
Post-Secondary Issue Which to providedual
credit or dual enrollment

• Dual enrollment is more popular than dual credit
  among post-secondary institutions
• Any fee for dual credit/dual enrollment courses
  hard for some students to pay
• Dual credit courses may not transfer to another
  post-secondary institution (P/F)
• If a passing score of 70 is acceptable at one
  institution, it should be acceptable at other
  post-secondary institutions.

32
Post-Secondary Issue Other issues

• Sustainability of programs established with grant
  funding
• Secondary computer firewalls have to be dealt
  with
• Most secondary schools have better technology
  than post-secondary schools
• Courses must have adequate enrollment to make
• High shool courses have different course titles
  and numbers than post-secondary

33
In Closing Dual Credit, Dual Enrollment the
TDP

• GRADUATING WITH DISTINCTION Attaining a B
  average and completing at least one of the
  following
• earn a nationally recognized industry
  certification
• participate in at least one of the Governors
  Schools
• participate in one of the states All State
  musical organizations
• be selected as a National Merit Finalist of
  Semi-Finalist
• attain a score of 31 or higher composite score on
  the ACT
• attain a score of 3 or higher on at least two
  advanced placement exams
• successfully complete the International
  Baccalaureate Diploma Programme
• earn 12 or more semester hours of transcripted
  college credit

34
Other topics

• Perkins IV Reserve Grant
• 100,000
• One application per LEA
• New/innovative CTE programs
• Dual Credit/Dual Enrollment focus
• CTE Competency Attainment Rubric

35
Driving Student Success Taking the mystery out
of mastery

• The teaching Roadmap
• Competency profile
• Drives lesson plans, teaching strategies, and
  assessments
• The students vehicle to successwhat they need to
  know and be able to do
• The Rubric is the GPStells you where you are on
  the road to success

36
Thank you

• Gay Burden, Ph.D.
• Director, Secondary to Post-Secondary Transition
• gay.burden_at_state.tn.us