Earning College Credits in High School

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Earning College Credits in High School

• September 22, 2009
• Center for Postsecondary Success

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College Readiness From Hoping to Knowing
When anticipating their college experience,
students at the schools shifted from hope to
belief in their capacity to succeed, and finally
from belief to knowing that they can succeed.
This last shift could only occur after students
had proven themselves through their college
coursework successes. --Harvard research on ECHS
(2004-08)
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Expectations are the same for both college and
good jobs

• American Diploma Project found a high degree of
  convergence.
• The knowledge and skills that high school
  graduates will need to be successful in college
  are the same as those they will need to be
  successful in a job that
• pays enough to support a family well above the
  poverty level,
• provides benefits, and
• offers clear pathways for career advancement
  through further education and training.
• http//achieve.org.

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Purpose of dual credit opportunities

• Increase the educational options and
  opportunities for high school students
• Extend course availability
• Increase access to college credit-bearing courses

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Benefits

• Provide students an early glimpse of college life
• Encourage more students to consider higher
  education
• Accrue college credits while in high school
• Develop hard and soft skills needed in college
  and career

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What the Research Says

• Students who participate in dual credit
  opportunities are more likely to
• finish high school.
• be better prepared for work and life.
• complete their degree in a shorter amount of
  time.
• attend and persist in college.
• earn a postsecondary degree or credential.

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Completing some college credits in high school
can help underrepresented students
Karp, M.M., Calcagno, J.C., Hughes, K.L., Jeong,
D.W., and Bailey, T.R. (2007). The Postsecondary
Achievement of Participants in Dual Enrollment
An Analysis of Student Outcomes in Two States.
Community College Research Center, Teacher
College. Columbia University New York.
(October).
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College Credit in High School Addressing
Barriers for Low-Income Students
Requirements Strategies
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The Ideal

• Partnerships between the school and post-
  secondary institutions provide a variety of
  options for postsecondary education.
• Programs that support postsecondary access are
  available for all students.
• Rigorous career and technical (CTE) courses are
  offered in high-demand fields, leading to
  certification or other industry-recognized
  credentials.

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The Ideal

• Students are actively involved in early and
  ongoing academic and career guidance and
  planning.
• Partnerships create opportunities for students to
  pursue work-based learning, and internships exist
  between the school and area businesses.

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Recommended Strategies

• AP-Advanced Placement
• Pre-AP, Springboard
• IB-International Baccalaureate
• IB MYP
• CLEP
• CTE pathways
• PSEO
• Concurrent enrollment

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On-ramp opportunities for underrepresented
students.

• AVID (Advancement via Individual Determination)
• STEM-related disciplines integrated with CTE
• CPEO-Connecting Parents to Educational
  Opportunities
• Opportunities for industry certifications
• Upward Bound helps young students to prepare for
  higher education. Participants receive
  instruction in literature, composition,
  mathematics, and science on college campuses
  after school, on Saturdays and during the summer.
  Currently, 774 programs are in operation
  throughout the United States. (source
  www.coenet.us)

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Continued

• Get Ready Program The Get Ready program is an
  early intervention and college awareness program.
  The program helps prepare fourth through tenth
  grade students from low-income families and those
  from groups traditionally under-represented in
  college with college planning information,
  academic tutoring and information on career and
  higher education options. Get Ready has two core
  components.
• Get Ready is funded in part by the U.S.
  Department of Education through the GEAR UP grant
  (Gaining Early Awareness and Readiness for
  Undergraduate Programs) and is administered by
  the Minnesota Office of Higher Education.
• EPAS using data from Explore and Plan to
  provide individual feedback for students on
  educational planning.

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High School Postsecondary Partnerships

• PACE program, Century College
• Jumpstart program, Minneapolis Community and
  Technical College
• Bridges Program, Rochester Community and
  Technical College
• College Access Program, MSU-Mankato
• eCIS, University of MN, Twin Cities

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Minnesota AP Program
2008 Participation

• 284 schools testing, including non-public
• 27,605 students took 44,281 exams
• 2,887 are students-of-color

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International Baccalaureate

• Primary, Middle Years, Diploma Programmes
• All three programs share these common elements
• Have a strong international dimension
• Draw on content from educational cultures around
  the world
• Require study across a broad range of subjects
• Include both individual subjects and
  transdisciplinary areas
• Give special emphasis to learning languages
• Focus on developing the skills of learning
• Provide opportunities for individual and
  collaborative planning and research
• Encourage students to become responsible members
  of their community

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Minnesota IB Program
2008 Participation

• 31 schools (14DP, 8 MYP, 9 PYP)
• 14 schools testing
• 1,820 students  (12) took
• 4,197 exams (14)
• 397 low income students took 795 exams

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AP and IB Programs

• The legislature provides funding for schools
  offering IB and AP courses and subsidizes the
  total cost of exams for all low-income students
  and provides partial funding for all other
  students taking exams.
• Minnesota Statute 120B.13 subd. 3a
• The colleges and universities of the Minnesota
  State Colleges and Universities system must
  award, and the University of Minnesota and
  private postsecondary institutions are encouraged
  to award, college credit to high school students
  who receive a score of three or higher on an
  advanced placement or four or higher on the
  international baccalaureate program examination.

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AP/IB Contacts

• AP- Sally Wherry, 651-582-8768
• sally.wherry_at_state.mn.us.
• IB- Jessica Rowe, 651-582-8512
• Jessica.rowe_at_state.mn.us.

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College-Level Examination Program
What is CLEP?

• 34 introductory college-level examinations in 5
  areas
• Business, Composition and Literature, Foreign
  Languages, History and Social Sciences, and
  Science and Mathematics
• Dedicated to helping students accelerate their
  college degree and advance to more challenging
  courses more quickly
• Cost-effective means of earning college credit at
  time when college tuition is rising at
  unprecedented rate
• Appropriation 1.2M for FY09 (carry over FY08)

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College-Level Examination Program
CLEP Structure Scoring

• Computer-based, linear exams
• Multiple choice (English Comp has optional essay)
• 90-minutes in length, plus tutorial at beginning
• Immediate score reports (Except Eng Comp/essay -
  score mailed 2-4 weeks later)
• Scale score of 20-80
• ACE-recommended credit-granting score for all
  exams is 50 (equivalent to a C)
• MnSCU must award college credit for a
  satisfactory CLEP score of 50 for equivalent
  courses

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Counselor Resources

• CLEP for Professionals Website
  www.collegeboard.com/highered/clep
• Order free materials for students
• Take One brochures (available in Spanish)
• Information for Candidates bulletin
• Posters

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CLEP for Faculty and Administrators

• Website
• www.collegeboard.com/highered/clep
• Test Information Guides
• CLEP Resource Center - For test center
  administrators, faculty, and professionals ONLY
• User Name clepadmin2
• Password CLEPmsa22

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Concurrent Enrollment
Legislative Components for MS 124D.091

• Courses taught in high schools by a secondary
  teacher or a postsecondary faculty member
• Opportunity to earn both high school and college
  credit
• New legislation up to 150/pupil enrolled - use
  to defray cost of delivering course
• By 2011- funding only for (NACEP) accredited
  courses, offered by the district
• Appropriations 2.M each year for FY 09-10

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Concurrent Enrollment
2007-2008 Participation

• Number of concurrent enrollment students-
• 17, 581
• Number of concurrent enrollment courses taken by
  all students-
• 42,120

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PSEO

• 20 year old program Minnesota the first state
• Available to juniors and seniors public,
  nonpublic, and homeschooled
• 7,347 students in 2007-08
• 2,052 full time in 2007-08

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Postsecondary Education Opportunities through
Career and Technical Education

• Key provisions in the new Perkins Act
• Language throughout has been updated from
  vocational to career and technical.
• Local recipients will now have to negotiate
  performance on core indicators with the state.
• Each state must develop model Career and
  Technical Education Programs of Study that span
  at least grades 11-14. Each local recipient must
  adopt one or more of the states model programs
  of study.

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Local Plan Development Required Elements

• Delivery of at least one program of study
• Improve academic and technical skills of students
• Encourage CTE students to enroll in rigorous and
  challenging courses in core academic subjects
• Describe how career guidance and academic
  counseling will be provided.

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(No Transcript)
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Contacts
John Raphael, Technology Ed. Specialist john.v.rap
heal_at_state.mn.us 651-582-8682 Al Hauge Career
Dev/Work-Based Learning Specialist al.hauge_at_state.
mn.us. 651-582-8409 Michael Mitchell Health and
Human Services Work-Based Learning
Specialist michael.mitchell_at_state.mn.us.
651-582-8513
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Key Strategies to Increasing Postsecondary
Course Taking

• Availability of courses
• Preparation of staff
• Preparation of students
• Motivation of students
• Awareness of opportunities- students and
• parents
• Parent booklet
• http//www.deed.state.mn.us/youth/SYV/PDFs/08_Path
  waysEngSample.pdf.

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Questions to ask

• How do we ensure every student is aware and has
  the tools available to pursue a postsecondary
  learning experience?
• How do we determine the effectiveness of our
  guidance and planning activities?
• How can we use data to improve participation and
  success?

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Questions about dual enrollment?

• Dual Enrollment Specialist
• Jessica.rowe_at_state.mn.us 651-582-8512