Dual Credit Opportunities

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Dual Credit Opportunities Overview Governors
Workforce Development Council February 12, 2009
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What is Dual Credit?

• An opportunity for qualified high school students
  to enroll in and earn credit for college-level
  coursework while still in high school
• A tool for aligning and integrating high school
  and postsecondary education
• An opportunity for students to practice
  college-level work while supported by
  collaborating high school and college instructors

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Why is Dual Credit Important?

• Increase the number of historically underserved
  students who are ready for college
• Improve motivation through high expectations and
  the promise of free credits or college-level
  courses
• Promote institutional relationships between
  postsecondary institutions and high schools
• Increase enrollment, participation, and retention
  in postsecondary educational opportunities

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Dual Credit Options Available to MN Students

• Advanced Placement (AP)
• International Baccalaureate (IB)
• College-Level Examination Program (CLEP)
• Concurrent Enrollment (e.g. College in the
  Schools)
• Postsecondary Enrollment Options (PSEO)
• Career Technical Education

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Advanced Placement (AP)

• Key Aspects of Program
• 35 rigorous college-level courses (with exams) in
  19 general areas
• Examinations graded against national standards
• Extensive system of teacher professional
  development and resources
• Students successfully completing AP exams can
  earn college credit and/or advanced standing at
  most colleges and universities
• Students can earn awards, scholarships, and
  improve chances of college admission

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Advanced Placement (AP)

• Current Status MN 2007-2008 Participation
• 235 public schools testing
• 273 teachers received in-depth training
• Public School Student Data
  change from 2006-07
• of test takers 24,417 6.5
• of exams 38,938 5.9
• of scores 3-5 24,445 6.1

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Advanced Placement (AP)

• Impact (National)
• Students who take no AP courses have a 29
  chance of completing a bachelors degree in four
  years or less
• Students who take one AP course, the probability
  increases to 45
• Students taking two or more AP courses, the
  likelihood increases to 61
• US Department of Education, Answers in the
  Tool Box Academic Intensity, Attendance
  Patterns, and Bachelors Degree Completion,
  1999.

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Advanced Placement (AP)

• Impact (Minnesota)
• 3,851 students of color
• Increase in minority test takers from
• 2006-07 to 2007-08
• Hispanic 16.8 Black 16.5

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International Baccalaureate (IB)

• Key Aspects of Program
• Three programs Primary Years, Middle Years, and
  Diploma
• Diploma Program (DP) comprehensive two-year
  international curriculum for students aged 16-19
  offers 157 exams in 51 disciplines
• Students in full Diploma Program required to
  study and take exams in six different academic
  subjects
• Exams may qualify for college-level credit

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International Baccalaureate (IB)

• Current Status 2008-2009 Participation
• 22 authorized IB schools ( 13 DP)
• 13 schools testing
• teachers have attended or will attend in-depth
• training this year
• 255 IB courses offered by 241 teachers
• 2,171 students have registered for
• 3,898 exams this spring

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International Baccalaureate (IB)

• Impact (National)
• Various studies have been conducted on the
  performance of IB students, the standards of the
  IB program, the effect of the implementation of
  the program on a school
• Results show that
• IB students outperform their peers on state
  assessments
• IB standards are aligned with best practice in
  education and support effective teaching
  practices
• IB has a positive impact on the culture of the
  school
• IB Diploma students have higher acceptance rates
  to colleges
• IB Diploma students perform better in
  post-secondary education than their peers
• IBO 2003
• .

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International Baccalaureate (IB)

• Impact (Minnesota)
• 526 low-income students will take 1058 exams
• Students of color in Diploma Program 481
• Aver. exams per DP student 2.3
• Diplomas earned 129
• of scores 4(all students) 67
• of scores 4(Diploma students) 79

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Postsecondary Enrollment Options (PSEO)

• Key Aspects of program
• Promotes rigorous coursework by enabling high
  school students to enroll full or part time in
  eligible postsecondary institutions
• Open to grade 11 and 12 students who meet the
  admissions requirements of the post-secondary
  institution they do not pay for tuition, fees,
  or books
• Students earn high school credit courses and, if
  they continue their education, colleges or
  universities may choose to transfer their
  completed coursework through PSEO as college
  credits
• Minnesota the first state to offer this option
  (enacted in 1985)

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Postsecondary Enrollment Options (PSEO)

• Current Status
• 2006-2007 2007-2008
• Students participating 7,564 7,347
• Students in full-time PSEO 2,296 TBD
• (36 credits)

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Postsecondary Enrollment Options (PSEO)

• Impact (Minnesota)
• Participation steady over past five years
• 5.5 of eligible population have participated
• Average of 16.5 credits taken per participating
  student in 2006-2007

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Concurrent Enrollment

• Key Aspects of Program
• High school / college collaborations
• Courses taught in high schools to juniors and
  seniors
• Opportunity to earn both high school and college
  credit
• Provide participating teachers with ongoing
  college-based/discipline-specific professional
  development

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Concurrent Enrollment (e.g. College in the
Schools- CIS)

• Current Status
• 2007 legislation 150/ pupil enrolled-
  appropriated to defray cost of delivering course
• By 2011- funding only for accredited courses
  (NACEP)

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Concurrent Enrollment

• Impact (2007-2008)
• 42,077 course completions
• Reimbursement pro-rated to approx. 58/ course
  due to volume of participation
• 28 postsecondary institutions collaborated with
  270 school districts and over 300 high schools

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College Level Examination Program (CLEP)

• Key Aspects of Program
• Rigorous College Board program that allows
  students to demonstrate knowledge of
  college-level material
• 34 CLEP exams test mastery of college-level
  material learned through a variety of means
  general academic instruction, significant
  independent study, or extra-curricular work.
• Dedicated to helping students accelerate their
  college degree
• and advance to more challenging courses more
  quickly
• Cost-effective means of earning college credit

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College Level Examination Program (CLEP)

• Current Status
• FY05-06 FY06-07 FY07-08
• of 9-12 students testing 32
  500 724
• of tests taken 64 706
  1,097
• exams taken by White students 97
  95 96
• Funds expended 4,015 42,360 71,305

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College Level Examination Program (CLEP)

• Impact of CLEP (College Board studies)
• CLEP students have a higher cumulative GPA than
  students who did not take CLEP
• Students who earn credit via CLEP perform as well
  or better in subsequent courses than students who
  completed the equivalent course
• CLEP students earn about one-half grade point
  higher than students in the equivalent course

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Career and Technical Education (CTE)

• Key Aspects of Program
• A single local plan has been developed in 26
  regions throughout the state governing secondary
  and postsecondary programming and expenditures.
• The local plans include secondary to
  postsecondary transitions through articulation
  agreements, concurrent enrollment, or PSEO.
• Programs of Study are being developed identifying
  both technical and academic courses beginning no
  later than grade 11 and continuing for at least 2
  years beyond high school.
• Common business advisory groups are being
  established for both secondary and postsecondary
  partners.

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Career and Technical Education (CTE)

• Current Status
• Many local and some regional articulation
  agreements are in place governing credit transfer
  from secondary to postsecondary CTE.
• A new structure of secondary/postsecondary
  consortia has been identified to guide planning
  and programming.
• Regional Programs of Study are being developed.

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Career and Technical Education (CTE)

• Conclusions and Recommendations
• Minnesotas secondary/postsecondary CTE
  consortium model is unique in the nation and a
  model of collaboration.
• Joint secondary/postsecondary development of
  local plans will align CTE programming from high
  schools to colleges.
• The new consortium structure will expand
  opportunities for students to access
  postsecondary CTE programs.

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Raised Academic AchievementAdvanced Placement
Program

• Key Aspects of Program
• Grant goal Raise student achievement through
  increased student participation in Pre-Advanced
  Placement (Pre-AP) and Advanced Placement (AP)
  programs
• 21 grants awarded
• 6 million over 2 year period ending June 30, 2009
• Measurable objectives include student
  programming, teacher training, and school and
  district support

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Raised Academic AchievementInternational
Baccalaureate Programs

• Key Aspects of Program
• Grant goal Establish a new or expand an existing
  program
• designed to
• increase availability and access for all students
• expand breadth of courses available
• increase and diversity of participating
  students
• increase of students receiving college credit
• ----------------------------------
• 6 grants awarded
• 2 million over 2 year period ending June 30, 2009

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Questions

• Jessica Rowe [phone]
• jessica.rowe_at_state.mn.us
• Dan Smith [phone]
• dan.smith_at_state.mn.us
• Sally Wherry [phone] sally.wherry_at_state.mn.u
  s