Presentation on theme: "The Launch Year 2013 School counselor Summer Institute June 26-27."— Presentation transcript:
The Launch Year 2013 School counselor Summer Institute June 26-27
Presentation Topics Launch Year Background Dual Credit Enrollment Profiles/Trends Dual Credit Options Updates Agency Resources OSPI SBCTC WSAC Expanding Dual Credit Options in Your School Closing the Opportunity Gap Discussion Expanded Role of a CGCP in Launch Year Leadership Discussion
Within existing resources, all public high schools in the state shall: Work towards the goal of offering a sufficient number of high school courses that give students the opportunity to earn the equivalent of a year's worth of postsecondary credit towards a certificate, apprenticeship program, technical degree, or associate or baccalaureate degree. Inform students and their families, emphasizing communication to underrepresented groups, about the program offerings and the opportunities to take courses that qualify for postsecondary credit. This information shall encourage students to use the twelfth grade as the launch year for an advance start on their career and postsecondary education. Middle Schools Notes: A middle school that receives approval from OSPI to provide a career and technical program in a STEM field directly to students shall receive funding at the same rate as a high school operating a similar program. A middle school that provides a hands-on experience in STEM with an integrated curriculum of academic content and CTE, and includes a CTE exploratory component, shall also qualify for the CTE funding.
Launch Year (RCW 28A ) The legislature intends to help students progress from the high school to a certificate or degree by increasing opportunities and providing a clear pathway. This is accomplished by: 1. High schools increasing the opportunities for students (especially seniors) to take more advanced classes. 2. Institutions of higher learning publishing lists of high school courses and adopting uniform scores or competency requirements that will be given credit toward certificate or degree requirements. 3. OSPI disseminating this information to school districts
Dual Credit Enrollment Profiles/Trends ( ) Overall dual credit program enrollments from 2009–2012 have increased by 3.6 percent since 2009–10. Non-White dual credit program student enrollment has increased by 8.9 percent since 2009–10. Dual credit program participation rates of students eligible for free/reduced-price lunch programs have increased by 14.4 percent since 2009–10. Of all high school students, 60.2 percent took one or more dual credit eligible courses in 2011–12. Students who took one or more dual credit courses were cumulatively enrolled in an average of 2.5 dual credit offerings in 2011–12. The number of dual credit programs offered in Washington high schools has increased by 14.8 percent since 2009–10.
* Number of students enrolled in Tech Prep eligible courses ** Number of students earning college credit in Tech Prep eligible courses
Dual Credit Options Updates AP The College Board reports that over 43,450 AP examinations taken by students during demonstrated college-level mastery by earning scores of three or higher. This represents an increase of 8.8 percent from Of the total number of Washington exams, 61.1 percent received scores of three or higher. Of AP test takers, 28.1 percent self-reported as non-White. In 2012, AP exam scores of three or higher increased for all populations, most dramatically 27.0 percent for American Indian students and 12.3 percent for Hispanic students. Over the past five years, the number of AP test takers in Washington has increased by 34.9 percent. Of the test takers, 55.5 percent are female.
OSPI AP page
WA State AP Trend Data
2012 SAT, SAT Subject Tests, AP, PSAT/NMSQT Results by School 16
Dual Credit Options Updates College in the High School (CHS) CHS programs continue to see significant growth reaching a new high of 112 high schools in 2011–12. Student participation levels in CHS programs have fallen a bit in 2011–12. Student/family ability to pay may be associated with this data. As a percentage of students who are participating in dual credit programs, CHS has seen growth in its relative position related to other dual credit programs. Female students continue to participate at higher levels in CHS course offerings. There has been notable growth (7.7 percent in 2009–10 to 10.4 percent in 2011–12) in the percent of Hispanic students participating in CHS courses relative to participants of other ethnic groups. Of students who took a College in the High School course, 24.5 percent were eligible for free/reduced-price meals, an increase of 4.4 percentage points as reported for
Dual Credit Options Updates International Baccalaureate (IB) The gender enrollment pattern of IB shows the similar female majority distribution patterns as the AP and CHS dual credit programs. The IB ethnic distribution has seen significant increases in participation by Black, Hispanic, and multi-racial students over the past three years. There has been a significant increase in the percentage of students taking IB classes who qualify for free/reduced-price lunch programs between 2010–11 and the present. The number of IB diplomas has grown from 144 in to 442 in This represents a 306 percent increase. Of the 1,853 Washington students taking at least one IB exam, 1,645 earned college credit eligible scores of four or higher. This represents 88.8 percent.
Dual Credit Options Updates Running Start (RS) The number of schools whose students are participating in Running Start has grown by 39.7 percent in the past three reporting years according to CEDARS data. The rate of increase in the number of students participating in Running Start has not slowed its increase during 2011–12 as compared with 2010–2011. The gender enrollment pattern of Running Start shows a wider gap in the female to male distribution patterns than the AP, CHS, and IB dual credit programs. An increasing percentage of students enrolled in dual credit programs are finding Running Start a viable option. Running Start participation rates of Asian, Black, Hispanic, Pacific Islander, and multi-racial students continue to increase relative to the downturn in representation by White 11 th and 12 th grade students. There has been a continuous upward trend in the percentage of students taking Running Start classes who qualify for free/reduced-price lunch programs between 2009–10 and the present.
Dual Credit Options Updates RS (cont.) For , more than 1,401 students completed an associate degree or certificate at the same time as they graduated from high school. SBCTC data reports that a typical Running Start student takes 11 credits in a quarter Over ½ of Running Start students (10,383) took at least one online course in 2010–11 Over half (57 percent) of Running Start students enrolled full-time in fall Running Start students are less ethnically diverse than community and technical college students in general, SBCTC data for reports that 19,125 Running Start students accounted for 12,689 college FTEs, an increase of about 1.7 percent over the previous year of 18,799 students. With 12,689 FTEs enrollments in , Running Start resulted in a savings of about $41.3 million for parents and students and about $51.8 million for taxpayers. The savings represent the tuition and state support costs of 12,689 FTEs students attending a higher education institution for one year. 15 percent of Running Start students receive waivers from the colleges from fees, indicating low income.
OSPI RS Page
Dual Credit Options Updates Tech Prep There has been a 7.6 percent increase in the number of schools offering Tech Prep eligible classes between 2011 and There has been a drop in dual credits earned by students through Tech Prep over the last three years of about 23 percent. Although there has been an increase in the number of schools offering Tech Prep classes, enrollment has declined by 3.7 percent between 2009–10 and 2011–12. Out of the 115,110 students enrolled in Tech Prep eligible courses in 2011–2012, only 40,442 registered to attempt to earn the dual college credit (35.1 percent). Of those registering for credit, 71.6 percent earned their dual credit. With 35.2 percent of all high school students taking 1 or more Tech Prep eligible classes in 2011–2012, this program remains the most utilized dual credit program by high school students in Washington State. Student earning dual credit for their Tech Prep classes continue to be the one dual credit program in which males represent the majority of the participants over time. Students identified as multi-racial, Pacific Islander, and Hispanic ethnic groups increased their levels of Tech Prep participation over the past three reporting years. Tech Prep college course credit was awarded to 35,635 students during the school year; a decrease of 3,061 students from 2009–10.
Additional Agency Resources OSPI Dual Credit Programs Web site School Report Card – High School Dual Credit Report
OSPI Tech Prep Page
Agency Resources SBCTC SBCTC Running Start Web site Coordinator information Q & As RCWs, WACs, Policies High School/College Web site Tech Prep Web site
Agency Resources WSAC College Credit in High School Dual Credit Resources Advanced Placement Policies Four-year public Community & technical colleges Independent four-year colleges & universities of WA
Expanding Dual Credit Options in Your School Closing the Opportunity Gap Discussion Expanded Role of a CGCP in Launch Year Leadership Discussion
Facilitator Contact Information Barbara Dittrich Mike Hubert