Presentation on theme: "Dual Credit Opportunities Overview Governor’s Workforce Development Council February 12, 2009."— Presentation transcript:
Dual Credit Opportunities Overview Governor’s Workforce Development Council February 12, 2009
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
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
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
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
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%
Advanced Placement (AP) Impact (National): Students who take no AP courses have a 29% chance of completing a bachelor’s 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 Bachelor’s Degree Completion,” 1999.
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%
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
International Baccalaureate (IB) Current Status: 2008-2009 Participation 22 authorized IB schools ( 13 DP) 13 schools testing 73 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
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.
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%
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)
Postsecondary Enrollment Options (PSEO) Current Status: 2006-2007 2007-2008 Students participating 7,564 7,347 Students in full-time PSEO 2,296TBD (36+ credits)
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
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
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)
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
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
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
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
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.
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.
Career and Technical Education (CTE) Conclusions and Recommendations: Minnesota’s 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.
Raised Academic Achievement Advanced 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
Raised Academic Achievement International 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
Questions: Jessica Rowe (651)582-8512 email@example.com@state.mn.us Dan Smith (651) 582-8330 firstname.lastname@example.org Sally Wherry (651)582-8768 email@example.com