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Dual Enrollment: A Jumpstart on Career and College Readiness Rural Alliance for College Success September 29, 2014 1.

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Presentation on theme: "Dual Enrollment: A Jumpstart on Career and College Readiness Rural Alliance for College Success September 29, 2014 1."— Presentation transcript:

1 Dual Enrollment: A Jumpstart on Career and College Readiness Rural Alliance for College Success September 29,

2 Overview Overview of WSAC and Goals Dual Credit in Washington Expanding Dual Credit Effective Practices Proposed Policy Changes and Next Steps 2

3 The Washington Student Achievement Council 3 Created by the Legislature in 2012Our Mission: We advance educational opportunities and attainment in Washington. In pursuit of our mission, the Washington Student Achievement Council: Leads statewide strategic planning to improve educational coordination and transitions. Supports Washingtonians through the administration of financial aid, a college savings plan, and support services. Advocates for the economic, social, and civic benefits of postsecondary education. Overview and Goals

4 Two educational attainment goals for 2023: All adults (25-44 years of age) in Washington will have a high school diploma or equivalent. Currently at 89 percent. At least 70 percent of Washington adults (25-44 years of age) will have a postsecondary credential. Currently at 50 percent. 4

5 5 Legislation and Policy 2013 – The Ten-Year Roadmap 2013 – Academic acceleration (RCW 28A ) 2012 –Master lists of courses fulfilled by dual credit (RCW 28B ) 2011 – Launch Year (RCW 28A ) 2009 – Dual credit programs — Annual report (RCW 28A ) 1990 – Running Start Program Rules (RCW 28A ) Dual Credit in Washington

6 Current Options Dual Credit/Dual Enrollment 4. Advanced Placement (AP)5. International Baccalaureate (IB)6. Cambridge1. Running Start2. College in the High School3. Tech Prep 6 Dual Credit in Washington

7 Dual Credit Program Participation Student enrollment % change Advanced Placement42,90448, Cambridge College in the High School13,08117, International Baccalaureate Running Start16,85517,527+4 Tech Prep eligible117,270115, Dual Credit in Washington

8 Dual Credit Participation Demographics (Continued) Student enrollment % change 11 th & 12th grade enrollments 194,243191, th through 12th grade enrollments 329,771373, Average # of dual credit courses per year Dual Credit in Washington

9 Dual Credit Participation Demographics (Continued) Student enrollment by ethnicity % change American Indian/Alaska Native Asian13,50215, Black / African American Hispanic / Latino25,33526, White108,487111, Native Hawaiian/Pacific Islander Two or more races Ethnicity not Provided Dual Credit in Washington

10 Dual Credit Participation Demographics (Continued) Student enrollment % change Female82,38986, Male83,58287, Special Education12,35512, Bilingual programs Gifted programs619814, Free/Reduced Lunch Eligible60,15266, Dual Credit in Washington

11 11 Up to 4,000 additional FTE worth of credit could be awarded. Expanding Dual Credit Exam Estimated # of PSAT/ NMQT test takers likely to score 3 or higher on AP Students with Potential who did participate in at least 1 AP exam Students with Potential who did not participate in 1 AP exam Estimated additional credits (low-end estimate) Estimated additional credits (high-end estimate) Estimated additional FTE (low-end estimate) Estimated additional FTE (high-end estimate) AP English 15,1246,1518,97344, AP Math 9,3053,7765,52927,46533, AP History and Social Sciences 16,6516,51610,13550,675 1,126 AP Science 9,7763,2526,52432,62046, ,029 Total50,85619,69531,161155,805175,6373,4623,903

12 12 If all the students identified in the AP potential analysis had access to AP courses and exams, 4000 additional FTE worth of credit could be awarded. That’s almost the size of a community college in Washington.

13 Streamline and expand dual-credit opportunities 13 Streamline and expand dual-credit and dual- enrollment programs to create a statewide dual- credit system available to all high school students. Expanding Dual Credit

14 Criteria for a new system Clear information about each option. Low cost to students. Adequate funding to maintain high-quality options. More options, available to more students. Streamline processes for getting college credit. 14 Expanding Dual Credit

15 Faculty Qualifications Full-time and part- time faculty at institutions of higher education, including adjunct faculty, are eligible to teach program courses. College in the high school – Rules RCW 28A (3) (i)RCW 28A (3) (i) College or University Day – Definition WAC WAC Expanding Dual Credit

16 National Standards and Accreditation 17 Standards covering: Curriculum Faculty Students Assessment Program Evaluation 16 Effective Practices

17 National Best Practices – College Campus based Programs The Education Commission of the State recommends 13 State Level Policy Components to Increase Student Access and Success. The Running Start Program aligns with 11 of the 13 policy recommendations.

18 ECS Access Recommendations and Running Start Alignment All eligible students are able to participate. To ensure program access, state law must be unequivocal on this point. Student eligibility requirements are based on the demonstration of ability to access college-level content, not bureaucratic procedures or non-cognitive factors. Caps on the maximum number of courses students may complete are not overly restrictive. Cost should not be a driving factor for states to establish caps. Students earn both secondary and postsecondary credit for successful completion of approved postsecondary courses. While it may sound obvious, such policies are not universal. All students and parents are annually provided with program information. Less-advantaged parents are typically less likely to be aware of dual enrollment opportunities. Counseling is made available to students and parents before and during program participation. State policies should promote the availability of counseling. Effective Practices

19 ECS Access Recommendations and Running Start Alignment continued Responsibility for tuition payments does not fall to parents. Requiring parents to pay tuition up front and receive reimbursement later may preclude participation by some students. Courses meet the same level of rigor as the course taught to traditional students at the partner postsecondary institution. Instructors meet the same expectations as instructors of similar traditional postsecondary courses, and receive appropriate support and evaluation. Districts and institutions publicly report on student participation and outcomes. Only 30 of the 47 states with state-level dual enrollment programs require such reporting. Postsecondary institutions accept dual enrollment credit as transfer credit, provided measures of quality are ensured. More than 20 states require dual enrollment credits to be treated for transfer credit in the same manner as credits earned at the receiving institution.  Programs undergo evaluation based on available data. Nearly 30 states require dual enrollment programs to undergo internal or external evaluation.  Districts and postsecondary institutions are fully funded or reimbursed for participating students. At least one state is tying full funding to course quality. Effective Practices

20 Maine’s High School Aspirations Program: 653 participants Key Similarities: 11 th and 12 th graders are eligible Students are responsible for their transportation, books and food cost Key Differences Admissions policies established by law requiring at least a ‘B’ average. University of Maine: GPA B average, Counselor Recommendation The state pays 50% of the tuition for 3 semester credits Students can take a maximum of 6 credits a year Homeschooled and private school students are typically not eligible How other states are addressing the issue of access. Effective Practices

21 Georgia’s Move On When Ready: Established 2009 serving 3,390 students Key Similarities: 11 th and 12 th graders are eligible Admissions policies established by postsecondary institutions School districts must accept credit State pays tuition and fees Students are responsible for their transportation and food cost Key Differences Enrolled students cannot register for high school courses Private and homeschool school students are not eligible Qualified low-income students can qualify for a grant to cover the cost of books Private institutions participate in the dual enrollment program How other states are addressing the issue of access. Effective Practices

22 How other states are addressing the issue of access. Wisconsin’s Youth Options: 3,600 participants Key Similarities: 11 th and 12 th graders are eligible Admissions policies established by postsecondary institutions Ex: University of Wisconsin Madison GPA 3.00 and exhausted their high school curriculum in the subject School districts must participate State pays tuition and fees Students are responsible for their transportation and food cost Key Differences The school district determines what courses are eligible. Students cannot take courses offered by the high school The school district must pays the cost of tuition, fees, and books Student must pay for post-secondary course comparable to course offered by the high school Transportation assistance is available for low-income students Private and homeschool school students are not eligible Private institutions participate in the dual enrollment program Effective Practices

23 Minnesota’s Postsecondary Enrollment Options: Established 1985; 7,471 participants Key Similarities: 11 th and 12 th graders are eligible Admissions policies established by postsecondary institutions Ex: Rochester Community and Technical College: Juniors 3.0+ GPA, Seniors 2.5+ GPA School districts must participate State pays tuition and fees Students are responsible for their transportation and food cost Key Differences The state pays the cost of books The state covers the cost of consumable supplies for the course Low-income students can qualify for mileage reimbursement State institutions are not allowed to charge mandatory fees or fees for placement test How other states are addressing the issue of access. Effective Practices

24 DUAL CREDIT WORKGROUP Intended output Recommend policy or legislative language to create a dual enrollment/dual credit system meeting the criteria described in the Roadmap: Provide clear information about each option in ways that empower high school students to choose the option best suited to their goals and schedules. Provide low-cost options for high school students and their families. Ensure adequate funding for high schools and postsecondary institutions to maintain high-quality options. Increase the availability of all options to more high school students. Streamline processes for obtaining postsecondary credit. 24 Next Steps

25 Dual Credit Workgroup (cont.) Intended outcomes Increase high school student enrollment in dual credit courses. Increase the amount of college credit awarded to high school students. Increase diversity in the student enrollment in dual credit courses to reflect local demographic 25

26 Proposed Policy Changes 28A.150 BEA enhancement. High school retains 1.0 Adds.3 to provide funding to the college, of approximately the current tuition of $350 per student, per course, being paid by students for College in the High School. 28A.600 College in the High School defined: dual credit, on a HS campus or HS environment, includes both academic and career and technical courses (formerly known as Tech Prep). 26

27 Proposed Policy Changes (cont.) 28A Academic acceleration incentive fund: may include RS transportation and books. 28A Adds WSAC to list of agencies to develop rules. Adds ICW institutions to be consulted during rules development. OSPI shall adopt the rules. CHS open to 9 – 12 graders (previously 11 – 12 only) Dual credit info must be provided beginning at 8 th grade. RS defined: only occurs at college or university (or college environment) 27

28 Proposed Policy Changes (cont.) 28B.77 December 2015 report to the legislature. WSAC reports additional recommendations on RS and AP/IB/Cambridge, with a focus on reducing barriers to low income and minority student participation. Reporting requirement expires on January 1, (No ongoing reports.) Null and void section. Without the enhanced funding, eliminating tuition in CHS will not work. 28

29 Next Steps WSAC Council members vote on moving legislation forward October 8 th, at Pacific Lutheran University Public meeting, you are welcome to attend Meeting materials: Dual Credit workgroup met on Friday, September 26 The workgroup will continue to meet through the summer/early fall of 2015, and will then make recommendations to the Council on any further policy changes needed. You are welcome to attend, or stay updated through the workgroup wiki: 29

30 Continue the Conversation Noreen Light Associate Director, Academic Affairs and Policy Washington Student Achievement Council Dual Credit Workgroup 30


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