Dual Enrollment Benefits and Quality Factors 2011 Advisor Training & Professional Development August 10, 2011

DEFINITION Dual Enrollment is defined as college classes taught by trained high school teachers for both high school and transcripted college credit, at their high school, during the regular day.

Different from AP & IB Dual enrollment courses are actual college courses. Dual enrollment students earn actual college credit. Dual enrollment students earn a college grade based on a variety of assessments, not just one high-stakes test. Dual enrollment students earn transcripted college credit at the time they successfully pass the course, not retroactively for prior learning.

Benefits Location Scalability Collaboration Better Prepared for college Savings

Standards of Quality Standards of program quality: Curriculum Faculty Students Assessment Program Evaluation

NACEP National Alliance of Concurrent Enrollment Partnerships

Research College Performance and Persistence Bill Duffy, Upper Iowa University. Presented at the NACEP National Conference, October Dual Credit Research: It’s Time for CEP Research to Get the Attention it Deserves! Giving the keynote presentation at NACEP’s National Conference, Duffy outlined an agenda for CEP research – clarifying terminology and definitions, reviewing the research already published, summarizing his research methods and results, and identifying priorities for future research. Dual Credit Research: It’s Time for CEP Research to Get the Attention it Deserves! Bill Duffy, Upper Iowa University. Presented at the NACEP National Conference, October Dual Credit: A Six-year Longitudinal Study on Persistence & Performance Duffy presented his research into the relationship between college persistence and performance and high school participation in Credit-Based Dual Credit Programs and Advanced Placement among first-time full-time freshman students attending a four-year public university from fall 2000 to fall His data shows that dual credit students are highly motivated and academically proficient in college, yet no significant differences in persistence and performance were observed when pre-entry attributes are controlled. Dual Credit: A Six-year Longitudinal Study on Persistence & Performance Donald H. Dutkowsky, Jerry M. Evensky, and Gerald S. Edmonds (2006). “Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs” Journal of Economic Education, Fall 2006 (Vol 37, No.4), The authors examine concurrent enrollment programs (CEP) as an effective means of teaching college economics in high school. The investigate the performance of high school students taking the Syracuse University one-semester micro/macro principles of economics course through its CEP, Project Advance, on the Test of Economic Literacy. “Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs”

Research continued College Readiness Synstelien, Wanda, Southwest Minnesota State University. Presented at the NACEP National Conference, October College Ready or Not? Measuring Perceptions of College Readiness in an English CEP The study looked at the perceived college readiness between high school students in a dual enrollment English course using inquiry based instruction to implement the pre- determined syllabus and those who were not. Strong positive correlations were observed between student growth in college readiness skills and inquiry-based learning practices. College Ready or Not? Measuring Perceptions of College Readiness in an English CEP College Cost Dutkowsky, Donald H.; Evensky, Jerry M.; & Edmonds, Gerald S. Should Your High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach. This white paper describes a statistical model for high schools to use in evaluating the expected benefits offered by Concurrent Enrollment Programs and Advanced Placement courses, given the characteristics of their students. It includes the results from a simulation assessing the relative merits of these programs. Should Your High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach. Methods and Tools Boecherer. University of Connecticut. Presented at the NACEP National Conference, October The Allegory of the Cave: Using Data to Show the Realities of your CEP Methods of collecting, aggregating, analyzing, and presenting useful data on CEP programs were presented and discussed to inform how people see and think about CEP programs. The Allegory of the Cave: Using Data to Show the Realities of your CEP

Research continued No More Paper! Online Student Surveys are the Wave of the Future Edmonds, Jerry and Kadaji, Avinash, Syracuse University; Carter, Becky and Leahey, Ted Indiana University. Panel presentation at the NACEP National Conference, October Panelists gave an overview of a pilot project to electronically administer the post- graduation student impact surveys (one year and five year out surveys) and discussed the value of electronic surveys vs. mailed surveys. No More Paper! Online Student Surveys are the Wave of the Future Judd, Daniel, Judd Research. Presented at the NACEP National Conference, October Survey Dilemmas: Determining Sample Size, Improving Response Rate, Measuring Satisfaction A presentation on methods for conducting student followup surveys, with a particular focus on how to obtain meaningful survey results and the associated tradeoffs between response rates and sample size. Survey Dilemmas: Determining Sample Size, Improving Response Rate, Measuring Satisfaction Judd, Daniel, Judd Research and Gillian Thorne, University of Connecticut. Presented at the NACEP National Conference, October Comparing Three CEP’s One-Year Out Student Surveys This presentation was based on a study comparing student responses on the standardized questionnaire used by all NACEP-accredited institutions to assess program impact, as well as many institutions considering or seeking accreditation. Surveys are administered to CEP graduates who are college or university freshmen. The study examined responses to provide feedback on the usefulness of questions and to serve as a basis for discussing improvements. Comparing Three CEP’s One-Year Out Student Surveys

Contact Information Karen Gray Director Office of P-16 Partnerships – search for Project JumpStart