1. Dual Credit Opportunities Overview Governor’s Workforce Development Council February 12, 2009

2. 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

3. 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

4. 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

5. 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

6. 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%

7. 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.

8. 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%

9. 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

10. 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

11. 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.

12. 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%

13. 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)

14. 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)

15. 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

16. 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

17. 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)

18. 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

19. 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

20. 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

21. 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

22. 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.

23. Minnesota Career Fields, Clusters & Pathways

25. 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.

26. 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.

27. 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

28. 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

29. Questions: Jessica Rowe (651)582-8512 jessica.rowe@state.mn.usessica.rowe@state.mn.us Dan Smith (651) 582-8330 dan.smith@state.mn.us Sally Wherry (651)582-8768 sally.wherry@state.mn.us