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Descriptors:
Dual Enrollment; Vocational Education; Partnerships in Education; College School Cooperation; High School Students; College Students; Philanthropic Foundations; Academic Support Services; Access to Education; Comparative Analysis; Longitudinal Studies; Control Groups; Experimental Groups; Outcomes of Education; Educational Indicators; Academic Persistence; Program Effectiveness; Graduation Rate; College Credits; Grade Point Average; Disproportionate Representation; Data Analysis; Community Colleges; At Risk Students; Federal Aid

Abstract:
The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access "Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief" see ED533874.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Transfer Policy; Articulation (Education); Transfer Programs; College Credits; Public Colleges; Community Colleges; Advanced Placement Programs; Vocational Education; Adult Education; College Faculty; Courses; Intercollegiate Cooperation

Abstract:
For more than two decades, the vision of a statewide system of student mobility has driven Ohio's articulation and transfer initiatives, which guarantee that specific courses will be applied to degrees and certificates at public two- and four-year postsecondary institutions. This chapter outlines how Ohio developed a comprehensive, guaranteed transfer system that connects colleges and universities, high schools, adult career centers, and the workplace. Ohio's story confirms the importance of clearly defined pathways, faculty-determined course equivalency, cutting-edge technology, and effective, determined leadership. Ohio's mobility system works because it puts students at the center of a faculty-driven process and gives them tools to navigate the postsecondary system to achieve their highest educational aspiration. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Vocational Schools; Feedback (Response); High School Graduates; Graduation; High Schools; Statewide Planning; School Restructuring; Public Schools; Geographic Location; School Districts; Trend Analysis; Educational Change; Success; Change Strategies; Comparative Analysis; Educational Indicators; High School Equivalency Programs; Standardized Tests; Scores; Reading Achievement; Mathematics Achievement; Algebra; Mathematics Instruction; Dual Enrollment; Science Instruction; Course Selection (Students); College Entrance Examinations; Advanced Placement; Postsecondary Education; Enrollment Trends; Public Colleges; Private Colleges; Community Colleges; Grade Point Average; College Credits; State Colleges; Technical Education; Out of State Students; In State Students; Remedial Programs; Language Arts

Abstract:
The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2009 and 2010. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2009 and 2010 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 20 indicators are presented including 13 pre-graduation indicators and seven post-graduation indicators. Data Sources and Definitions for the Indicators are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; Tech Prep; Urban Schools; High Schools; Community Colleges; Partnerships in Education; School Districts; College School Cooperation; College Preparation; Program Development; Program Descriptions; Remedial Instruction; Program Effectiveness

Abstract:
This study examined the unique partnership between Midwest Community College and Urban Public Schools' Urban Career Technical High School. The Urban Technical High School (UTHS) is designed to provide students interested in Tech Prep education a clear pathway from high school to college. Through collaboration, services were provided to assist high school students in addressing remediation needs, accessing college credit before high school graduation, and maintaining a college admission track. This study corroborates the findings in the literature. The stages of negotiation, as outlined by Gray (1989) were evident in the development of this partnership. The activities delineated in the problem setting stage, design stage, and implementation stages were discussed by the participants. Gray's conceptualization of the Negotiated Order Theory deals with the process elements of inter-institutional collaboration. Factors that motivate organizations to collaborate include declining productivity (declining achievement), economic and technological change (change in industry and employment needs) blurred boundaries (increased partnership to align curriculum), and shrinking funding (reduction of federal, state, and local funding). Issues of motivation, power, and influence are stated as factors that influence the movement through stages. These issues were verified as influences on the negotiation process. In spite of these issues, the perceived benefits and challenges, as revealed by the participants, provide a useful starting point for others interested in engaging in a similar strategic partnership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Dual Enrollment; Vocational Education; Outcomes of Education; College Credits; Academic Persistence; College Students; Academic Achievement; Low Income Groups; Socioeconomic Influences; Program Development; Partnerships in Education; College School Cooperation; High Schools; Colleges; Educational Finance

Abstract:
According to research, dual enrollment (DE) participation is associated with a range of positive college outcomes (such as GPA, credit accumulation, and persistence) for mainstream students, as well as those in career-technical education pathways and programs. In addition, lower achieving, lower income students may experience greater gains from dual enrollment than higher achieving, more advantaged students. This paper presents a list of guiding questions that should be asked at various stages of implementing a dual enrollment program, starting from what to ask when seeking to establish a partnership, to the what should be asked when evaluating the success of the program. (Contains 2 footnotes.) [For related reports, see "What We Know about Dual Enrollment. Research Overview" (ED530528) and "City College of San Francisco Academy and Pathway Dual Enrollment Program. Case Study" (ED530529).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Public Colleges; Core Curriculum; College Credits; College Students; Outcomes of Education; Transfer Policy; Articulation (Education); Graduation; College Transfer Students

Abstract:
This report demonstrates useful methods for examining student progression through the core curriculum. The authors carry out analyses at two colleges in two different states, illustrating students' overall progression through the core curriculum and the relationship of this "core" progression to their college outcomes. By means of this analysis, the authors are able to identify core curriculum subject areas in which students do well and those in which they struggle, shedding light on courses and subject areas college administrators and faculty may want to target in order to improve outcomes for their students. Their analyses use data from two states with different transfer policies. In one state (State A), legislation requires all public two-year and four-year colleges to offer a 42-credit general education core curriculum. The state mandates that all core curriculum courses completed at one public college are transferable to another public college. However, the state does not have an articulation agreement that guarantees junior standing for transfer students who have completed the core and attained an associate degree. So while students' core credits will transfer, other courses completed at the community college are not guaranteed to transfer. In the second state (State B), public two- and four-year colleges are required to have a 36-credit core curriculum. In addition, statewide articulation agreements guarantee junior standing at four-year public universities for transfer students who have completed the core and attained an associate degree. (Contains 8 figures and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Charter Schools; Vocational Schools; Feedback (Response); High School Graduates; Graduation; High Schools; Statewide Planning; School Restructuring; Public Schools; Geographic Location; School Districts; Trend Analysis; Educational Change; Success; Change Strategies; Comparative Analysis; Educational Indicators; High School Equivalency Programs; Standardized Tests; Scores; Reading Achievement; Mathematics Achievement; Algebra; Mathematics Instruction; Dual Enrollment; Science Instruction; Course Selection (Students); College Entrance Examinations; Advanced Placement; Postsecondary Education; Enrollment Trends; Public Colleges; Private Colleges; Community Colleges; Grade Point Average; College Credits; State Colleges; Technical Education; Out of State Students; In State Students; Remedial Programs; Language Arts

Abstract:
The State of Florida Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report to produce data sets for all M-DCPS regular high schools and charter high schools graduating students in 2008 and 2009. Summary data for the district are also provided. These data can be used to track the success of secondary school reform efforts at the school level. Several data elements presented here are already being tracked by the district and are not considered new. However, additional data are presented which can shed further light on the extent to which the district is preparing graduates for the world-of-work and for post-secondary education. Data for 2008 and 2009 are arranged side-by-side and grouped by region, first for the District and State followed by summaries for individual schools. The results for 21 indicators are presented including 13 pre-graduation indicators and eight post-graduation indicators. Data Sources and Definitions for the Indicators are appended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; School Districts; High School Graduates; High Schools; Disadvantaged Schools; Economically Disadvantaged; Change Strategies; Educational Change; Developmental Studies Programs; Transitional Programs; College Preparation; Disadvantaged Youth; Effective Schools Research; Career Planning; Educational Planning; Articulation (Education); Alignment (Education); Instructional Leadership; Coaching (Performance); Achievement Need

Abstract:
Across the nation, early college schools are creating a path to college success for young people underrepresented in higher education. For a decade, these innovative public schools blending high school and college have proven that, with the right support, all high school students can tackle college work. Now, a Texas school district near the Texas-Mexico border is broadening the early college vision. The Pharr-San Juan-Alamo Independent School District is challenging and supporting all 32,000 young people in the school system to earn key college credits as they prepare to graduate from high school. Early college is central to the district's commitment that every high school graduate is prepared to succeed in college. This is the story of one district leading the way--a mid-sized, economically disadvantaged school district determined to offer every student the postsecondary opportunities that begin the pathway to family-sustaining wages. The first section of this paper describes the groundwork district leaders laid to enable successful reform and documents how the district created rigorous career pathways and a range of early college options for all. The second section explores the work Pharr-San Juan-Alamo has undertaken in the classroom so students have the academic preparation required to meet the challenges of college. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; College Credits; Stakeholders; College Programs; School Districts; High Schools; Dual Enrollment; School Restructuring; Middle Schools; College School Cooperation; College Preparation; Public Schools; Educational Change; Expectation; High School Students; Transitional Programs; Faculty Development

Abstract:
In 2005, the Hildago (Texas) Independent School District, in partnership with the University of Texas-Pan American, the University of Texas System, the Communities Foundation of Texas/Texas High School Project, and the Bill & Melinda Gates Foundation, promised that all of its students would earn college credits before graduating from high school. This commitment by a small district in South Texas could be seen as part of a nationwide pattern: many districts are engaged in high school reform efforts to improve the college readiness of students. Many also actively support dual enrollment in college classes. But Hidalgo appears to be the first comprehensive public school district in the United States to expect all students to earn college credits--including credits in career-focused college programs--while in high school. The district's efforts have transformed its elementary and middle schools as well as its high school. It has driven college expectations, more rigorous course sequencing, and student support systems into all schools, with the goal of preparing students and their families for college readiness by the time students reach high school. At the high school, the district increased the rigor of its courses and aligned them with college courses provided at the school and at partnering colleges. For students who may not want to obtain a four-year degree, the district created career pathways, with articulated courses that can lead to professional certificates at local community and technical colleges. The high school expanded and added support systems, including a summer session that prepares students for the Texas Higher Education Assessment (which determines if students are ready for college-level work) and a parental program that engages family and community stakeholders around developing college-ready students. Meanwhile, the district advanced the education of its teachers through incentives for gaining master's degrees and adjunct status from postsecondary partners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Student Participation; College Credits; Dual Enrollment; Non English Speaking; Access to Education; Educational Policy; Career Development; Disproportionate Representation; Underachievement; High School Students; College School Cooperation; Minority Groups; Graduation Rate; Universities; Two Year Colleges; Academic Persistence

Abstract:
A three-year study tracking outcomes for approximately 3,000 students across California shows that career-focused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Dual enrollment, which allows high school students to take college courses and earn college credit, was once geared primarily toward high-achieving students seeking greater academic challenge. The Concurrent Courses initiative comprised eight programs involving 10 colleges and 21 high schools across California. Among participating students, 60 percent were students of color and 40 percent came from non-English speaking homes. Extensive evaluation shows that program participants, compared with other students in their districts, were: (1) More likely to graduate from high school; (2) More likely to transition to a four-year college rather than a two-year college; (3) Less likely to take basic skills courses in college; (4) More likely to persist in postsecondary education; and (5) Accumulating more college credits. Policymakers and community leaders can build on the lessons learned from the Concurrent Courses initiative and further reduce the barriers to program development and student participation. Based on the experience and outcomes attained in high schools and colleges across California, here are three high-value recommendations for state policymakers: (1) Remove funding penalties; (2) Make dual credit earning consistent and portable; and (3) Standardize broad student eligibility. [For the main report, "Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight," see ED533756. For related report, "Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative," see ED533755.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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