Download or read book Broadening the Benefits of Dual Enrollment written by Katherine L. Hughes and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2008, The James Irvine Foundation launched the Concurrent Courses initiative to make dual enrollment programs--which allow high school students to take college courses and earn college credit--available to low-income youth who struggle academically or who are from populations historically underrepresented in higher education. This work advances its Youth program goal of increasing the number of low-income youth in California who complete high school on time and attain a postsecondary credential by age 25. When the initiative began, evidence already pointed to the benefits of dual enrollment for the high-achieving students normally exposed to these programs. In recent years, educators and policymakers have become increasingly interested in the potential of dual enrollment to improve educational outcomes for a broader range of students. At the same time, there is growing evidence that giving the programs a career focus adds relevance and interest and can re-engage students who may not envision themselves on a path to college and career. This aspect of the initiative reflects the core components of Linked Learning, Irvine's approach to comprehensive high school reform. In a time when the need for higher levels of education is rising, the Foundation is pleased to report good news: Evaluation of the Concurrent Courses initiative reveals that the participating students--those facing serious barriers to education and advancement--had better high school and college outcomes than comparison students. This report documents findings that initiative participants were more likely when compared to similar students who did not participate to graduate from high school, enroll in a four-year college and persist in postsecondary education. They also accrued more college credits than comparison students and were less likely to enroll in basic skills courses in college. The report also offers lessons learned through the initiative, including recommendations for effective dual enrollment practice and for public policies that would expand adoption of this beneficial approach to educational achievement. Appended are: (1) Site Summaries; and (2) Data Sources. (Contains 5 tables, 8 figures and 16 endnotes.) [For related reports, see "Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative" (ED533755) and "Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative" (ED533753).].
Download or read book Dual Enrollment written by James Irvine Foundation and published by . This book was released on 2012 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
Download or read book Dual Enrollment for All written by James Irvine Foundation and published by . This book was released on 2012 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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. This paper presents program recommendations from the Concurrent Courses initiative. [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: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative," see ED533753.].
Download or read book Dual Enrollment Policies Pathways and Perspectives written by Jason L. Taylor and published by John Wiley & Sons. This book was released on 2015-03-16 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Pathways to College written by Katherine L. Hughes and published by . This book was released on 2005 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the ways that credit-based transition programs (CBTPs) may help middle- and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that CBTPs face when trying to include such students. The research for this report was conducted in the spring and fall of 2004. Case studies were undertaken in five states: California, Iowa, Minnesota, New York, and Texas. Two dual enrollment programs, an MCHS (Middle College High School), an International Baccalaureate program, and a Tech-Prep program were studied. The first section of the report describes the sites and examines some of the ways in which contextual features influence program implementation. The report then highlights findings regarding four key program features--student recruitment and selection processes; curriculum; support services; and data collection and use. For each feature, the researchers investigated the current practices of the case study sites, identified those practices that seemed most promising in meeting the needs of middle- and low-achieving students, and identified barriers to implementing them. An appendix presents more detailed profiles of each research site. Recommendations for policymakers and practitioners include: encourage broad student access; build strong collaborative relationships; and work with researchers to gather outcomes data. (Contains 19 exhibits and 10 footnotes.).
Download or read book On the Fast Track Understanding the Opportunities and Challenges of Dual Credit ASHE Higher Education Report Volume 42 Number 3 written by Barbara F. Tobolowsky and published by John Wiley & Sons. This book was released on 2016-03-29 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Perceptions of the Benefits and Drawbacks to Dual Enrollment Courses at One Illinois High School written by Mackenzie E. Martin and published by . This book was released on 2020 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Increasing Student Access and Success in Dual Enrollment Programs written by Jennifer Dounay Zinth and published by . This book was released on 2014 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book On the Fast Track Understanding the Opportunities and Challenges of Dual Credit ASHE Higher Education Report Volume 42 Number 3 written by Barbara F. Tobolowsky and published by John Wiley & Sons. This book was released on 2016-03-29 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Dual Enrollment Strategies Outcomes and Lessons for School College Partnerships written by Eric Hoffman and published by John Wiley & Sons. This book was released on 2012-06-20 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Download or read book Different Approaches to Dual Enrollment written by Linsey Edwards and published by . This book was released on 2011 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs allow high school students to take college courses and earn college credit. While dual enrollment has historically focused on high-achieving students, these programs can have significant benefits for underperforming students as well, particularly if integrated with a career focus. This research shows that student experience differs dramatically from one program to the next. Examining these differences illuminates the advantages and disadvantages of various program designs, particularly as they influence access and success for a broad range of students. These findings may be helpful to educators, policymakers and families interested in dual enrollment. This report analyzes eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a complementary career-focused strategy for engaging struggling students. Adding a strong career focus can be an important element for such students because of its potential to motivate them through applied learning and help them see pathways through college to future employment. The programs featured in this report join a growing movement to make career-focused dual enrollment part of a promising college and career preparation strategy for a broad range of students. While Concurrent Courses partnerships pursued the same goals, their program features varied by design. Each partnership reflected its own set of relationships, fiscal challenges and geography. Analysis of each program and its results generated the findings detailed in this report. Presented are two qualities that are important to the dual enrollment experience and six program features that influence how a program achieves these qualities. (Contains 8 footnotes.).
Download or read book Dual Enrollment written by Jennifer Dounay Zinth and published by . This book was released on 2014 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that students who participate in dual enrollment are more likely than their peers to finish high school, enter college and complete a degree. This means dual enrollment can greatly benefit students in rural areas, which report lower college-going and postsecondary attainment rates than other locales. However, rural areas face unique challenges in providing high-quality dual enrollment programs: (1) Securing qualified instructors, either high school teachers who have the qualifications to lead college-level courses or postsecondary instructors; (2) Covering program costs, as many rural districts face declines in enrollment and the funding that follows students in many states; and (3) Addressing program logistics, including the challenges of offering a course to a small number of students and offering career/technical education coursework when high schools may not have the latest technical equipment but the nearest community college is a long drive away. This report will discuss how states are rising to these challenges, including these examples: (1) A public-private partnership in Ohio includes funding to help eight colleges and universities create and administer an 18-month master's degree with a teacher-friendly schedule; (2) Texas authorizes workforce investment funds to support dual enrollment programs targeted to address the needs of high-demand fields; and (3) Ten states authorize a course to be offered at a location other than a high school or college, easing travel burdens. This includes Illinois and Wyoming. A final section will address the opportunities posed by delivering dual enrollment through tribal colleges. State policies are often silent on the inclusion of tribal colleges in dual enrollment programs. However, one state, New Mexico, created a tribal college dual credit program fund to address this issue.
Download or read book What We Know about Dual Enrollment Research Overview written by Columbia University. Community College Research Center and published by . This book was released on 2012 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: In dual enrollment (DE), high school students are enrolled in a college course and complete all the assignments that would normally be completed as part of the course. At the end of the course, they are given a final grade on a college transcript and course credit that can be applied toward a college degree. Dual enrollment programs differ from Advanced Placement and International Baccalaureate programs in that students take college courses rather than high school courses with college-level content. DE programs vary widely in terms of how many and what college courses they offer, where the courses take place (on college or high school campuses), and who teaches them (college faculty or high school teachers who qualify as college adjuncts). This paper outlines a research overview wherein it answers the following questions: (1) What is dual enrollment?; (2) Why dual enrollment?; and (3) Who benefits from dual enrollment? (Contains 4 sources.) [For related reports, see "Implementing a Dual Enrollment Program. Guiding Questions" (ED530527) and "City College of San Francisco Academy and Pathway Dual Enrollment Program. Case Study" (ED530529).].
Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Download or read book Dual Enrollment Policies Pathways and Perspectives written by Jason L. Taylor and published by John Wiley & Sons. This book was released on 2015-02-26 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Student Financing of Higher Education written by Donald E. Heller and published by Routledge. This book was released on 2013-06-07 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: The financing of higher education is undergoing great change in many countries around the world. In recent years many countries are moving from a system where the costs of funding higher education are shouldered primarily by taxpayers, through government subsidies, to one where students pay a larger share of the costs. There are a number of factors driving these trends, including: A push for massification of higher education, in the recognition that additional revenue streams are required above and beyond those funds available from governments in order to achieve higher participation rates Macroeconomic factors, which lead to constraints on overall government revenues Political factors, which manifest in demands for funding of over services, thus restricting the funding available for higher (tertiary) education A concern that the returns to higher education accrue primarily to the individual, rather than to society, and thus students should bear more of the burden of paying for it This volume will help to contribute to an understanding of how these trends occur in various countries and regions around the world, and the impact they have on higher education institutions, students, and society as a whole. With contributions for the UK, USA, South Africa and China this vital new book gives a truly global picture of the rapidly changing situation
Download or read book Dual Enrollment in Public and Nonpublic Schools written by James E. Gibbs and published by . This book was released on 1965 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
