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 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 Dual Credit concurrent Enrollment Initiatives written by Walter Claude Bartlett and published by . This book was released on 2008 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study focused on three major areas of influence on students' postsecondary decisions as related to the DCCE initiatives: the knowledge-base of the students and their advisors, the college enrollment aspirations for the students, and the students' college planning practices. The research investigated whether these elements are being addressed by the DCCE initiatives and the level of effectiveness of any efforts to address these major areas of influence on students' postsecondary decisions. The study was a three-phase, mixed methods study using participant data from students from nine North Carolina community colleges. The first phase involved a student database search; the second phase involved a combined student interview, which represented the first data collection methodology used in the study, and the third phase was the administration of an individual student questionnaire. The research revealed that there are several major influences on the students' decisions regarding enrolling in DCCE courses. The primary influence was the students' parents. Other helpful and influential sources of information in the students' DCCE enrollment decisions were student advisors such as teachers. Students' decisions regarding DCCE participation also were influenced by knowledge of tuition-waived college credit, transferability of college courses, getting an early start on college courses, and a quicker pathway to career goals. A majority of the respondents felt that their pre-DCCE level of understanding of how they could apply their DCCE experience to achieve their college goals was very high. Only half of the respondents reported knowing where they wanted to go to college or what they wanted to study once they graduated from high school before they started taking DCCE courses, and a majority of the respondents did not start planning for college until their sophomore or junior year of high school. A majority of the respondents were already taking DCCE courses when they developed their college goals. The data suggest that the students' college goals actually evolved throughout their DCCE experience via their participation in the DCCE program."--Abstract from author supplied metadata.

Download or read book Getting Smart written by Tom Vander Ark and published by John Wiley & Sons. This book was released on 2011-09-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures

Download or read book An Assessment of the Dual Enrollment Dual Credit Program at Jefferson State Community College in Birmingham Alabama written by Phillip Michael Hobbs and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship of student participation in Dual Enrollment/Dual Credit and the need of advanced training beyond secondary levels. It examines the demand and need for high school students to participate in collegiate level work while still attending high school. In addition, the study explores instructional site location and articulation of degree progression, as well as other available concurrent enrollment programs. It focuses on administrative support along with the interest of involved stakeholders. This study uses descriptive and inferential statistics for each hypothesis and research question to analysis the Dual Enrollment/Dual Credit program at Jefferson State Community College. Means, standard deviations, ANOVA's, contingency tables, and chi-squared goodness of fit test are used to measure the effects of taking courses while still attending high school Research question and null hypothesis one examination of data is to query if a difference exists in race, gender, and estimated family income based on choice of program participation. The results show that there are significant differences in the dependant variables, participation in the two programs, based on two of the independent variables race and estimated family income. Research questions and null hypotheses two and three were designed to investigate if instructor assignment bias and instructional location had a relation to grade distribution. The main purpose of this study was to statistically analyze the different group's means. Statistically, the dependant variables, grade point averages were found to be comparable between instructional locations but not comparable as a result to instructor assignment. Research questions four and five analyze student and faculty perceptions of experiences in the Dual Enrollment/Dual Credit program over a four year period. Student's overall perceptions of their experiences in Dual Enrollment/Dual Credit for this specific study were very positive. This study shows that most inquiries have more than an eighty percent strongly agree/agree satisfaction rating from students and faculty who participated over the four-year studied co-hort Educational Institutions can benefit from this study by examining the end result of a collaborative partnership and have additional tools to make the appropriate decision to create, continue or suspend these types of programs.

Download or read book High School college Dual Enrollment Programs written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education and published by . This book was released on 2009 with total page 56 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 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 AN ASSESSMENT OF THE DUAL ENROLLMENT DUAL CREDIT PROGRAM AT JEFFERSON STATE COMMUNITY COLLEGE IN BIRMINGHAM ALABAMA written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship of student participation in Dual Enrollment/Dual Credit and the need of advanced training beyond secondary levels. It examines the demand and need for high school students to participate in collegiate level work while still attending high school. In addition, the study explores instructional site location and articulation of degree progression, as well as other available concurrent enrollment programs. It focuses on administrative support along with the interest of involved stakeholders. This study uses descriptive and inferential statistics for each hypothesis and research question to analysis the Dual Enrollment/Dual Credit program at Jefferson State Community College. Means, standard deviations, ANOVAs, contingency tables, and chi-squared goodness of fit test are used to measure the effects of taking courses while still attending high school Research question and null hypothesis one examination of data is to query if a difference exists in race, gender, and estimated family income based on choice of program participation. The results show that there are significant differences in the dependant variables, participation in the two programs, based on two of the independent variables race and estimated family income. Research questions and null hypotheses two and three were designed to investigate if instructor assignment bias and instructional location had a relation to grade distribution. The main purpose of this study was to statistically analyze the different groups means. Statistically, the dependant variables, grade point averages were found to be comparable between instructional locations but not comparable as a result to instructor assignment. Research questions four and five analyze student and faculty perceptions of experiences in the Dual Enrollment/Dual Credit program over a four year period. Students overall perceptions of their experiences in Dual Enrollment/Dual Credit for this specific study were very positive. Thi.

Download or read book Promoting Quality written by Adam I. Lowe and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Few states have established systems for overseeing dual enrollment programs to encourage institutions to align their practices with quality standards. Five states (Arkansas, Indiana, Minnesota, Iowa, and South Dakota), have established incentives or requirements for post-secondary concurrent enrollment providers to pursue the National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation as one quality assurance mechanism. NACEP's peer-review accreditation process promotes the implementation of policies and practices to ensure that concurrent enrollment courses offered in the high school are the same as the courses offered on the sponsoring college campus. A number of states are currently designing or redesigning dual enrollment oversight systems, including Indiana, Colorado, Kentucky, Ohio, Oregon, Montana, and Wyoming. While prior studies by the Education Commission of the States, the Community College Research Center, and the Western Interstate Compact for Higher Education have examined dual enrollment policies across the 50 states, none have looked in depth at the processes by which states conduct program oversight. This report is designed to fill that void, by illuminating dual enrollment oversight and review strategies among the following state-level entities: (1) Florida Department of Education; (2) Illinois Community College Board; (3) Oregon Dual Credit Oversight Committee; (4) South Dakota Board of Regents; (5) Utah System of Higher Education and Utah Office of Education; and (6) Virginia Community College System. The report presents these six as in-depth case studies, and does not evaluate or judge the practices. NACEP does not take a position favoring a particular form of dual enrollment program oversight, and instead offers this report to help further knowledge and understanding of state-level policies and practices that advance the goal of seamless education through secondary and post-secondary collaborations. A list of works cited and selected state resources is included. (Contains 4 footnotes.).

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 Report to the General Assembly written by Illinois Dual Credit Task Force and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 and Practices written by Joanne Wang Golann and published by . This book was released on 2008 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report from the Community College Research Center sheds light on the current policies and practices that shape "dual enrollment" efforts in California. The report, funded by The James Irvine Foundation, demonstrates the feasibility of using dual enrollment programs to enhance college and career pathways for low-income youth who are struggling academically or who are within populations historically underrepresented in higher education. Dual enrollment programs offer high school students opportunities to take challenging college-level courses on a high school or college campus and earn college credits. Research suggests that career-focused dual enrollment programs can improve secondary and postsecondary academic outcomes for a variety of students. Specifically, this report is intended to inform educators, policymakers, administrators and researchers about current policies and practices that shape dual enrollment in California. The report clarifies current policy and shares examples of existing programs that are successfully providing college credit opportunities to California high school students. The report provides an overview of various program models, reviews the research on dual enrollment, summarizes the policies pertaining to dual enrollment in California and discusses how this information has informed the development of the Concurrent Courses initiative funded by The James Irvine Foundation. (Contains 23 endnotes and links providing information on dual enrollment policy and practices both in California and nationwide.).

Download or read book Building America s Skilled Technical Workforce written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-06-04 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.

Download or read book Pathways to College Access written by Katherine L. Hughes and published by Nova Publishers. This book was released on 2006 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book looks at 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 non-college-bound prepare for college credit course work. The book also discusses the challenges that credit-based transition programs face when trying to include such students.