Download or read book Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions written by Stephanie Marken and published by . This book was released on 2013 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education Statistics (NCES) previously collected data on dual enrollment and dual credit for the 2002-03 academic year from postsecondary institutions and high schools (Kleiner and Lewis 2005; Waits, Setzer, and Lewis 2005). To gather current data on dual enrollment and dual credit, NCES fielded an updated survey of postsecondary institutions on dual enrollment and a complementary survey of high schools on dual credit. The study presented in this report collected information for the 2010-11 academic year from postsecondary institutions on the enrollment of high school students in college-level courses within and outside of dual enrollment programs, and dual enrollment program characteristics. NCES, part of the Institute of Education Sciences, conducted this survey in fall 2011 using the Postsecondary Education Quick Information System (PEQIS). PEQIS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of institutions with minimal burden on respondents and within a relatively short period of time. Because the purpose of this report is to introduce new NCES data from this survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PEQIS dual enrollment study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 13 footnotes.).

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 Dual Enrollment of High School Students at Postsecondary Institutions written by Brian Kleiner and published by . This book was released on 2005 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides data from a nationally representative survey of Title IV degree-granting postsecondary institutions on the topic of dual enrollment of high school students. Dual enrollment, also known as "dual credit," "concurrent enrollment," and "joint enrollment," refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. The survey was designed to provide policymakers, researchers, educators, and administrators with baseline information on the prevalence and characteristics of dual enrollment programs. While the majority of the survey's questions focused on dual enrollment programs, several key questions also revealed the prevalence of college course taking outside of dual enrollment programs by high school students. Appendices include the survey instrument and technical notes. (Contains 37 tables.).

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 The Dual Enrollment of High School Students in Postsecondary Education in Kentucky 2001 02 to 2004 05 written by Kentucky Council on Postsecondary Education, Frankfort and published by . This book was released on 2006 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: The enrollment of high school students in postsecondary courses, called "dual enrollment," has grown dramatically in Kentucky in recent years, focusing attention on dual enrollment and its potential benefits. This study presents an overview of dual enrollment in Kentucky from the postsecondary perspective, examining dual enrollment course-taking and the matriculation and success of dual enrollment students in regular postsecondary study. The data used in this report are administrative data submitted by postsecondary institutions to the Council's Comprehensive Database between 2001 and 2005. Much of the study concerns the 16,995 students who dually enrolled in the 2003-04 school year, with additional time trend data and an analysis of the college entry cohort of 2002. This research report has examined the primary questions about dual enrollment from a postsecondary perspective. Does dual enrollment increase college participation after high school and does it enhance student success? On the whole, this study finds that dual enrollment did not enhance college matriculation. (Contains 31 tables and 5 figures.).

Download or read book A Study of Dual Enrollment and Low Income and Minority Students written by Gail Laurel Johnson and published by Xlibris Corporation. This book was released on 2013-10-28 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the Dual Enrollment Program on the academic achievement of low-income and minority high school students, in a coastal district in a southern state. Bridging the gap between high school and college is the ultimate goal of this program. The study focused on how students find out, about the program, their participation, and success rate, in the program. A survey was sent to high school guidance counselors, and a few of them completed it. They indicated that students were informed about the program through teachers, administrators, guidance counselors, school postings, and letters sent home to parents. A telephone interview was conducted with Personnel from the Community college, and Archival data were examined. The results of the study revealed that there was a small percentage of minority students participating in the program, compared to white students. It also indicated that minority students who participated in the program were successful, and went on to college. There was reluctance on the part of many guidance counselors to respond to the surveys, even after repeated requests from their Supervisors. Community College personnel pointed out, that recent increased efforts have been made to promote the DE Program in the district.

Download or read book Bridging the High School College Gap written by Gerald S. Edmonds and published by Syracuse University Press. This book was released on 2016-06-30 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.

Download or read book Dual Enrollment of High School Students at Postsecondary Institutions 2002 03 written by Brian Kleiner and published by . This book was released on 2005 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Students Earning College Credit written by Margaret Fincher-Ford and published by Corwin. This book was released on 1996-12-26 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help your students earn both high school and college credit while still in high school. This comprehensive guide takes teachers and administrators step-by-step through the process of planning, implementing, and evaluating dual-credit programs between their high school and postsecondary institutions. Increasingly, advanced students want to take college courses during high school, and this handbook helps you to set up programs that benefit students and faculty at both institutions. Examines legal constraints, methods of curriculum alignment, funding sources, and evaluation procedures. Explains the differences between dual-credit, dual-enrollment, and articulation programs. Includes surveys for program evaluation and an annotated model agreement to use between participating institutions. Written for school administrators, teachers, students, faculty of education, and all others interested in creating new learning opportunities for students, this practical guide will help you develop and sustain productive educational partnerships.

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 Postsecondary Enrollment Opportunities for High School Students written by California Postsecondary Education Commission and published by . This book was released on 1992 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dual Enrollment Courses in Kentucky written by Chad R. Lochmiller and published by . This book was released on 2016 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kentucky is using dual enrollment as one strategy to improve access to postsecondary education for its high school students, particularly after passage of Kentucky Senate Bill 1 in 2009, which focused on improving college and career readiness. The Regional Educational Laboratory (REL) Appalachia undertook a descriptive study of participation in and completion of dual enrollment courses for Kentucky students in grades 11 and 12 from 2009/10 through 2012/13. The findings describe the characteristics of students participating in and completing dual enrollment courses, as well as how participation and course completion rates differ based on student, school, and postsecondary characteristics. About 20 percent of the state's public high school students in grades 11 and 12 pursued this opportunity at public postsecondary institutions with about 85 percent of the dual enrollment courses attempted being completed for credit. Participation rates varied by student characteristics, with higher participation rates for students in grade 12, female students, White students, students who were not English language learners, students not eligible to receive free or reduced-price lunch, and those students with the highest grade point averages and ACT scores. Course completion rates varied by student characteristics, with lower completion rates for Black students, students eligible for free or reduced-price lunch, students with C grade point averages or below, and students with low ACT scores. The findings raise important questions about differential course participation rates for students of different race/ethnicities, genders, and family incomes. In addition, online dual enrollment courses were increasingly attempted by students in grades 11 and 12 over time. The increase in students attempting courses online has important implications for the state as staff consider how best to provide access to dual enrollment courses in rural and remote locations where students may have limited access to online services. The following are appended: (1) Study methodology; and (2) Dual enrollment course participation rates by course content area. [For the complementary study, "The Implementation of Dual Credit Programs in Six Nonurban Kentucky School Districts. REL 2016-136," see ED566740.].

Download or read book Ed465 090 What Role Can Dual Enrollment Programs Play in Easing the Transition Between High School and Postsecondary Education written by Thomas R. Baily and published by BiblioGov. This book was released on 2013-09 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs allow high school students to enroll in college courses before high school graduation, giving them firsthand exposure to the requirements of college-level work and allowing them to gain high school and college credit simultaneously. The role of dual enrollments in easing the transition between high school and postsecondary education was explored through a review of dual enrollment programs across the United States. Particular attention was paid to New York City's College Now program and Wisconsin's Youth Options program. College Now allows seniors from select New York City high schools to take up to six credits of college-level courses per semester at their high school. Whereas College Now focuses on academic subjects and preparing students for college-level work, Youth Options focuses on providing young people with expanded curricular choice, particularly in vocational subjects. Compared with other City University of New York freshman, College Now graduates earned more college credit than and were more likely to graduate from college on time. Youth Options was found to have had a discernible impact in providing a wide array of curricular options to high school students, particularly in rural schools. It was concluded that both delivery models have the potential to improve preparation for college. (Contains 37 references.).

Download or read book High School Students Attending College written by Matthew Paul Hiesterman and published by . This book was released on 2013 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible.

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 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 Dual Credit and Exam Based Courses in U S Public High Schools written by Nina Thomas and published by . This book was released on 2013 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 footnotes.).