AASA AACC Dual Credit Webinar

Dual Enrollment:
A Strategy to Accelerate College Preparation and Progress
Hobsons & AASA Dual Credit Survey Results

ExecutiveSummary
Dual enrollment programs offer students opportunities for completing
college courses and receiving college credit as part of a high school
program of study.
AASA and Hobsons have established a partnership to explore the
impact of dual enrollment programs as a strategy for college
readiness and accelerating progress.
This webinar summarizes findings of our first exploratory survey,
shares perspective about “redefining readiness” and learns about how
two leading educational institutions are delivering on these promises
Setting the Stage

Today’sSpecial Guests
Dr. David Schuler
Superintendent, District 12
Past President, AASA
Dr. Mary Rittling, President,
Davidson Community College

• Strategic partners since 2014.
• Contributed to the development and education advancement of
education leaders through our support of the AASA Collaborative and the
Superintendents National Certification Program.
• Share mission of finding ways to bridge gap between K-12 and higher
education.
• Expanding into research opportunities with AASA membership with our
first descriptive survey.
Setting the Stage
AASA&HobsonsPartnership

Setting the Stage
DualEnrollment, DualCredit
Dual enrollment refers to courses taught to high school students for which the
students receive both high school credit and college credit.
Different institutions have different names for dual enrollment, such as “dual
credit,” “concurrent enrollment,” or “joint enrollment.” While not technically the
same, the terms dual enrollment and dual credit are often used interchangeably.
NCES has reported that in 2002-2003 dual credit enrollments reached 1.16 million
students. In 2010-2011 dual credit enrollments had reached 2.04 million students,
a 75% increase.
5

o National Center for Educational Statistics Dual Enrollment Programs and Courses
for High School Students at Postsecondary Institutions: 2010–11
http://nces.ed.gov/pubs2013/2013002.pdf
o Higher Learning Commission, Council of Regional Accreditation Commissions,
Lumina Foundation Dual Credit in U.S. Higher Education: A Study of State Policy
and Quality Assurance Practices
Setting the Stage
RecentReportsonDualCreditinU.S.HigherEducation

ThePromises ofDualEnrollment
Accelerating Completion
Reducing Costs
Reducing friction in the U.S. education pipeline
Setting the Stage

• Questions
Combination of demographic questions, forced choice questions, and Likert-styled
opinion scaling.
• Distribution
Surveys were distributed to 4,500 AASA members. The survey was open for two
weeks and members were sent one reminder to complete.
• Response
Received 424 completed surveys.
• Partnership
AASA distributed the survey and compiled results. Hobsons analyzed the results and
summarized findings.
Dual Credit Survey
Methodology

What is your currentposition?
Survey Results

SurveyRespondent Distribution
Survey Results

Howmanystudentswere enrolled in yourdistrict as of January2015?
Survey Results

My SchoolDistrictis Best Described as:
Survey Results

OfferingDual CreditCourses is Reflected inMy District’sStrategicPlan.
Survey Results

My DistrictCurrentlyOffersDual CreditCourses.
Survey Results

WhatPartnershipsDoesYourDistrictHaveinPlacetoOfferTheseCourses?
Survey Results

How Are Your Dual CreditCourses Offeredto Your Students?
Survey Results

WhatBenefit(s)DoDualCreditCoursesOffertoStudentsinYourDistrict?
Survey Results

• “They demonstrate that college is achievable.”
• “It’s great for first generation students.”
• “Helps under-represented groups see they are capable of doing
college work.”
• ”It’s a confidence builder, knowing that a student can pass a
college class.”
• ”They can get their associate degree in high school.”
• ”Pique interest of ‘at-risk’ students, enhance experience of
advanced students.”
Survey Results
Examplesof“Other”Benefits

WhatHaveYouFoundtobetheBiggestBarrierstoOfferingDualCreditCourses?
Survey Results

• “Requirements for educational preparation of district teachers
who teach college courses.”
• “Difficulty of transferring credit.”
• “Difficulties in sharing information between schools and colleges.”
• “Lack of interest from higher education institutions.”
• ”Lack of scheduling alignment between schools and colleges.”
• “Lack of interest from students and parents.”
• “Lack of transportation for students.”
• ”Paperwork nightmare.”
Survey Results
Examplesof“Other”Barriers

• Is completion of dual credit courses an indication that a high
school student is ready for college?
• Should U.S. public education system evolve into a K-14 system of
education?
Survey Questions
CollegeReadiness Indicator &Education System

Survey Results
Completion ofa Dual CreditCourse ProvidesEvidence that a Studentis
College Ready

US K-12PublicEducationShouldEvolve into a K-14 System
Survey Results

• What will it take to fully realize the potential of using Dual Credit
programs to accelerate progress and reduce costs?
• What can we do as practice leaders to actively respond to
challenges standing in the way of fully supported, articulated
adoption?
Implications for Practice
Reducing Friction intheSystem

AASA, AACC and Hobsons will continue the Dual Enrollment Credit
dialogue
Hobsons has supported Dual Enrollment Credit research under the
leadership of AACRAO for a higher education perspective
Work with Accreditors including HLC, to explore opportunities for
articulating Faculty Qualification Guidelines
Explore Frameworks for Transfer Articulation
2
3
4
NextSteps
1
Redefining Ready

High School District 214
Dr. David Schuler
Superintendent
President, AASA

Making High School Relevant

Who We Are
30

www.RedefiningReady.org #RedefiningReady

Benefits ofCollege Completion
35

3
The National Center for Postsecondary Research which looked
at data from Florida schools found that dual enrollment
students were statistically significantly more likely
to persist in college to a second semester
and earn a higher college GPA.
Dual Credit

Career Pathways
High School Re-envisioned Programs of Study
40

Career Cluster: Information Technology
Pathways: Network Systems; and Programming and Software Development
Programs of Study: Coding/App Development and Hardware/Cybersecurity
◼ 20+ College Credit Hours
◼ 3 Industry Credentials
◼ Internship Experience
Early College Opportunities
Computer Repair A+ Certification (6 hours), CISCO Networking Basics (3 hours), CISCO Routers and Routing basic (3 hours), AP Computer Science Principles (tbd),
AP Computer Science – A (4 hours), Advanced Network Systems and Cybersecurity (tbd), Advanced Web App Development and Cybersecurity (tbd)
Certifications
CompTIA A+, CompTIA Network+, CompTIA Security+ (tbd)
External Experiences
District Internship Program, Micro-internships

CareerPathwayDevelopment
inHighSchool District 214
45

Authentic Learning
 Entrepreneurship
 Micro Internships
 Employment Opportunities
 Dual Credit Coursework

Student Participation
Dual Credit Enrollment: 362%
Increase since 2010 (401 to 1,854) to 87.8 %
Enrollment at Harper
of Dual Credit Students: 233%
Increase since 2010 (162 to 541)
48

Davidson County Community College
Dr. Mary Rittling
President

Davidson CountyCommunity College(DCCC)
Lexington, NC27293
• 58 Community COLLEGES in North
Carolina
• Davidson County Community College
Head Count – 14,000
• FTE – 5,500

College&CareerPromise (CCP)
What is CCP?
Career and College Promise (CCP) is a dual enrollment
program that offers qualified North Carolina students
the opportunity to begin their two-year or four-year
college work while they are in high school. Those eligible
get a tuition-free head start on workplace and college
preparation.

Offered to juniors and seniors in high school
20+ Pathways – CTE and Transfer
Four School Systems in Davidson County (3)
and Davie County (1)

PathwayOpportunities
 College Transfer Pathways (CTP)
 Up to 35 hours of college credit that will transfer
seamlessly to public or participating private college or
university
 Career & Technical Education (CTE)
 6 to 18 hours of college credit leading to entry-level job
skills and a certificate in a technical career

CollegeTransferPathways
 Associate in Arts
 Designed for high school juniors and seniors who wish to
begin studying toward the Associate in Arts degree and a
baccalaureate degree in a non-STEM major
 Associate in Science
 Designed for high school juniors and seniors who wish to
begin studying toward the Associate in Science degree
and a baccalaureate degree in a STEM or technical
major

Career&Technical Education Pathways
• After school & Day Camp
Programming
• Agriculture Power & Machines
• Applied Engineering Technology
• Automotive Systems Technology
• Business Administration
• Central Sterile Processing
• Computer Integrated Machining
• Cosmetology
• Criminal Justice Technology
• Diesel & Heavy Equipment
Technology
• Digital Media Advertising
• Early Childhood Assistant
• Electronics Engineering Technology
• Emergency Medical Science
• Esthetics Technology
• Fire Protection Technology

Career&Technical Education Pathways
• Geospatial Web & Mobile
Apps
• Global Logistics Technology
• Health Information
Technology
• Human Resource
Management
• Infant/Toddler Care
• Information Support
• Network & Cyber Security
• Nurse Aide
• Pharmacy Technology
• Recreation Facility
Management
• SoftMedical Office
Administration
• ware &Web Development
• Welding Technology

• Retention for 2015 - 154 CCP students graduated high
school in June 2015 – 36 of these graduates enrolled at
DCCC as traditional students between Fall 2015 and Fall
2016 – 25 are still registered in Fall 2016 classes
• Retention for 2016 – 223 CCP students graduated high
school in June 2016 – 57 of the graduates are enrolled in
Fall 2016 classes
• Enrollment Fall 2016 – 375 CCP students enrolled

EarlyCollege
Students start as Freshmen
1 Early College in Davie County
2 Early Colleges in Davidson County

DavieEarlyCollege
• Started August 2007
• Students enrolled - 160
• Graduation rate - 95%
• Most transfer to 4-year university

Davidson EarlyCollege
• Began in 2006
• 136 students enrolled in August 2016
• Most of our students transfer to a four year university after receiving
their AA and/or AS degree
• 100% graduation rate in 2015
• Over 80% of the students are 1st generation and low income students
(students accepted based on lottery system)
• Highest test scores in Davidson County
• ACT composite data higher than state and local average
• Made the list for being “One of America’s Best High Schools” by U.S.
News and World Report – received bronze medal (2009, 2012, 2015 and
2016)

YadkinValley Regional CareerAcademy -Davdson
• The school opened in 2012
• The mission is “To graduate creative innovators.”
• 2016-2017 is the first year of super seniors with 20 enrolled at DCCC
 14 on track to graduate in May 2017 with an Associate in Applied
Science Degree
 3 with certificates
 1 with diploma
• 151 students enrolled at DCCC this fall
• 239 total students attending Valley Academy this year across all 5 levels
• 233 students have attended DCCC since spring 2013

NextSteps
• Talent Search Grant
• Outreach Parents Teachers and Counselors
Summer Academy
• Targeted Communication

Questions or Comments?
Dave: david.schuler@d214.org
Mary: merittli@davidsonccc.edu
Ellen: ellen.wagner@hobsons.com

To download the Dual Credit Survey
Report click HERE
Thank You for Your Interest!

AASA AACC Dual Credit Webinar

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to AASA AACC Dual Credit Webinar

Similar to AASA AACC Dual Credit Webinar (20)

More from Hobsons

More from Hobsons (18)

Recently uploaded

Recently uploaded (20)

AASA AACC Dual Credit Webinar