Beginning with the (university) end in mind: An academic advisor’s perspective on Early College

Joshua D. Morrison

Introduction

• 10 Years Academic Advising and Graduate/Professional Admission Experience at an Urban Research University• M.S.Ed (Student Affairs Administration); Ph.D.

(Higher Education, expected May 2015) - Indiana University• Current Role: Director of Secondary Initiatives• ~4000 students, ~19,000 c.h., 40+ schools, 4 full-

time staff total

Agenda

• Who are Early College Students?• Postsecondary Perspectives on Early College High

School (ECHS) Graduates• Roadblocks to ECHS Success• Impact of Early College Credit• Q & A

Case Study: Emily

Emily was an excellent student in Middle School and was immediately offered a position in Early College High School. She did not have a clear idea of what careers were the best fit for her, so she completed nearly every Early College course possible. Emily has entered State University with 80 credits, making her a junior. She has taken some non-STEM science courses and barely passed calculus, but has decided she wants to major in chemistry. She has high academic self-confidence but is unfamiliar with the workload and fast pace of college. Emily has a 3.7 college GPA.

Case Study: Paul

Paul wants to become a medical doctor to help people. Due to his parents’ income status he enrolled in a covenant program that provided support to attend college nearly tuition-free. Paul has completed a number of college credits that apply to a biology degree at the local state college. Paul wants to graduate early so he can help his parents with college costs. Unfortunately his three siblings will not receive the same support. Paul has earned 60 undergraduate credits, mostly in the STEM field, with a final college GPA of 3.1, and has finished an Associate’s degree in General Science.

Case Study: Jose

Jose just graduated Early College and previously moved all over the Western US due to his family’s work obligations. He has multiple academic interests. He views education as an opportunity to enhance his life and change his family’s economic prospects. Jose is inquisitive, and wants to learn about everything. He has college credits in liberal arts, math, one science course, and several career and technical education courses. His college GPA is 3.3 and has earned 42 college credits since he started Early College High School as a sophomore transfer. Jose is ineligible for the state covenant program due to his DACA status. He has not committed to attending college, and if he does, a proprietary trade school or a local community college may be his preferred options.

Group Process

Please organize into groups of 3-4, preferably in school groups if possible.

Open your packet and discuss the questions provided.

We will take comments and suggestions from each group after ~10 minutes.

And now, a trip back in time. . . .

http://erkelzaar.tsudao.com

Case Study Discussion

Using our time machine, what programs, supports, and structures could we implement to help Emily, Paul, and Jose reach their academic goals and fulfill their potential?

Emily’s Case

• Career advising related to academic interests• Guidance on financial aid implications of

completing so many college credits• College preparatory/Introduction to College course

for college-level academic pace• Academic advising to aid college transfer• Explicit college degree pathways

Paul’s Case

• Strong guidance/academic advising on options to transfer 2-year degree • Statewide single-articulation pathways

• Internships or experiential education to confirm career interests

• Mentorship and honest conversations about expectations of US medical colleges

Jose’s Case

• College counseling to help inform enrollment decision-making

• Financial aid/financing college help• Career development to narrow career

options• Honest appraisal of skills and options for

employment using Early College credits

Postsecondary Perspectives

Students with large numbers of Early College credits (ECC) pose significant challenges to postsecondary institutions, including:

• Students with significant ECC can be isolated socially and culturally from their peers

• Support structures for first-year students often do not include “Freshmores”; lack of institutional knowledge and acculturation to institutional norms and values

• University faculty unfamiliar with teaching ECHS students• ECHS graduate preparation for competitive-admission programs• Persistent gap in preparation, in spite of quality controls• ECC students change balance of needs for courses, faculty

mentoring and availability

Postsecondary Perspectives• Academic advising challenged by missing ECC, lack of fit between academic

goals and ECC earned, and “mismatch” of preparation• Financial aid implications of poor GPA, including limitation on federal/state aid,

institutional merit grants• ECC increases back-office workload, including Admissions, Registrar, Financial

Aid• ECC students pose challenges for institutional research and reporting,

particularly in terms of graduation rates, persistence, and gateway course assessments

• Evaluating success of ECHS graduates challenging due to identification and student enrollment patterns

Resource: http://provost.iastate.edu/sites/default/files/uploads/reports/2011EarlyCreditTaskForceFinalReport.pdf

Roadblocks for ECHS Success• More ECC does not always mean less time in

college*• ECC impacts federal (and often state) financial aid

eligibility*• Not all ECC is created equal• ECC pathways crucial; ongoing coordination with

postsecondary partner essential

Roadblocks for ECHS Success• Not all 2-year degrees created equal• Postsecondary institutions may or may not accept

ECC taken in HS setting (U. Michigan, Wabash College)*

• ECHS model selection dictates offerings, costs• State policy environment and funding streams• Postsecondary partner perspective on course rigor,

equivalence

Impacts of Early College

• Completing ECC improved chances of degree completion (8% any degree, 7% BA/BS)

• Parental education the strongest influencer of dual enrollment and college degree attainment

An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75. doi: 10.3102/0162373712461933 *Bradley-Levine, J., Mosler, G., & Perkins, T. (n.d.). CELL Research Series Successful Schools: Ben Davis University High School. Retrieved November 17, 2014, from http://cell.uindy.edu

Impacts of Early College

• Students with parents who completed some or all of HS, and had some college benefitted more than students whose parents held at least a bachelor’s degree

• Dual Credit and AP students complete degrees at same rate when accounting for observed confounding variables

An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57-75. doi: 10.3102/0162373712461933

Summary

Early College Students• Have diverse goals and

preparations for postsecondary enrollment• Require additional

support to access and succeed post-ECHS

Postsecondary Institutions• Must adapt to ECHS

graduate needs• Should be co-equal

partners in ECHS development, implementation, and assessment

Questions & Answers

Thank You!

Contact InformationJoshua D. Morrison

Ivy Tech Community College – Lafayette RegionTel: 765-269-5777E: jmorrison45@ivytech.edu