building relationships & realizing results: evidence of the successful dual enrollment...

Building Relationships & Realizing Results: Evidence of the Successful

Dual Enrollment Partnership in Central Ohio

Rich Seils, Coordinator of University Partnerships, ESCCOKaren Gray, Director, Director of P-16 Partnerships

Building Relationships & Realizing Results: Evidence of the Successful Dual Enrollment Partnership in Central Ohio – Central Ohio ESC

Goals today– Define Dual Enrollment / Dual Credit– Overview of ESCCO’s dual enrollment project

• Core Grant : Sowing the seeds of interest• Post-grant: Establishing dual enrollment as an integral part of the

high school experience– ODU: Relationships - The Cornerstone of any successful Dual

Enrollment Program• Relationships: Internal and external• Providing quality dual enrollment programs: NACEP Standards

– Perspectives: ESCCO – ODU• What have we learned?• Challenges for the future of Dual Enrollment


• Handouts– An overview of dual enrollment– FAQ’s: Dual Enrollment– Dual Enrollment and other Credit-Based Transition

Programs


Involvement of ESCCO

Core Legislation in the Fall of 2006 –

Dual Enrollment Grants– 16 Grants / region– ESC’s– The Need

• Promote continued post-secondary education and assist students in the transition from high school to college

• Strategy to assist Ohio in developing a “world class” workforce


ESCCO grant proposal based upon the dual enrollment model

• Definition• Rationale for selecting the Dual Enrollment Model

– Benefits• HS Students• HS

– Established Dual Enrollment Programs• Nationally• Ohio


• Definition of Dual Enrollment

Dual class enrollment (DCE) provides high school students the opportunity to be enrolled in a college-level class taught in the high schools by a high school teacher with support from a college/university faculty member. Upon successful completion of the course, the student will receive both high school graduation credit and college credit from the cooperating Institution of Higher Education (IHE).


Benefits to high school students • Promotes the transition from high school to college.• Marginal students can attempt college level work to see if college

is for them.• College level credit - reduces student's college tuition costs.• Transferability – Course work transfers as a college course would

transfer.• Limit course duplication between upper level high school courses

and entry level college courses.• Additional high school course offerings not available in all high

schools.• Academic rigor - Increased academic challenge to the high school

experience.• Lends additional academic significance to the student’s senior

year.


Benefits for the high school• Increased rigor in specific higher level courses.• Increased rigor across the curriculum.• Professional growth for teachers.• Student leaders remain in the building.


Dual Enrollment Model – Established Programs• Syracuse University -1972• CUNY – 1985• University of Minnesota – 1985• Kenyon – 1979• ODU - 1992


Approach of ESCCO:Total commitment of ESCCO

• Grant application based upon the dual enrollment model• Hired - Coordinator of University Partnerships (Nov. 2006)• Involved many of ESCCO’s staff

– Bart Anderson – Supt– Tom Goodney – Deputy Supt– Directors/Assistant Superintendents

» Ralph Johnson – Director of Leadership Services» Ted Knapke – Director Administrative Services» Bob Bowers – Director of University Partnerships» George Tombaugh - Assistant Superintendent


Initial goals of ESCCO:• Promote an understanding of the dual

enrollment model with as many IHE’s and HS’s as possible

• Sow the seeds for dual enrollment on both secondary and post-secondary levels

• Build relationships – HS’s and IHE’s– HS’s and IHE’s


• Initial Strategies– Build Relationships – Build Understanding of the Model

• Key audiences– School personnel

• Superintendents• Principals• Directors

– IHE personnel: • Presidents• Deans• Directors


Build upon Local Established Programs:

IHE’s and HS’s• November 2006 met with C & I Directors of Region 11 • Several HS had established DE partnerships

– Kenyon• New Albany • Hillliard • Columbus City • Eastland/Fairfield Career

– ODU• Cols Diocese

– Hocking College• Eastland / Fairfield


IHE’s • Early adopters – established programs

• Kenyon• ODU• Hocking College

• Initial progress slow – finding new IHE partners• Met with most of Central Ohio’s IHE’s• Shawnee State came on board late in the 2006 academic

year• Four IHE partners after year one


• Initial reactions: High Schools– All needed time to process how DE fit

– HS’s into their total curricular offerings– AP, IB, PSEO– Initially most HS’s looked at DA as a replacement or a

supplement for AP and IB • Initial reactions: IHE’s

• How did DE fit with their overall mission and goals• Financing questions• Can HS teachers really teach college level classes?


• Promoted Dual Enrollment with IHE’s – Relationships and understanding– Ohio University – Lancaster– Clark State– Ohio State University – Main Campus– Columbus State– COTC

• Varied enthusiasm– Some entered cautiously– Others are now great proponents for DE


Rapid Growth in Dual Enrollment Classes in Ohio’s Region 11

Year 2006 2008

Districts 8 13

HS’s 13 17

IHE’s 4 8 (+1)

Classes 28 44

Students 418 924

Hours Awarded 3277 6018


Where are we now?• Grant – Expired Summer 2009

– High Schools • Grant recipients continuing – self-funded• Grant recipients – expansion of program• Many new schools have expressed interest in becoming DE

Partners

– IHE’s• Many eager partners• Capacity• Policy Issues


Karen Gray

Ohio Dominican University

Director of P-16 Partnerships

Relationships - The Cornerstone of any successful Dual Enrollment Program


Concluding Remarks• What have we learned?• What are we hearing?• What are we seeing in HS’s?• Critical Factors: The Future of Dual Enrollment

in Ohio• ESCCO’s role in the future of DE


What have we learned?

May 2009 Survey

Commissioned by ESCCO and conducted by The School Study Council of Ohio• Students – 519 (66% had highly educated parents)• HS Teachers - 28• HS Administrators - 13• College professor mentors – 6

Complete Study:

http://www.escco.org/Achievement/Programs/Pages/DualEnrollment.aspx


Significant findings:• 90% of students were very satisfied with their

experience• Slightly more than half of the students rated their

experience as more rigorous than their high school work (66% students from educated households)

• 80% of students rated the content of the courses as very good or good.

• 70% of the HS teachers believed they grew as teachers based upon the mentoring and the “college” teaching experience


Significant findings (cont):• High school teachers were generally pleased with the

mentoring they received• Administrators were pleased with the professional

growth and mentoring provided to their teaching staff• Professor mentors desired more

contact/communication with the HS teachers• SSCO - The Ohio Core Dual Credit Program has

encountered significant success in providing students with enriched experiences and should be expanded to more students in the State of Ohio.


What we are hearing?

Students• Value the increased rigor • Do not want to leave campus during their senior year

(leadership, activities, athletics)• Value having a preview of the college experience• Transcripted credit is portable and desired• Credit is not based upon one test



Parents• Not interested in having their students on college

campuses• DE a plan to reduce college tuition costs• Value having their kids have the college/university

experience



HS School Administrators• Want to keep their top student leaders in the building• Desire the rigor presented by dual credit courses and

Increased rigor across the curriculum• Adds relevance to the senior year• Professional growth for their staff• No loss of State subsidy (PSEO)



HS School Administrators (Cont)• Viewing DE as a strategy to reach varied

segments of the HS Student Community– Top scholars – definitely going to four year IHE’s– Next segment in behind the top tier (probably going to

college) - Reduce the need for remediation– First generation college students – many from

disadvantaged environments– Career / technical education – Assoc. Degree /

Certificate



HS School Administrators (Cont)• Comprehensive Plan for DE

– Understood by students, parents, & staff– Fits student goals and needs

• General Education Courses – State University System• Academic and career pathways



HS’s and IHE’s: The Need for Public Policy• Inconsistency among IHE’s

– Admission to DE– Adjunct certification– Alignment of HS and IHE course Content – Student policies/procedures– Financing: Tuition and Fees

• ASSURE QUALITY


What are we seeing?• HS’s developing rational/understandable plans to utilize dual enrollment with

specific outcomes.– Vertical Pathways– In-depth course work in a specific discipline.

• Core courses: – Math– Science – Foreign Language – English– Social Studies

• Career courses:– Technology– Business– Health, etc.

– Horizontal Pathways: Gen Ed Courses– Combination of Pathways and Gen Ed

• School districts looking at personnel selection criteria – i.e., qualifications to serve as adjuncts


Critical Factors: The Future of Dual Enrollment in Ohio

• Insuring Quality Programs– Qualified Adjunct Faculty (HLC standards/Master’s in

content area)– Rigor: Alignment of IHE Course to HS Course– Support for HS Adjuncts– Support for Students

• Consistency in Policy (State and/or NACEP)– Assuring quality courses and experiences– Financing


Critical Factors: The Future of Dual Enrollment in Ohio (cont)

• A Rational Plan - HS’s incorporating dual enrollment experiences into academic offerings readily understood by students, parents and staff

• Dual Enrollment participation will produce specific outcomes for students relating to IHE credit – Bridge the Gap from HS to IHE– General Education – Specific academic pathways


Critical Factors: The Future of Dual Enrollment in Ohio (cont)

• Providing affordable DE programs to serve all segments of students with varied interests and academic abilities– Top scholars– Next segment of students – going to college may

need remediation– 1st generation of college going students– Students desiring career/technical education


ESCCO’s Plan for the Future• Continue building relationships: IHE’s and HS’s• Currently 70% of Service Area Districts Participate• Promote the model: IHE’s and HS’s• Facilitate partnerships• Facilitate training of adjuncts• Promote quality programs

• Standards (NACEP or State)• Evaluation

• Influence policy


Websites

ESCCO http://www.escco.org/Achievement/Programs/Pages/DualEnrollment.aspx

ODU

http://www.ohiodominican.edu/Sub_Audience/Dual_Enrollment.aspx

NACEP

http://nacep.org/

building relationships & realizing results: evidence of the successful dual enrollment...

Documents

dual enrollment grants

ohio slide

high school students

building relationships

central ohio rich seils

high school teacher

college credit

high school graduation