Dual Enrollment: A Jumpstart on Career and College Readiness Rural Alliance for College SuccessSeptember 29, 2014

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Overview

Overview of WSAC and Goals

Dual Credit in Washington

Expanding Dual Credit

Effective Practices

Proposed Policy Changes and Next Steps 2

The Washington Student Achievement Council

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Created by the Legislature in 2012

Our Mission:

We advance educational opportunities and attainment in Washington. In pursuit of our mission, the Washington Student Achievement Council:• Leads statewide strategic planning to improve educational

coordination and transitions.• Supports Washingtonians through the administration of financial aid,

a college savings plan, and support services.• Advocates for the economic, social, and civic benefits of

postsecondary education.

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Two educational attainment goals for 2023:

All adults (25-44 years of age) in Washington will have a high school diploma or equivalent. • Currently at 89 percent.

At least 70 percent of Washington adults (25-44 years of age) will have a postsecondary credential.• Currently at 50 percent.

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Legislation and Policy

2013 – The Ten-Year Roadmap

2013 – Academic acceleration (RCW 28A.320.195)

2012 –Master lists of courses fulfilled by dual credit (RCW 28B.10.053 )

2011 – Launch Year (RCW 28A.230.130)

2009 – Dual credit programs — Annual report (RCW 28A.600.280)

1990 – Running Start Program Rules (RCW 28A.600.390)

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Current Options

Dual Credit/Dual Enrollment

4. Advanced Placement (AP)

5. International Baccalaureate (IB)

6. Cambridge

1. Running Start

2. College in the High School

3. Tech Prep6

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Dual Credit Program Participation

Student enrollment 2011 2013 % change

Advanced Placement 42,904 48,540 +13.1

Cambridge 27 1273 +461.5

College in the High School 13,081 17,108 +30.1

International Baccalaureate 5129 7000 +36.5

Running Start 16,855 17,527 +4

Tech Prep eligible 117,270 115,798 -1.37

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Dual Credit Participation Demographics (Continued)

Student enrollment 2011 2013 % change

11th & 12th grade enrollments

194,243 191,728 -1.3

9th through 12th grade enrollments

329,771 373,960 +13.4

Average # of dual credit courses per year

2.57 2.75 +7

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Dual Credit Participation Demographics (Continued)

Student enrollment by ethnicity

2011 2013 % change

American Indian/Alaska Native

2078 2065 -.6

Asian 13,502 15,115 +11.9Black / African American 7424 8358 +12.6Hispanic / Latino 25,335 26,392 +4.2White 108,487 111,155 +2.5Native Hawaiian/Pacific Islander

1343 1481 +10.3

Two or more races 7791 9615 +23.4Ethnicity not Provided 11 2 -81.8 9

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Dual Credit Participation Demographics (Continued)

Student enrollment 2011 2013 % change

Female 82,389 86,804 +5.4

Male 83,582 87,379 +4.5

Special Education 12,355 12,039 -2.6

Bilingual programs 5379 4625 -14

Gifted programs 6198 14,819 +139.1

Free/Reduced Lunch Eligible 60,152 66,462 +10.5

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Up to 4,000 additional FTE worth of credit could be awarded.

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Exam

Estimated # of PSAT/ NMQT

test takers likely to score 3 or higher on

AP

Students with

Potential who did

participate in at least 1

AP exam

Students with

Potential who did not participate

in 1 AP exam

Estimated additional

credits (low-end estimate)

Estimated additional

credits (high-end estimate)

Estimated additional

FTE(low-end estimate)

Estimated additional

FTE (high-end estimate)

AP English 15,124 6,151 8,973 44,865 44,865 997 997

AP Math 9,305 3,776 5,529 27,465 33,800 614 751

AP History and Social Sciences

16,651 6,516 10,135 50,675 50,675 1,126 1,126

AP Science 9,776 3,252 6,524 32,620 46,298 725 1,029

Total 50,856 19,695 31,161 155,805 175,637 3,462 3,903

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If all the students identified in the AP potential analysishad access to AP courses and exams,

4000 additional FTE worth of credit could be awarded.

That’s almost the size of a community college in Washington.

http://www.wsac.wa.gov/sites/default/files/AP-FTE-PolicyBrief.pdf

Streamline and expand dual-credit opportunities

13Streamline and expand dual-credit and dual- enrollment programs to create a statewide dual-credit system available to all high school students.

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Criteria for a new system

Clear information about each option.

Low cost to students.Adequate funding to maintain high-quality options.

More options, available to more students.

Streamline processes for getting college credit. 14

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Faculty Qualifications

Full-time and part-time faculty at

institutions of higher education, including adjunct faculty, are

eligible to teach program courses.

College in the high school – Rules RCW 28A.600.290 (3) (i)

College or University Day – Definition WAC 392.169.023 15

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National Standards and Accreditation

• 17 Standards covering:• Curriculum• Faculty• Students• Assessment• Program Evaluation

• www.nacep.org

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Effec

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National Best Practices – College Campus based ProgramsThe Education Commission of the State recommends 13 State Level Policy Components to Increase Student Access and Success.

The Running Start Program aligns with 11 of the 13 policy recommendations.

ECS Access Recommendations and Running Start Alignment

All eligible students are able to participate. To ensure program access, state law must be unequivocal on this point.

Student eligibility requirements are based on the demonstration of ability to access college-level content, not bureaucratic procedures or non-cognitive factors.

Caps on the maximum number of courses students may complete are not overly restrictive. Cost should not be a driving factor for states to establish caps.

Students earn both secondary and postsecondary credit for successful completion of approved postsecondary courses. While it may sound obvious, such policies are not universal.

All students and parents are annually provided with program information. Less-advantaged parents are typically less likely to be aware of dual enrollment opportunities.

Counseling is made available to students and parents before and during program participation. State policies should promote the availability of counseling.

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ECS Access Recommendations and Running Start Alignment continued

Responsibility for tuition payments does not fall to parents. Requiring parents to pay tuition up front and receive reimbursement later may preclude participation by some students.

Courses meet the same level of rigor as the course taught to traditional students at the partner postsecondary institution.

Instructors meet the same expectations as instructors of similar traditional postsecondary courses, and receive appropriate support and evaluation.

Districts and institutions publicly report on student participation and outcomes. Only 30 of the 47 states with state-level dual enrollment programs require such reporting.

Postsecondary institutions accept dual enrollment credit as transfer credit, provided measures of quality are ensured. More than 20 states require dual enrollment credits to be treated for transfer credit in the same manner as credits earned at the receiving institution.

Programs undergo evaluation based on available data. Nearly 30 states require dual enrollment programs to undergo internal or external evaluation.

Districts and postsecondary institutions are fully funded or reimbursed for participating students. At least one state is tying full funding to course quality.

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Maine’s High School Aspirations Program: 653 participants

Key Similarities: • 11th and 12th graders are eligible• Students are responsible for their transportation, books and food cost

Key Differences• Admissions policies established by law requiring at least a ‘B’ average.• University of Maine: GPA B average, Counselor Recommendation

• The state pays 50% of the tuition for 3 semester credits • Students can take a maximum of 6 credits a year• Homeschooled and private school students are typically not eligible

How other states are addressing the issue of access.

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Georgia’s Move On When Ready: Established 2009 serving 3,390 students

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions• School districts must accept credit• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• Enrolled students cannot register for high school courses• Private and homeschool school students are not eligible• Qualified low-income students can qualify for a grant to cover the cost of books• Private institutions participate in the dual enrollment program

How other states are addressing the issue of access.

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How other states are addressing the issue of access. Wisconsin’s Youth Options: 3,600 participants

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions• Ex: University of Wisconsin Madison GPA 3.00 and exhausted their high school curriculum

in the subject

• School districts must participate• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• The school district determines what courses are eligible. • Students cannot take courses offered by the high school• The school district must pays the cost of tuition, fees, and books• Student must pay for post-secondary course comparable to course offered by

the high school• Transportation assistance is available for low-income students• Private and homeschool school students are not eligible• Private institutions participate in the dual enrollment program

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Minnesota’s Postsecondary Enrollment Options: Established 1985; 7,471 participants

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions• Ex: Rochester Community and Technical College: Juniors 3.0+ GPA, Seniors 2.5+

GPA• School districts must participate• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• The state pays the cost of books• The state covers the cost of consumable supplies for the course• Low-income students can qualify for mileage reimbursement• State institutions are not allowed to charge mandatory fees or fees for

placement test

How other states are addressing the issue of access.

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DUAL CREDIT WORKGROUPIntended output

• Recommend policy or legislative language to create a dual enrollment/dual credit system meeting the criteria described in the Roadmap:• Provide clear information about each option in ways that

empower high school students to choose the option best suited to their goals and schedules.

• Provide low-cost options for high school students and their families.

• Ensure adequate funding for high schools and postsecondary institutions to maintain high-quality options.

• Increase the availability of all options to more high school students.

• Streamline processes for obtaining postsecondary credit. 24

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Dual Credit Workgroup (cont.)

Intended outcomes• Increase high school student enrollment in dual credit courses.• Increase the amount of college credit awarded to high school

students.• Increase diversity in the student enrollment in dual credit

courses to reflect local demographic

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Proposed Policy Changes

28A.150 • BEA enhancement. • High school retains 1.0• Adds .3 to provide funding to the college, of approximately the

current tuition of $350 per student, per course, being paid by students for College in the High School.

28A.600• College in the High School defined: dual credit, on a HS

campus or HS environment, includes both academic and career and technical courses (formerly known as Tech Prep).

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Proposed Policy Changes (cont.)

28A.320.196• Academic acceleration incentive fund: may include RS

transportation and books. 28A.600.290 • Adds WSAC to list of agencies to develop rules. • Adds ICW institutions to be consulted during rules

development.• OSPI shall adopt the rules.• CHS open to 9 – 12 graders (previously 11 – 12 only)• Dual credit info must be provided beginning at 8th grade.• RS defined: only occurs at college or university (or college

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Proposed Policy Changes (cont.)

28B.77• December 2015 report to the legislature. • WSAC reports additional recommendations on RS and

AP/IB/Cambridge, with a focus on reducing barriers to low income and minority student participation.

• Reporting requirement expires on January 1, 2016. (No ongoing reports.)

• Null and void section. Without the enhanced funding, eliminating tuition in CHS will not work.

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Next Steps

• WSAC Council members vote on moving legislation forward• October 8th, at Pacific Lutheran University• Public meeting, you are welcome to attend• Meeting materials: http://www.wsac.wa.gov/2014-meetings

• Dual Credit workgroup • met on Friday, September 26The workgroup will continue to meet through the summer/early fall of 2015, and will then make recommendations to the Council on any further policy changes needed.• You are welcome to attend, or stay updated through the

workgroup wiki: www.wa-dualcredit.wikispaces.com 29

Continue the Conversation

Noreen LightAssociate Director, Academic Affairs and Policy

NoreenL@wsac.wa.gov

Washington Student Achievement Council www.wsac.wa.gov

Dual Credit Workgroupwww.wa-dualcredit.wikispaces.com

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