INDIANA COLLEGE ACCESS AND SUCCESS NETWORK CONFERENCEIUPUI September 20, 2013

The Early College Model:Preparing Students for College Success

Dr. Janet Boyle, Gina Mosier, and Tyonka PerkinsThe Center of Excellence in Leadership of Learning (CELL)University of Indianapolis

How are Indiana’s high schoolers doing?

For every 100 ninth grade students,only 70 will graduate from high school within four years.

Of those students, only 45 will enter college the following fall.

By their college sophomore year, just 32 will still be enrolled.

By the end of college, only 16 of those original 100 students will graduate on time.

The Condition of College and Career Readiness

Only One in Four High School Graduates Considered “Ready” for College, ACT Finds

Only 25%--the same percentage as in 2011—of high school graduates from the Class of 2012 were considered “ready” for college courses in English, reading, mathematics, and science, according to results on their ACT exams.

Workforce Needs By 2025, more than 60% of jobs will require a post-

secondary education (Lumina Big Goal).

To meet that projection, both high schools and higher education institutions must graduate significantly more students who are significantly better qualified for the workforce’s needs.

College Access: The Problems High dropout rates in high school—especially in

terms of urban and rural schools, by race & SES

High rates of high school graduates are unqualified for college and/or careers

High college acceptance rates of unqualified students

High college remediation rates associated with non-completion

K-12 Education: Addressing College Readiness and Access

Prepare students to succeed in high school

Make a high school diploma meaningful

Restructure schooling—engagement, rigor, schedule flexibility, learning expectations

Help students choose an appropriate college or other post-secondary experience

Adopt models of high school engagement & success

College Remediation

Falling Behind: College Remediation Rates of Recent High School Graduates (2011)

General Diploma graduates 66.4%

Core 40 Diploma graduates 37.9%

Core 40 with Honors graduates 7.0%

One in four Indiana college students enrolled in remediation will earn a degree within six years.

College Completion: The Reality in Indiana

Less than one-third of Indiana’s four-year college students graduate on time and just over half graduate after six years.

Only 4 percent of the state’s two-year college students complete on time, and 12 percent graduate within three years.

Focus of Secondary and Post-Secondary Levels

High Schools

Hit 90-25-90 “bar”

Increase number of college “ready” students

Decrease numbers needing college remediation

Post-Secondary

Offer more access

Achieve better retention rates

Improve completion rates, time spans

How High Schools Are Tackling Reform Mandates

1) Looking for ways to better engage students and thus retain them in high school, leading to improved graduation rates Project-Based Learning (PBL) Project Lead the Way (PLTW) Graduation coaches for students Instructional coaches for teachers Growth in New Tech High Schools Increase in Early College High Schools

More on How High SchoolsAre Tackling the Reform Mandates

2. Increasing rigor of curriculum and instruction

Adoption of IN Common Core Standards Growth of Advanced Placement (AP) programs Growth of International Baccalaureate programs Growth of dual credit offerings Growth of Early College programs

Let’s Take a Quiz….

Using Poll Everywhere

Question #1

All Indiana high schools are required to offer at least three dual credit courses.

Dual Credit in Indiana All IN high schools are required to offer a minimum

of two dual credit courses.

Data on dual credit courses must be reported to the DOE as part of the A-F Accountability process.

Creative partnerships are occurring between post-secondary institutions and high schools, leading to an explosion of dual credit offerings and dual credits earned.

Question #2

Universities must be accredited to offer dual credit courses in high schools.

Dual Credit Accountability for Higher Education

For high schools that have their high school instructors teach dual credit courses AND that are partnered with public higher education (HE) institutions, the HE institution must be accredited by

NACEP or IN Dual Credit Advisory Council

Question #3

The biggest dual credit issue/challenge in IN is the credentialing of high school

instructors to teach dual credit courses.

Dual Credit Issues & Challenges

Credentialing of HS teachers

Rigor of courses

Recouping expenses for universities

Reducing costs to high schools

Transferability

Question #4

Any high school that offers

more than five dual credit courses

is an Early College.

Definition of the Early College Model

Early college high schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma & the first two years of college.

Question #5

The philosophy guiding Early College high schools is that it is more effective to accelerate high school students through dual credit courses than to remediate students later.

Philosophy of Early College

Early College high school is a bold approach,

based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges.

Question #6

The target student audience for Early College high schools is the honors and “high flyer” students.

Core Components of Early College High Schools

Targeted Student Population Underserved—first generation, different ethnicities,

free/reduced lunch “Middle of the pack”

Curriculum & Plan of Study Designated pathway(s) Gr. 9-10 core curriculum lays foundation for dual

credit in gr. 11-12

Core Components of Early College High Schools

Leadership and Staffing Passionate about the model, the kids Defined roles & responsibilities, collaborative

Collaboration and Partnerships Strong relationship with higher ed partner(s) Efforts to involve community & area businesses in

supporting the EC

Core Components ofEarly College High Schools

Rigorous Instruction Prepare students to be able to handle the challenges

of post-secondary education Increase rigor in HS courses

College-Going Culture Create a “sense of place” for the EC Visuals, expectations, involvement Students need to visit college campuses!

Core Components of Early College High Schools

Supports for Student Success Build a gr. 9-12 continuum of supports Attend to academic, social, emotional needs Focus on HS success, then college

Data Collection, Analysis, and Use Monitor & adjust all program aspects along the way Evaluate overall program effectiveness

Question #7

Early College high schools in IN must fit the same configuration to be considered a true Early College.

Early College HSs in Indiana Located in urban, suburban, rural areas

Small to large size high schools

Many configurations On college campus School-within-a-school Separate school Charter school Cohort of students Wall-to-wall

Question #8

The IN Commission of Higher Education now endorses high quality Early College programs.

EC Endorsement Process CELL is recognized by the CHE as the only state

organization authorized to endorse high school Early College programs.

CELL’s endorsement process includes schools adhering to rubrics for the 8 core components as demonstrated through data, narratives, and on-site visits and interviews.

Question #9

In Indiana, seven high schools are now fully endorsed for offering high quality Early College programs.

Fully Endorsed EC HSs in Indiana

Ben Davis University HS

Bellmont HS

Center Grove HS

Connersville HS

East Chicago HS

Lawrenceburg HS

Tindley Accelerated School

Question #10

The newest trend in Indiana is for middle schools to implement Early College programs.

Newest Trend

Increasingly, Career-Technical Education Centers in Indiana are interested in the EC model.

Offer lots of dual credit and certifications See the need to better support students 7 CTE Centers have now completed CELL’s EC

New Schools workshop.

CELL’s Early College Initiative Early College Network

EC Information Meetings

EC New Schools Workshops

EC Endorsement Process

EC website, Fast Five newsletters

EC sessions at annual CELL conference

More outreach efforts in development!

Last WordsThe goal is for high schools to prepare every graduate for some form of postsecondary education immediately after high school and to ensure that they start with credit-level courses, not remedial work…

We believe that early college designs could eventually be the norm in every secondary school in the country, ensuring that all high school students—and especially youth currently underrepresented in higher education—can prepare for, do, and benefit from college-level work.

Nancy Hoffman and Joel Vargas, A Policymaker’s Guide to Early College Designs: Expanding a Strategy for Achieving College Readiness for All, 2010

Resources on Early College

CELL www.cell@uindy.edu/earlycollege

Jobs for the Future www.jff.org

Middle College National Consortium www.mcnc.us

North Carolina New Schools Project www.newschoolsproject.org

Texas Early College High School Initiative www.txechs.com