INDIANA COLLEGE ACCESS AND SUCCESS NETWORK CONFERENCE

INDIANA COLLEGE ACCESS AND SUCCESS NETWORK CONFERENCE IUPUI September 20, 2013 The Early College Model: Preparing Students for College Success Dr. Janet Boyle, Gina Mosier, and Tyonka Perkins The 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 • 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 • 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 Words The 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

INDIANA COLLEGE ACCESS AND SUCCESS NETWORK CONFERENCE