Earning College Credits in High School

1. Earning College Credits in High School September 22, 2009 Center for Postsecondary Success

2. College Readiness: From Hoping to Knowing Organisation for Economic Co-operation and Development Difference in percent of the workers with associate degree or higher in age 25-34 compared to age 45-54 Organisation for Economic Co-operation and Development Difference in percent of the workers with associate degree or higher in age 25-34 compared to age 45-54

3. Expectations are the same for both college and �good jobs� American Diploma Project found a high degree of convergence. The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that: pays enough to support a family well above the poverty level, provides benefits, and offers clear pathways for career advancement through further education and training. http://achieve.org.

4. Purpose of dual credit opportunities Increase the educational options and opportunities for high school students Extend course availability Increase access to college credit-bearing courses

5. Benefits Provide students an early glimpse of college life Encourage more students to consider higher education Accrue college credits while in high school Develop hard and soft skills needed in college and career

6. What the Research Says Students who participate in dual credit opportunities are more likely to: finish high school. be better prepared for work and life. complete their degree in a shorter amount of time. attend and persist in college. earn a postsecondary degree or credential.

7. Completing some college credits in high school can help underrepresented students

8. College Credit in High School: Addressing Barriers for Low-Income Students Requirements Strategies ICLE-Intl Center for leadership in Education Coalition of Essential Schools Southern Regional Education Board ICLE-Intl Center for leadership in Education Coalition of Essential Schools Southern Regional Education Board

9. The Ideal Partnerships between the school and post- secondary institutions provide a variety of options for postsecondary education. Programs that support postsecondary access are available for all students. Rigorous career and technical (CTE) courses are offered in high-demand fields, leading to certification or other industry-recognized credentials.

10. The Ideal Students are actively involved in early and ongoing academic and career guidance and planning. Partnerships create opportunities for students to pursue work-based learning, and internships exist between the school and area businesses.

11. Recommended Strategies AP-Advanced Placement Pre-AP, Springboard IB-International Baccalaureate IB MYP CLEP CTE pathways PSEO Concurrent enrollment

12. On-ramp opportunities for underrepresented students. AVID (Advancement via Individual Determination) STEM-related disciplines integrated with CTE CPEO-Connecting Parents to Educational Opportunities Opportunities for industry certifications Upward Bound helps young students to prepare for higher education. Participants receive instruction in literature, composition, mathematics, and science on college campuses after school, on Saturdays and during the summer. Currently, 774 programs are in operation throughout the United States. (source: www.coenet.us) Advancement via Individual DeterminationAdvancement via Individual Determination

13. Continued Get Ready Program The Get Ready program is an early intervention and college awareness program. The program helps prepare fourth through tenth grade students from low-income families and those from groups traditionally under-represented in college with college planning information, academic tutoring and information on career and higher education options. Get Ready has two core components. Get Ready is funded in part by the U.S. Department of Education through the GEAR UP grant (Gaining Early Awareness and Readiness for Undergraduate Programs) and is administered by the Minnesota Office of Higher Education. EPAS � using data from Explore and Plan to provide individual feedback for students on educational planning. What standards do the CTE courses align their curriculum to? How often are the courses offered and/or re-visited to ensure relevance in the current economy? What standards do the CTE courses align their curriculum to? How often are the courses offered and/or re-visited to ensure relevance in the current economy?

14. High School � Postsecondary Partnerships PACE program, Century College Jumpstart program, Minneapolis Community and Technical College Bridges Program, Rochester Community and Technical College College Access Program, MSU-Mankato eCIS, University of MN, Twin Cities

15. Minnesota AP Program 284 schools testing, including non-public 27,605 students took 44,281 exams 2,887 are students-of-color �07-08 number of students increased 6% 488 secondary schools so 57% of schools testing AP (233 just senior high schools) Increase 13% scoring 3 or higher in exams 2006 19.4% increase in participation and 18.5% increase in scoring 3 or higher in exams % of test takers: American Indian .3% 89 up 12.7% Asian 6.8% 1.778 up 16.4% Black 2.2% 566 up 41.1% Hispanic 1.8% 470 up 84.1% White 84.2% 21,874 up 16.3% Other 1.9% No response 2.8%�07-08 number of students increased 6% 488 secondary schools so 57% of schools testing AP (233 just senior high schools) Increase 13% scoring 3 or higher in exams 2006 19.4% increase in participation and 18.5% increase in scoring 3 or higher in exams % of test takers: American Indian .3% 89 up 12.7% Asian 6.8% 1.778 up 16.4% Black 2.2% 566 up 41.1% Hispanic 1.8% 470 up 84.1% White 84.2% 21,874 up 16.3% Other 1.9% No response 2.8%

16. International Baccalaureate Primary, Middle Years, & Diploma Programmes All three programs share these common elements: Have a strong international dimension Draw on content from educational cultures around the world Require study across a broad range of subjects Include both individual subjects and transdisciplinary areas Give special emphasis to learning languages Focus on developing the skills of learning Provide opportunities for individual and collaborative planning and research Encourage students to become responsible members of their community Opportunities for learning include: A broad and balanced range of study, from both local to an international perspective In-depth examination of topics and issues Engaging learning activities Development of learning skills Variety of learning opportunities Learning provided through effective pedagogy. Opportunities for learning include: A broad and balanced range of study, from both local to an international perspective In-depth examination of topics and issues Engaging learning activities Development of learning skills Variety of learning opportunities Learning provided through effective pedagogy.

17. Minnesota IB Program 31 schools (14DP, 8 MYP, 9 PYP) 14 schools testing 1,820 students �(+12%) took 4,197 exams (+14%) 397 low income students took 795 exams 20 more applicants; 36 candidate schools; 4 or higher on exams college credit (MNSCU required) FY06 MN had total of 23 IB schools; number testing increased by 14% and number of exams increased 11% Many smaller schools may not be able to offer DP, but can consider: MYP PYP Increase of 19% in test takers and 21.5% in total exams in 2006 as compared to 2005 District costs are about $8700 per year for membership in IBO. Additional costs for release time and curriculum development. 2006-7: 22 authorized IB schools (12 DP, 4 MYP, 6 PYP) 11 schools testing 1,624 students (+14%) took 3,674 exams(+20%) 361 low-income students took 753 exams 569 are students-of-color 78 teachers attended in-depth training 214 IB courses offered 231 teachers 2008????? Sally? 24 schools ( 13DP, 5 MYP, 6 PYP Connie??: 21 (should be 13) MN districts 24 schools & 20 applicants 15 DP 1,900 students 260 teachers 1,820 students �(+12%) took 4,197 exams (+14%) 15 MYP 6,100 students, 434 teachers 190 teachers attended follow-up training 16 PYP 5,500 students, 400 teachers 531 teachers?? 1,820 students in 12 DP schools took 4,197 exams 397 low income took 795 exams 20 more applicants; 36 candidate schools; 4 or higher on exams college credit (MNSCU required) FY06 MN had total of 23 IB schools; number testing increased by 14% and number of exams increased 11% Many smaller schools may not be able to offer DP, but can consider: MYP PYP Increase of 19% in test takers and 21.5% in total exams in 2006 as compared to 2005 District costs are about $8700 per year for membership in IBO. Additional costs for release time and curriculum development. 2006-7: 22 authorized IB schools (12 DP, 4 MYP, 6 PYP) 11 schools testing 1,624 students (+14%) took 3,674 exams(+20%) 361 low-income students took 753 exams 569 are students-of-color 78 teachers attended in-depth training 214 IB courses offered 231 teachers 2008????? Sally? 24 schools ( 13DP, 5 MYP, 6 PYP Connie??: 21 (should be 13) MN districts 24 schools & 20 applicants 15 DP 1,900 students 260 teachers 1,820 students �(+12%) took 4,197 exams (+14%) 15 MYP 6,100 students, 434 teachers 190 teachers attended follow-up training 16 PYP 5,500 students, 400 teachers 531 teachers?? 1,820 students in 12 DP schools took 4,197 exams 397 low income took 795 exams

18. The legislature provides funding for schools offering IB and AP courses and subsidizes the total cost of exams for all low-income students and provides partial funding for all other students taking exams. Minnesota Statute 120B.13 subd. 3a The colleges and universities of the Minnesota State Colleges and Universities system must award, and the University of Minnesota and private postsecondary institutions are encouraged to award, college credit to high school students who receive a score of three or higher on an advanced placement or four or higher on the international baccalaureate program examination. MNSCU must award and the U of M and private postsecondary institutions are encouraged to award college credit to high school students who receive a: - score of three or higher on an AP exam - score of four or higher on an IB examMNSCU must award and the U of M and private postsecondary institutions are encouraged to award college credit to high school students who receive a: - score of three or higher on an AP exam - score of four or higher on an IB exam

19. AP/IB Contacts AP- Sally Wherry, 651-582-8768 sally.wherry@state.mn.us. IB- Jessica Rowe, 651-582-8512 Jessica.rowe@state.mn.us.

20. 34 introductory college-level examinations in 5 areas: Business, Composition and Literature, Foreign Languages, History and Social Sciences, and Science and Mathematics Dedicated to helping students accelerate their college degree and advance to more challenging courses more quickly Cost-effective means of earning college credit at time when college tuition is rising at unprecedented rate Appropriation: $1.2M for FY�09 (carry over FY�08) PRESENTER COMMENTS: CLEP is a rigorous College Board program that allows students of any age to demonstrate their mastery of college-level material in introductory subjects through credit-by-examination. CLEP exams are administered via computer year-round. PRESENTER COMMENTS: CLEP is a rigorous College Board program that allows students of any age to demonstrate their mastery of college-level material in introductory subjects through credit-by-examination. CLEP exams are administered via computer year-round.

21. Computer-based, linear exams Multiple choice (English Comp has optional essay) 90-minutes in length, plus tutorial at beginning Immediate score reports (Except Eng Comp/essay - score mailed 2-4 weeks later) Scale score of 20-80 ACE-recommended credit-granting score for all exams is 50 (equivalent to a �C�) MnSCU must award college credit for a satisfactory CLEP score of 50 for equivalent courses College-Level Examination Program Software is sent to the test center; it is not web based. Prior to exam, do the tutorial online � calculator, periodic table (can�t bring their own) Linear - questions are not adjusted based on previous response; designed to get half right. 30 versions Multiple Choice except English Comp Exam w/Essay � (Encourage students to do the essay) essay done on the computer reports 2-8 weeks later CLEP is right only scoring - score reports are unofficial; transcript sent to the colleges ACE (American Council of Education) Software is sent to the test center; it is not web based. Prior to exam, do the tutorial online � calculator, periodic table (can�t bring their own) Linear - questions are not adjusted based on previous response; designed to get half right. 30 versions Multiple Choice except English Comp Exam w/Essay � (Encourage students to do the essay) essay done on the computer reports 2-8 weeks later CLEP is right only scoring - score reports are unofficial; transcript sent to the colleges ACE (American Council of Education)

23. CLEP for Faculty and Administrators Website: www.collegeboard.com/highered/clep Test Information Guides: CLEP Resource Center - For test center administrators, faculty, and professionals ONLY: User Name: clepadmin2 Password: CLEPmsa22#

24. Concurrent Enrollment Courses taught in high schools by a secondary teacher or a postsecondary faculty member Opportunity to earn both high school and college credit New legislation: up to $150/pupil enrolled - use to defray cost of delivering course By 2011- funding only for (NACEP) accredited courses, offered by the district Appropriations $2.M each year for FY �09-�10 ESTIMATES 08 from Steve Etheridge- 16,000-18,000 students took almost 20,000 courses. Numbers to be finalized in Jan. 09. Implementation: Concurrent enrollment partnerships are high school/ college collaborations that allow qualified high school students to earn college credit by taking college courses taught in their high schools. Postsecondary institutions select and prepare high school instructors to teach these courses; college faculty support them through continuous professional development. Students earn both high school and college credit for these courses. Payment for Concurrent enrollment students is most likely to occur in June of 2008, based on number of students. Purpose: Provide rigorous college level challenge to high school students in high school environment Provide teachers with ongoing, university �based PD and appointments as affiliated faculty Earn college credit in high school Legislation: $150per pupil enrolled�used to defray cost of delivering course By 2011- districts only eligible if courses are accredited by NACEP, in the process, or clear evidence of comparable standard 2.5 mil/ yr 2008-2009 (2 mil/ year base appropriation 2010 and beyond)ESTIMATES 08 from Steve Etheridge- 16,000-18,000 students took almost 20,000 courses. Numbers to be finalized in Jan. 09. Implementation: Concurrent enrollment partnerships are high school/ college collaborations that allow qualified high school students to earn college credit by taking college courses taught in their high schools. Postsecondary institutions select and prepare high school instructors to teach these courses; college faculty support them through continuous professional development. Students earn both high school and college credit for these courses. Payment for Concurrent enrollment students is most likely to occur in June of 2008, based on number of students. Purpose: Provide rigorous college level challenge to high school students in high school environment Provide teachers with ongoing, university �based PD and appointments as affiliated faculty Earn college credit in high school Legislation: $150per pupil enrolled�used to defray cost of delivering course By 2011- districts only eligible if courses are accredited by NACEP, in the process, or clear evidence of comparable standard 2.5 mil/ yr 2008-2009 (2 mil/ year base appropriation 2010 and beyond)

25. Concurrent Enrollment Number of concurrent enrollment students- 17, 581 Number of concurrent enrollment courses taken by all students- 42,120 Implementation: Concurrent enrollment partnerships are high school/ college collaborations that allow qualified high school students to earn college credit by taking college courses taught in their high schools. Postsecondary institutions select and prepare high school instructors to teach these courses; college faculty support them through continuous professional development. Students earn both high school and college credit for these courses. Payment for Concurrent enrollment students is most likely to occur in June of 2008, based on number of students. Purpose: Provide rigorous college level challenge to high school students in high school environment Provide teachers with ongoing, university �based PD and appointments as affiliated faculty Earn college credit in high school Legislation: (Steve Etheridge contact for money) $150per pupil enrolled�used to defray cost of delivering course By 2011- districts only eligible if courses are accredited by NACEP, in the process, or clear evidence of comparable standard 2.5 mil/ yr 2008-2009 Implementation: Concurrent enrollment partnerships are high school/ college collaborations that allow qualified high school students to earn college credit by taking college courses taught in their high schools. Postsecondary institutions select and prepare high school instructors to teach these courses; college faculty support them through continuous professional development. Students earn both high school and college credit for these courses. Payment for Concurrent enrollment students is most likely to occur in June of 2008, based on number of students. Purpose: Provide rigorous college level challenge to high school students in high school environment Provide teachers with ongoing, university �based PD and appointments as affiliated faculty Earn college credit in high school Legislation: (Steve Etheridge contact for money) $150per pupil enrolled�used to defray cost of delivering course By 2011- districts only eligible if courses are accredited by NACEP, in the process, or clear evidence of comparable standard 2.5 mil/ yr 2008-2009

26. PSEO 20 year old program� Minnesota the first state Available to juniors and seniors; public, nonpublic, and homeschooled 7,347 students in 2007-08 2,052 full time in 2007-08 Down from 7,564 in 06-07; fulltime down from 2,296 in 06-07 Program now more than 20 years old�the first state to give juniors and seniors the right to apply to colleges and univ. and, if accepted, to take courses , full or part time, with state funds covering tuition and book charges. Purpose: Promote rigorous, academic pursuits Provide a wide variety of options to high school students Components: Limited to grades 11 and 12 Public, nonpublic and homeschooled Courses according to agreements; dual credit available Data: 5.5% student population participated, average 16.5 credits FY 06- 7,400 students � 20% full time (numbers around 7,000+ since 98-99) 97% report �Very satisfied� or �satisfied� with their experience 86% would definitely participate again. Majority of participants are female, white, and middle to upper income Students recommend making more information available to students and families; recommend more clarity about what courses will transfer from one institution to another. Stretching Minds and resources: 20 years of Post Secondary Enrollment Options in Minnesota (Center for School Change- 2005) Current involvement / Challenges / Questions Down from 7,564 in 06-07; fulltime down from 2,296 in 06-07 Program now more than 20 years old�the first state to give juniors and seniors the right to apply to colleges and univ. and, if accepted, to take courses , full or part time, with state funds covering tuition and book charges. Purpose: Promote rigorous, academic pursuits Provide a wide variety of options to high school students Components: Limited to grades 11 and 12 Public, nonpublic and homeschooled Courses according to agreements; dual credit available Data: 5.5% student population participated, average 16.5 credits FY 06- 7,400 students � 20% full time (numbers around 7,000+ since 98-99) 97% report �Very satisfied� or �satisfied� with their experience 86% would definitely participate again. Majority of participants are female, white, and middle to upper income Students recommend making more information available to students and families; recommend more clarity about what courses will transfer from one institution to another. Stretching Minds and resources: 20 years of Post Secondary Enrollment Options in Minnesota (Center for School Change- 2005) Current involvement / Challenges / Questions

27. Postsecondary Education Opportunities through Career and Technical Education Key provisions in the new Perkins Act: Language throughout has been updated from �vocational� to �career and technical.� Local recipients will now have to negotiate performance on core indicators with the state. Each state must develop model Career and Technical Education Programs of Study that span at least grades 11-14. Each local recipient must adopt one or more of the state�s model programs of study. Current course-to-career arrangements: Wildlife Management - articulated with Central Lakes College in their Natural Resources Program (students could gain 3 credits from CLC after passing my class) Horticulture I & II - articulated with CLC in their Horticulture Program - 5 college credits Advanced Welding - articulated with CLC in their Welding program - 2 college credits Long Prairie Grey Eagle - We have worked with Alexandria Tech to align but not articulate(not yet) - A former student of mine went to welding at Alex and placed 3rd in state in a college level competition. We are working on other articulations with Alex Tech as well as Ridgewater in Willmar. Articulated means it is specific to that college. In the future we will see the articulation be more uniform for all schools - there is work going on for that now.Current course-to-career arrangements: Wildlife Management - articulated with Central Lakes College in their Natural Resources Program (students could gain 3 credits from CLC after passing my class) Horticulture I & II - articulated with CLC in their Horticulture Program - 5 college credits Advanced Welding - articulated with CLC in their Welding program - 2 college credits Long Prairie Grey Eagle - We have worked with Alexandria Tech to align but not articulate(not yet) - A former student of mine went to welding at Alex and placed 3rd in state in a college level competition. We are working on other articulations with Alex Tech as well as Ridgewater in Willmar. Articulated means it is specific to that college. In the future we will see the articulation be more uniform for all schools - there is work going on for that now.

28. Local Plan Development: Required Elements Delivery of at least one program of study Improve academic and technical skills of students Encourage CTE students to enroll in rigorous and challenging courses in core academic subjects Describe how career guidance and academic counseling will be provided.

30. Contacts

31. Key Strategies to Increasing Postsecondary Course Taking: Availability of courses Preparation of staff Preparation of students Motivation of students Awareness of opportunities- students and parents Parent booklet: http://www.deed.state.mn.us/youth/SYV/PDFs/08_PathwaysEngSample.pdf. Courses: what rigorous courses are currently available at your hs What training/ preparation is needed by your staff to expand or enrich current course offerings How are stakeholders informed of current opportunities; what connections/ communication does hs have with middle school? How is EPAS data utilized? How aware are middle school students of high school course taking needed to pursue college degrees? What systems are in place to align middle school and high school efforts? What frameworks are in place to align high school courses with postsecondary? How are you informing students of these opportunities and encouraging them to become involved� particularly those with limited resources? Courses: what rigorous courses are currently available at your hs What training/ preparation is needed by your staff to expand or enrich current course offerings How are stakeholders informed of current opportunities; what connections/ communication does hs have with middle school? How is EPAS data utilized? How aware are middle school students of high school course taking needed to pursue college degrees? What systems are in place to align middle school and high school efforts? What frameworks are in place to align high school courses with postsecondary? How are you informing students of these opportunities and encouraging them to become involved� particularly those with limited resources?

32. Questions to ask� How do we ensure every student is aware and has the tools available to pursue a postsecondary learning experience? How do we determine the effectiveness of our guidance and planning activities? How can we use data to improve participation and success?

33. Questions about dual enrollment? Dual Enrollment Specialist: Jessica.rowe@state.mn.us 651-582-8512