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Dual Credit Participation in Idaho

This research report provides an overview of dual credit participation in Idaho, with a focus on the GEARUP program. It discusses the types of dual credit available, recent legislation, and current policy discussions. The report also examines student participation, district characteristics, competency areas offered, and pass rates. Recommendations for improving equity and increasing participation are provided.

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Dual Credit Participation in Idaho

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  1. Dual Credit Participation in Idaho GEARUP West October 18, 2016 Brandi Holten, Research Advisor Education Northwest @BrandiLHolten

  2. Introductions • State agency • School • District office • Higher education • Dual credit offices • Non-profit • Other

  3. REL Northwest region

  4. Overview • Idaho context • Project overview • Findings • Implications for future research & policy

  5. Idaho State Board of Education • Governing body for K-20 public education in Idaho • Provides general oversight for public K-20 education • Serves as Board of Trustees for: • Boise State University • Idaho State University • Lewis-Clark State College • Serves as Board of Regents for: • University of Idaho

  6. Dual credit in Idaho • Types of dual credit: • Academic • Technical • Other college-credit options: • AP • IB • Technical competency • State priority: • Expand access to advanced opportunities

  7. Dual credit legislation in Idaho • Expansion of dual credit is a priority • House Bill 458 (2016) • Provided additional funding to school districts • Expanded access to dual credit through Fast Forward Program • Funds up to $75/credit • Most courses cost $65/credit

  8. Where do students take dual credit? • All regions of the state • 7 public colleges & universities • Boise State University • College of Southern Idaho • College of Western Idaho • Idaho State University • Lewis-Clark State College • North Idaho College • University of Idaho

  9. Current policy discussion • Subject of discussion in the state • Transferability • Subjects offered • Access and cost • Dynamic policy area • Additional research needed

  10. Dual credit project • Joint project of REL Northwest & Idaho SBOE • Aggregated data at district and state levels from SBOE • Analysis by REL Northwest • Goals: • Help inform Idaho stakeholders about dual credit • Further explore dual credit data held by SBOE • Identify districts with low and high participation and their characteristics • Analyze gaps in who is accessing classes

  11. Why dual credit? Dual credit is related in research to: • Improved high school outcomes • Graduation • GPA • Overall engagement • Improved college outcomes • Enrollment • Time to a degree • Persistence • Completion

  12. Data request • Goal: Analyze 9-12 dual credit participation • 4 school years: 2011-12 through 2014-15 • Used aggregated data at district and state level • No individual or identifiable data were used or transferred for this project

  13. Data elements • Aggregated data provided by SBOE for all students and dual credit students included: • Grade level • Race/ethnicity • Gender • Free or reduced-price lunch (or FRPL) status • Course competency area (subject) • Course credits attempted • Course credits earned • +

  14. Methodology • Analyzed trends in Idaho dual credit participation through: • Descriptive statistics • Averages & percentages • Regression analysis • Relationships between data elements

  15. Research questions Who participated in dual credit courses? What were the characteristics of districts that offered dual credit courses? In which competency areas were dual credit courses most likely to be offered? What were the pass rates of students who took dual credit courses? Did the state meeting its goal of 30 percent of high school students participating in dual credit courses?

  16. Question 1 Who participated in dual credit courses?

  17. Pop quiz • What percent of Idaho 11th and 12th grade students do you think participated in dual credit in the 2014-15 school year? A. 5 B. 19 C. 23 D. 35

  18. Dual-credit participation,11th & 12th grades

  19. FRPL-eligible students

  20. Hispanic/Latino students

  21. Male and female students

  22. Equity gaps in dual credit

  23. Discussion questions • What are barriers to dual-credit participation for underserved groups of students? • What outreach programs or strategiescould improve equity in dual-credit participation for underserved groups of students?

  24. Question 2 What were the characteristics of districts that offered dual credit courses in 2014-15?

  25. District size & dual-credit enrollment

  26. FRPL-eligible students by district size

  27. Districts & number of competency areas

  28. Discussion Questions • Why might smaller districts with the highest percentages of FRPL-eligible be offering dual credit at lower rates than medium or larger districts? • How might offering different competency areas for dual-credit courses affect which students participatein dual credit?

  29. Question 3 In which competency areas were dual credit courses most likely to be offered in 2014-15?

  30. Top 3 courses in each area

  31. Competency area dual credit participation

  32. 61% of high-FRPL districts offer 4 or more areas

  33. 68% of higher-percentage Hispanic/Latino districts offer 4 or more areas

  34. Discussion questions • Why are districts less likely to offer courses in Oral Communication or Scientific Ways of Knowing, compared to other subject areas? • What strategies might be used to expand the variety of dual-credit course offerings within GEM competency areas overall and within certain student groups?

  35. Question 4 What were the pass rates of students who took dual credit courses?

  36. 96% who took a dual credit course passed in 2014-15

  37. At least 95% passed in any dual-credit area

  38. Discussion questions • What might be driving these relatively high pass rates in dual-credit courses at the state level? • How might you expect these pass rates to change as dual credit grows in the state?

  39. Question 5 Did the state meeting its goal of 30 percent of high school students participating in dual credit courses?

  40. Dual-credit participation for grades 11 and 12 has increased by 5% in 4 years

  41. Pop quiz • What percent of Idaho districts met the statewide goal of greater than or equal to 30 percent in 2014-15? A. 3 B. 9 C. 10 D. 15

  42. 9% of school districts in Idaho met the state goal of 30 percent dual-credit participation in 2014-15

  43. Dual-credit participation in grades 9 and 10 slightly increased between 2011–12 and 2014–15

  44. Discussion questions • What are barriers and facilitators of expanding dual credit in Idaho? • What dual-credit courses are appropriate and fit within a potential course sequence for grade 9 and 10 students?

  45. Implications • Certain groups are underserved • Could benefit from outreach and/or specific programs • Revisit strategies to increase access to dual credit in GEM course subjects • Further research on dual credit needed, including: • Impact of dual credit on college enrollment & completion • Barriers and facilitators of expansion in Idaho

  46. Contact Information Brandi Holten, Research Advisor Brandi.Holten@educationnorthwest.org @BrandiLHolten

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