Dual Credit in Illinois

1. Dual Credit in Illinois Debra D. Bragg, Professor, University of Illinois Presentation for the Illinois Dual Credit Task Force September 10, 2008

2. Overview • Claims • Context • Terminology • Implementation • Results • Next Steps • Questions

3. Claims • Increases curriculum options for high school students • Addresses “senioritis” • Motivates high school students to prepare for college • Improves college readiness (reduces remediation) • Increases access to college • Reduces cost of attendance • Reduces time to degree

4. National Study (Clark, 2001) • “Dual credit is both loved and hated… Some have strong investments in its success; others have equally strong investments in its failure. There is very little neutral ground.” (p. 5)

5. Context • One of a number of “academic pathways” to college • Most states offer some form of dual credit/enrollment • Community college – high school agreements are most common • Both academic and career-technical education (CTE) courses offer dual credit

6. Terminology • Dual or concurrent enrollment – emphasis on enrollment -- high school students simultaneously enroll in high school and take college courses • Dual credit – emphasis on credit - high school students receive high school credit and college credit for a college-level course successfully completed • Articulated credit – high school course may qualify students for college credit by exam or subsequent successful college coursework (deferred credit)

7. Implementation • Secondary – postsecondary collaboration • Program quality – “college” level • Results -- Student outcomes • Teacher qualifications • Adequate funding • State policy vs. local autonomy • Processes for awarding credit • Student selection • Marketing to students and parents Dual Credit Delphi Study for the State of Illinois (OCCRL, 2001-2002)

8. University Admissions & Dual Credit (2004) • All public and most private accept dual credit – through community college transfer • Driver: student demand • Lack of written policy, clear information (“word of mouth” most common) • Implementation concerns: • Accredited institution • College level course • Student performance • Credit toward major vs elective Makela, J. P. (2005, August). Current practices and policies on dual credit admissions in Illinois’ four-year colleges and universities. )

9. Results • More college credits, better semester-to-semester retention, higher college GPA • Enhanced college “readiness” (typically math courses not required for dual credit courses in other academic subjects and CTE) • Increased degree attainment, but… • Some sorting: • CTE dual credits -> community college enrollment • Academic dual credits –> four-year college enrollment References available upon request

10. Next Steps • Provide support • Address issues • Collect better data • Integrate into larger systems

11. “Program of Study”Six Principles & Design Elements • Leadership, organization and support - Visionary leaders and collaborative partners. • Access and opportunity - Access to educational opportunities and services that enable student success. • Alignment and transition - Student transition through the educational pipeline. • Enhanced curriculum and instruction – Rigorous and relevant instruction and career development that enhances learning and enables students to attain credentials. • Professional preparation and development - Teacher preparation, recruitment of qualified instructional staff, and quality professional development. • Accountability and program improvement – Data are used to demonstrate accountability and improve outcomes.

12. Questions • ? • ?

13. Contact • Debra Bragg, University of Illinois • Office of Community College Research and Leadership (OCCRL) • Phone: 217-244-9390 • Website: http://occrl.ed.uiuc.edu • Email: occrl@uiuc.edu