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Increasing Post-Secondary Success Through Concurrent Enrollment: How Higher Education Institutions Can Lead Reform at the High School Level

4th Annual Conference for Student Success at UMass Amherst

Magda Narozniak

on 30 May 2014

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Transcript of Increasing Post-Secondary Success Through Concurrent Enrollment: How Higher Education Institutions Can Lead Reform at the High School Level

Increasing Post-Secondary Success Through
Concurrent Enrollment

4th Annual New England Conference for Student Success
University of Massachusetts Amherst
October 11, 2013

University of Connecticut's Early College Experience
Concurrent Enrollment
Provides high school students the opportunity to take college-credit bearing courses taught by college-approved high school teachers.
Differs from "dual enrollment" models in which students or college faculty travel or from "credit-by-examination" programs

Students earn a college grade based on multiple and varied assignments throughout a course and earn a college transcript at the time they successfully pass the course

Oldest CEP in the nation; founded in 1955
About 10,000 Students in 2013-2014
900+ Certified Instructors
About 170 High Schools (CT, NY, MA)
24 Departments, 48 Courses
Agriculture, American Studies, Art, Biology, Chemistry, Classics, Economics, English, French, Human Development/Family Studies, American History, European History, Horticulture, Italian, Kinesiology, Latin American Studies, Marine Sciences, Maritime Studies, Mathematics, Music, Natural Resources & the Environment, Physics, Plant Science, Spanish, and Statistics

40 Courses at 1000-level
9 Foreign Language Courses at 3000-level
1 Horticulture Course at 1000-level
1 Horticulture Course at 2000-level
1 Plant Science Course at 3000-level
Foundational Activities
Building Internal & External Partners
Instructor Certification
Rigorous Oversight
Professional Development

Immediate Outcomes
Student Benefits
Learning in small environments
Program Mission
Proving access to and preparation for higher education
Discussion Topics
What does student success mean to you?
Would your institution be able to support a Concurrent Enrollment Program?

Magdalena Narozniak, UConn ECE R&D
University of Connecticut
Office of Early College Programs
Early College Experience

Policy Guides
Faculty Oversight
Site Visits
Classroom observation
National Alliance of Concurrent Enrollment Partnerships (NACEP)
Application Process
Resume, Cover letter, 2 Recommendation Letters, Syllabus & All College Transcripts
Deadline is March 31st with a 1-month turn around
Certification decisions are in the hands of university faculty coordinators
Applicant Profile
Undergraduate & MA in content area is desired; usually same hiring standard as adjunct
Varies by department; most applicants need at least 2 graduate courses
Many wonderful, passionate, effective high schools teachers do not qualify (unfortunately)
UConn ECE Office
Customer Service
Fiscal Matters
University of Connecticut
Faculty Coordinators
Professional development,
Resource for high school instructors,
Oversight to maintain academic rigor
Certification decisions
Link back to department
High Schools
Program advocates
State Agencies & Other
Connecticut Board of Regents for Higher Education
Research & Development
Program Stats
Evaluations & Assessments
Research Outreach
Outreach to State
New Initiatives
Center for Excellence in Teaching & Learning
Helps us support the university mission
Provides resources & guidance
Connecticut Technical Colleges
Connecticut Education Network
Boards of Educations
Other higher ed institutions
Other concurrent enrollment programs
Site Representatives
Coordinate registration
Deliver academic content
Library Media Technicians
Deliver library resources
High School Affiliates
Faculty Coordinators
Syllabus Pairing
HuskyCT (Blackboard)
Resource for instructors
Same questions
Graded at the Uni
Monitoring WDF Rates
Certification Decisions
Pass Rates
84% of ECE students get credit (2011-2012)
AP reports 19.5% of students score 3 or higher
Extensive Self-Study
Program Evaluation
Add/Drop Period
About a 2-week window
Annual Evaluations
Fall & Spring Course Evaluations are administered (no teacher evaluation)
Transcript Requests
Instructor Certification
High Schools prepare master class lists
Registration Takes Place
All 10,000 Registrations are paper
Must vet all data that there are no duplicates
Students are entered in Student Administration System (PeopleSoft)
Issued email address and NetIDs
All FERPA are requirements met
Student Registration
Gatekeeping to allow students into courses
Do internal student registration
Students are considered "non-degree"
Bills Issued
Mailed directly home - many pay options
Courses are $25 per credit
$15 resource fee
Fee Waivers
Students who are eligible for Free/Reduced Lunch DO NOT PAY!
If 80% or more of the school is eligible, then the entire school is waived
AP - $89 per exam
IB DP - $10,660 per programme
$25 fee charged to students
1-Year Out Alumni Survey
4-Year Out Alumni Survey
Surveys of Instructors, Site Reps & Principals (every 4 years)
Measuring expectations, satisfaction and experience
Fall 2012
Alumni Results
95% would recommend the program to high school students
89% report that their credit transfer
2012 Results
79% indicated that the courses were as rigorous as their college courses
Transcripts are Free!
Transcripts are issued by the UConn Office of the Registrar
Official copies can be sent to any institution
Only grades of "C" or higher appear
Grades lower than a "C" appear as an Audit as not to penalize student
Students can also withdraw from a course later
Instructors must come to an orientation on campus before they start teaching
Learn about procedure (e.g. rosters)
Learn about resources
ID cards issued
Meet UConn ECE staff
Instructors must attend a discipline specific workshop once every 2 years
Led by faculty coordinators with expert presentations
Learn new pedagogy & research
Collaborative atmosphere
Office of the Registrar
Bursar's Office
Attorney General
Information Tech
If an instructor is on the cusp of certification (lacking 1 or 2 graduate courses), he or she can take that course at any uni and UConn ECE covers it
Application has to be approved
2 scholarships awarded each year
Can apply to college more competitively
Highly transferable Credit
Access to resources
2013 Concurrent Enrollment Credit Transfer Study
Survey of 900 North American Universities
80% are reporting they accept UConn ECE credit
In-Depth Alumni Survey on credit transfer process
Database of results to serve as resource
New best strategies for credit transfer
No or low cost to HS
Alumni Admissions to UConn Fall 2012
49% of UConn ECE Alumni applied to UConn
92% of UConn ECE Alumni who applied were offered admission
39% of UConn ECE Alumni offered admission to UConn accepted the offer
AP culture
Setting up partnerships
Student Success
At UConn
Urban Impact
High Achievers
Remain Great Students
Other Research
Diverse course offerings
low costs attract a variety of students
Age Appropriate
College courses at an affordable prices
Once in college:
Graduate early
Skip intro courses
Take more advanced courses
More time for a study abroad or internship
Increased respect & responsibility
Institutional Benefits
Community outreach objectives met
Lower remediation costs
"Relieve the pressure" in departments
Fewer students in intro courses meaning fewer instructors to pay

Better prepared student meaning higher pass rates
Higher retention & graduation rates
Raise prestige & academic rigor at the high school
Aligned curricula & instruction
Personalization of courses
Build a college-identity
Learn college & career skills
The Toolbox Revisited
"Less than 20 credits by the end of the first calendar year of enrollment (no matter in what term one started, whether summer, fall, winter, spring) is a serious drag on degree completion. The original Tool Box told the same story. It is all the more reason to begin the transition process in high school with expanded dual enrollment programs offering true postsecondary course work so that students enter higher education with a minimum of 6 additive credits to help them cross that 20-credit line. Six is good, 9 is better, and 12 is a guarantee of momentum."
Clifford Adelman, 2006. The Toolbox Revisited: Paths to Degree Completion from High School Through College. Washington, DC: U.S. Department of Education
Average is 5.25 credits
Time management
High-level writing
Study skills
3-credit course
on the Storrs campus: $1400
UConn ECE students have full library access
Special student conferences
NRE1000 is a semester long course and has 150 students in a lecture hall

At the high school, the class is small and runs in a full year
Advising Portal online can help students see how the courses they take will affect their coursework at college
Students are recommended for program by instructor or guidance counselor; no minimum GPA
Moving the Needle
J. Immerwahr, 2006. Accelerated Learning Options: Moving the Needle on Access and Success. Western Interstate Commiccion for Higher Education. Boulder, CO.
Students in Florida
NACEP Research
Members are doing their own research
Longitudinal study is forthcoming
Bill Duffy, 2006. Dual Credit: A Six-year Longitudinal Study on Persistence & Performance. Upper Iowa University.
Donald H. Dutkowsky, Jerry M. Evensky, and Gerald S. Edmonds, 2006. Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs. Journal of Economic Education.
Dual Credit in Oregon, 2010 Follow-up: An Analysis of Students Taking Dual Credit in High School in 2007-08. Office of Institutional Research, Oregon University System.
Claiming Common Ground
Four key areas are identified in which state policies can improve students’ college readiness and completion: alignment of coursework and assessments, state finance, statewide data systems, and accountability. Report observes that “[g]aining admission to college is not the most daunting challenge facing high school graduates-although many students think that it is and most college preparation efforts focus on admissions. The more difficult challenge for students is becoming prepared academically for college coursework. Once students enter college, about half of them learn that they are not prepared for college-level courses”.
2006. Claiming Common Ground: State Policymaking for Improving College Readiness and Success. The National Center for Public Policy and Higher Education.
High School Reform to Lifelong Learning
This recent policy position from the National Governors Association encourages federal policies that “encourage-not discourage-promising state efforts in dual enrollment programs that permit students to obtain high quality college-level credits or provide the opportunity to earn an industry-recognized credential while still in secondary school. Specifically, Congress should encourage and support state dual enrollment or early college programs that provide accelerated educational opportunities and allow students to obtain both high school diplomas and significant college credit. Congress also should allow high school students participating in these programs to be eligible for federal financial aid.”
2007. High School Reform to Lifelong Learning: Aligning Secondary and Postsecondary Education. National Governors Association.
UConn ECE Growth
Office of Early College Programs
Some departments require an interview
(And career readiness!)
Do you accept AP scores of 3?
Any questions or comments?
Your higher ed institution can lead reform at the high school level
Concurrent enrollment raises the academic aspirations and student success of those students in your surrounding community because, "Better prepared students in high school means better prepared college students".
President Bob Caret, 2012 Umass Student
Success Conference
Public support
About 15% of our students are waived
How Higher Education Institutions Can Lead Reform at the High School Level
Full transcript