Dual Enrollment E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B HE Single Issue Higher Education
• Sprache: Englisch

Seitenzahl: 208

Veröffentlichungsjahr: 2012

Beschreibung

This volume focuses on the goals, practices, policies, andoutcomes of programs that enroll high school students in collegecourses for college credit. This volume examines: * The details of dual enrollment programs * Their impact on student achievement and institutionalpractices * How they support a student's transition to, and successin, college * The role of higher education in improving K-12education. It presents quantitative and qualitative studies thatinvestigate the impact of dual enrollment programs on student andfaculty participants. Accounts by dual enrollment programadministrators provide examples of how their programs operate andhow data have been used to set benchmarks for program success.Chapters also explore models that build off dual enrollment'sphilosophy of school-college partnerships and embrace a morerobust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series.Addressed to higher education decision makers on all kinds ofcampuses, New Directions forHigher Education provides timely information andauthoritative advice about major issues and administrative problemsconfronting every institution.

Leseprobe

Contents

Chapter 1: Why Dual Enrollment?

The College Completion Agenda

Policy and Program Practices

How We Have Organized the Volume

Dual Enrollment and New York City

Conclusion

Section I: Various Perspectives on Dual Enrollment

Chapter 2: Does Dual Enrollment Increase Students’ Success in College? Evidence from a Quasi-Experimental Analysis of Dual Enrollment in New York City

What Do We Know about the Effectiveness of Dual Enrollment?

Dual Enrollment in New York City

Conclusion

Chapter 3: “I don’t know, I’ve never been to college!” Dual Enrollment as a College Readiness Strategy

Transition from High School to College

Dual Enrollment’s Social Dimension: A Theoretical Framework

Substantiating the Framework: A Study

Conclusions and Implications

Chapter 4: Teaching and Learning in the Dual Enrollment Classroom

Background

Challenges and Strategies

Conclusion

Chapter 5: The Impact of Dual Enrollment on the Institution

Dual Enrollment at Kennesaw State University

Measuring the Impact on the Institution

Conclusion

Chapter 6: Data-Informed Practices in an Urban Dual Enrollment Program

Program Design and Administrative Practices

Navigating Partnerships: Does Student Success Constitute Program Success?

Enrolling a Representative Population

Challenges and Recommendations

Conclusion

Chapter 7: Dual Enrollment in the Broader Context of College-Level High School Programs

The Designs and Uses of College-Level Programs

College-Level Programs and K–16 Reform

The Right “Fit” when Choosing a College-Level Program

Conclusion

Section II: Dual Enrollment Models That Strengthen School–College Partnerships

Chapter 8: Using College Placement Exams as Early Signals of College Readiness: An Examination of California’s Early Assessment Program and New York’s At Home in College Program

California’s Early Assessment Program

EAP Data and Research

CUNY’s At Home in College Program

Using Existing Placement Exams to Signal College Readiness

Conclusion: Supporting Students and Changing Systems

Chapter 9: Early Colleges: A New Model of Schooling Focusing on College Readiness

College Readiness

The Early College Model

Key Research on Early Colleges

Experimental Study of North Carolina’s Early College Model

Conclusion

Chapter 10: Dual Enrollment Lessons and the Development of The New Community College at CUNY

The School–College Divide

A Systemwide Approach to Dual Enrollment

Expanding the Idea of Dual Enrollment

Dual Enrollment and CUNY’s New Community College

Conclusion

Chapter 11: Dual Enrollment as a Liminal Space

The Tensions in Dual Enrollment

Conclusion

Index

Dual Enrollment: Strategies, Outcomes, and Lessons for School–College Partnerships

Eric Hofmann, Daniel Voloch

New Directions for Higher Education, no. 158

Betsy Barefoot, Editor-in-Chief

Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under sections 107 and 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of a chapter in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; [phone]; fax [phone]; www.wiley.com/go/permissions.

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1

Why Dual Enrollment?

Eric Hofmann

Providing an overview of the volume, this chapter summarizes the evolution of dual enrollment programs over the past decade and discusses the role dual enrollment can play in the nation’s college-completion agenda.

This volume focuses on the designs and goals, policies and practices, and short- and long-term outcomes of programs that enroll high school students in college courses for college credit. Commonly referred to as “dual enrollment” programs—participants are enrolled at both the high school and college—these programs belong to a broader category commonly referred to as “college transition programs” (U.S. Department of Education 2003a). Dual enrollment and its counterparts, such as “dual credit” and “concurrent enrollment,” are known as “credit-based transition programs” (Bailey and Karp 2003), a category that includes International Baccalaureate programs (IB), Advanced Placement (AP), and early college high schools.

In 2005, the U.S. Department of Education published statistics on dual enrollment participation based on a national survey (Kleiner and Lewis 2005). In their review of postsecondary institutions offering dual enrollment opportunities, the survey authors defined college course-taking either (1) as part of a program, which is “an organized system with special guidelines that allows high school students to take college-level courses” (Kleiner and Lewis 2005, 1), or (2) as an individual high school student enrolling on her own in a college course. The survey found that, in 2002–2003, 57 percent of all Title IV degree-granting institutions offered dual enrollment within or outside of a structured program. At that time, 98 percent of public two-year institutions offered some form of dual enrollment, compared to 77 percent of public four-year institutions. The survey also indicated that 40 percent of private four-year institutions and 17 percent of private two-year institutions offered courses for college credit to high school students. Overall, the authors estimated that 813,000 high school students took a college-level course during that time. As of this writing, a new study of the national scope of dual enrollment is underway, with an expected publication date of summer 2012 (Personal communication with Stephanie Marken of Westat, December 2011).