ERIC EJ854372: Executive Summary

2006·0.02 MB·English

by  ERIC

12 Volume 28, Number 3, Spring 2006
Executive Summary
Excerpted From: Pathways to College Access to Success
U.S. Department of Education, Office of Vocational and Adult Education
This report looks at the ways education reform groups, and re- Key Findings
that credit-based transition pro- searchers argue that middle- and
grams (CBTPs) may help middle- even low-achieving high school Student Recruitment and
and low-achieving students en- students may benefit from par- Selection
ter and succeed in college. It ticipation in these programs. At the sites studied, student
highlights promising practices Yet, despite their popularity recruitment is typically done
used by CBTPs to help students nationwide, there is limited re- informally. The result is that
who might have been consid- search-based information on students in CBTPs tend to be
ered noncollege-bound prepare CBTPs, particularly those pro- motivated, mature, and respon-
for college credit course work. grams that include a broad sible. In addition, some sites are
The report also discusses the range of students. The research becoming more selective be-
challenges that credit-based for this report was conducted in cause of conflict with the spon-
transition programs face when the spring and fall of 2004. Case soring postsecondary partner
trying to include such students. studies were undertaken in five over unprepared or disruptive
This report is the final re- states—California, Iowa, Min- students. Some sites set admis-
port from the Accelerating Stu- nesota, New York, and Texas. sions requirements or select
dent Success Through Credit- Two dual enrollment programs, only some students into the pro-
Based Transition Programs an MCHS, an International Bac- gram. Other sites have no such
study, which was initiated by calaureate program, and a Tech- requirements, and students
the U.S. Department of Educa- Prep program were studied. need only to sign up for the
tion, Office of Vocational and The first section of the re- CBTP to participate. Programs
Adult Education (OVAE) in the port describes the sites and ex- without formal admissions re-
fall of 2003. The goal of the study amines some of the ways in quirements can still pose infor-
is to better understand the which contextual features influ- mal barriers to admissions. For
characteristics of credit-based ence program implementation. example, relying on word-of-
transition programs (CBTPs) The report then highlights find- mouth to inform students about
and the students they serve. ings regarding four key program the program does not maximize
These programs, such as Tech- features—student recruitment knowledge about the program
Prep, dual or concurrent enroll- and selection processes; cur- among the high schools’ student
ment, International Baccalau- riculum; support services; and bodies as a whole. Open partici-
reate (IB) and Middle College data collection and use. For each pation does not necessarily en-
High School (MCHS), allow high feature, the researchers inves- sure broad access.
school students to take college- tigated the current practices of • In order to ensure that all stu-
level classes and earn college the case study sites, identified dents—including those not
credit. They sometimes also those practices that seemed usually seen as college-
provide services to support the most promising in meeting the bound—learn about the pro-
main aspects of the high school- needs of middle- and low-achiev- gram and have the opportu-
to-college transition. ing students, and identified bar- nity to enroll, programs
CBTPs are widespread and riers to implementing them. should initiate formal re-
interest in them by Readers should note that the cruitment strategies involv-
policymakers, educators, par- data reflect program practices at ing middle school and high
ents, and students has in- the time the research was con- school guidance counselors and
creased in recent years. In ad- ducted in the spring and fall of parents, as well as teachers.
dition, while these programs are 2004. In addition, in order to give
Curriculum
not new, the idea that they the study participants anonym-
should be accessible to a broader ity, the specific research sites CBTP course work falls into
range of students is a new ap- were given pseudonyms. When three categories: high school
proach. In the past, CBTPs en- given permission, the name of course work, which meets
rolled primarily academically the general program is used. graduation requirements but
proficient and high-achieving also may give students the
students. Today, however, a knowledge and skills necessary
growing number of policymakers, for success in college-level
The Journal for Vocational Special Needs Education 13
classes; developmental course tions or financial aid. Services • Developing multiple ways to
work, which is explicitly de- offered through collaboration of- ensure that all students—re-
signed to prepare students for ten are more cohesive and tai- gardless of academic back-
the demands of college-level lored to students’ needs. ground and level of motiva-
work; and, college credit course • Students in CBTPs should tion—learn about the CBTP;
work. These courses may be ideally have access to both • Developing a program culture
organized into a curricular high school- and college- that is supportive of and en-
pathway, a clear route moving sponsored services, as well courages students from differ-
students from one level of course as customized services that ent backgrounds and academic
work to another. Developmen- are developed collaboratively levels to participate; and
tal course work and the pres- by the institutional partners. • Structuring the program and
ence of curricular pathways the curriculum with an eye
Data Collection and Use;
help ensure that students from towards increasing access,
Perceived Benefits of the
a range of academic back- such as by creating develop-
Programs
grounds are able to participate mental sequences of courses.
in the CBTP. Creating these Most sites do not have system- Policymakers can support pro-
pathways and helping students atic data collection procedures, grams in these efforts by provid-
take advantage of them are of- and most of the data available ing incentives for programs that
ten challenging for programs, at the sites indicate short-term enroll middle- and low-achiev-
however, because they require outcomes, making program ing students.
high schools and colleges to evaluation difficult. There is Collaborative relationships
work together closely. little data sharing between high should be encouraged by:
• In order to maximize the school and college partners, and • Clearly establishing the roles
range of students participat- many sites lack staff time and and benefits for each institu-
ing in CBTPs, programs knowledge to collect and use tion in the partnership,
should implement clear cur- data effectively. Despite these • Supporting broader integration
ricular pathways. Pathways limitations, study participants between the secondary and
should include high school do indicate that there are three postsecondary sectors, and
courses aligned with college primary benefits to students • Simplifying the credit earning
admissions requirements, who participate in CBTPs: the and credit transfer process.
and developmental course opportunity to earn free college Policymakers have a strong role
work leading to college credit credit, gaining “a taste” of col- to play. They can compel the two
courses. These pathways lege, and increased confidence institutional sectors to rethink
should be clearly communi- in their academic abilities. and align their standards, cur-
cated to students. • Perceived benefits are not yet riculum, and assessment prac-
supported by evaluation re- tices. Aligning high school
Support Services
search. Programs should en- graduation requirements with
Nonacademic as well as aca-
gage in data collection in or- college entrance requirements
demic support services are es-
der to confirm that students, is an important first step. Ar-
sential in helping students un-
particularly middle- and low- ticulation of high school with
derstand and meet the demands
achieving students, do college course work also would
of a postsecondary environ-
achieve these outcomes from help students transitioning to
ment. This is particularly im-
their program participation. college know that they are pre-
portant for students who have
Recommendations for pared. Policymakers also should
previously not been successful
support dual credit programs, in
in school. In general, services Policymakers, Practitioners,
which students receive high
vary along two dimensions. and Researchers
school and college credit for
They may vary in their sponsor,
The data indicate that three their program course work, as
meaning whether they are of-
broad areas should be addressed opposed to receiving one type of
fered by the high school, by the
by programs and policymakers credit or the other.
college, or through a collabora-
seeking to help middle- and low- Practitioners should work with
tion. They also may vary in
achieving students enroll and researchers to collect outcomes
their content, for example
be successful in CBTPs: student data that can be used for outcomes
whether services provide aca-
access, institutional collabora- analyses. Policymakers should
demic support, general personal
tion, and data collection for pro- support outcomes analyses that
support, or specific college-pre-
gram evaluation. begin with students’ perfor-
paratory activities, such as as-
Broad access to CBTPs mance prior to program participa-
sistance with college applica-
should be encouraged by:
14 Volume 28, Number 3, Spring 2006
tion, include comparison groups, achieving students as they have for CBTPs. CBTPs have the
and follow students through college make the transition from sec- potential to help a wide range of
matriculation and graduation. ondary to postsecondary educa- students, not only the most aca-
In order to assist research- tion. Future research should demically advanced, but also the
ers in their efforts to evaluate test the model. middle- to low-achieving stu-
the outcomes of CBTPs, the re- The findings from the Accel- dents, become prepared for
port presents a conceptual erating Student Success postsecondary education.
model. The model suggests ways Through Credit-Based Transi-
that program features may work tions Program study lend cre-
together in order to promote the dence to the enthusiasm many
success of middle- and low- policymakers and educators
Exhibit 1. Features of Credit-Based Transition Programs Case Study Sites
Case Site Type of Case Site State Is there Does the School Program Location
Name Program Partners s t a t e program Demo- Admis- of Col-
(Pseud- policy ap- offer graphics sions lege
onym) plicable to Dual (2003-04) Require- Classes
the pro- credit? ments?
gram?
Secondary
Southern Middle California Yes Yes Total High Yes College
Partner:
California College Southern School/
Middle High California Program
College School Middle Enroll:
High College 330
School High
School FRL1: 75%
Post-
Racial/
secondary
E t h n i c
Partner:
California Comp:
Commu- Afr-Am:
nity 45%
College Hispanic:
55%
Metro- Dual En- Secondary Iowa Yes Yes Total High No Hospital
politan rollment Partner: S c h o o l Partner or
Counties, Rural High Enroll- College
School
Iowa ment- 400
Dual
Post-
Enroll- FRL: 18%
secondary
ment Partner:
Iowa Racial/
Commu- E t h n i c
nity Comp:
College W h i t e :
95%
Academy:
Afr-Am or
Nursing
Hispanic:
Academy
5%
Hospital
Partner:
Regional
Medical
Center
1 FRL = Elligble for free and reduced lunch.
The Journal for Vocational Special Needs Education 15
Exhibit 1, continued.
Case Site Type of Case Site State Is there Does the School Program Location
Name Program Partners s t a t e program Demo- Admis- of Col-
(Pseud- policy ap- offer graphics sions lege
onym) plicable to Dual (2003-04) Require- Classes
the pro- credit? ments?
gram?
M i n n e - Interna- Second- M i n n e - Yes Yes (but Total High No High
sota In- t i o n a l ary sota not auto- S c h o o l School
t e r n a - Baccalau- Partner: matic) Enroll:
t i o n a l reate Minne- 1,415
Baccalau- sota
reate Interna- IB Pro-
tional gram En-
Baccalau- roll: 692
reate
FRL1: 45%
Post-
secondary ELL2: 10%
Partner:
None Racial/
E t h n i c
Comp:
W h i t e :
75%
Afr-Am or
Hispanic:
10%
A s i a n :
15%
New York Dual En- Secondary New York No No Total High Yes for High
City Dual rollment Partner: S c h o o l college- School
Enroll- New York Enroll: credit
City High
ment 3,255 courses
School
FRL: 23% No for
Post-
secondary develop-
Partner: ELL: 14% mental
New York courses
Commu- Racial/
nity E t h n i c
College
Comp:
White3:
45%
Afr-Am:
11%
Hispanic:
21%
A s i a n :
22%
1 FRL = Elligble for free and reduced lunch.
2 ELL = English Language Learners
3 Includes immigrants of former Soviet states.
16 Volume 28, Number 3, Spring 2006
Exhibit 1, continued
Case Site Type of Case Site State Is there Does the School Program Location
Name Program Partners s t a t e program Demo- Admis- of Col-
(Pseud- policy ap- offer graphics sions lege
onym) plicable to Dual (2003-04) Require- Classes
the pro- credit? ments?
gram?
Dallas, Tech-Prep Second- Texas Yes Yes (but Total High No High
T e x a s ary not auto- S c h o o l School
Tech-Prep Partner: matic) Enroll:
Program Dallas 1,640
Tech-Prep
High Racial/
School E t h n i c
Comp:
Post- W h i t e :
secondary 82%
Partner: Afr-Am:
Texas 5%
Commu- Hispanic:
nity 12%
College
Consor-
tium: The
Global
EDGE
Tech Prep
Consor-
tium
This executive summary was reprinted from: U.S. Department of Education, Office of Vocational
and Adult Education. Pathways to College: Access and Success, Washington, D.C., 2005. The report
is available in its entirety at: www.ed.gov/about/offices/list/ovae/pi/cclo/cbtrans/index.html.