Dual Enrollment:
Opportunities and Challenges for
CCC and Secondary Partnerships for
Underrepresented Students
Gregory Anderson, Vice President, RP Group
Rogéair Purnell, Senior Researcher, RP Group
October 29, 2015
Agenda
• Definitions and defining elements
• State picture and policies
• Common and promising approaches
• Opportunities and challenges
• Tools & resources
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Objectives
• Provide an overview of programs and
policies
• Highlight promising practices, approaches
& strategies to better serve
underrepresented populations
• Discuss relevant policies
• Understand challenges and opportunities
• Outline needed tools and resources
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KEY DEFINITIONS
What do we mean by…?
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Underrepresented minority
students
Defined as…
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Those who have struggled academically
Are low-income
Are first generation college goers
Are male, and/or
Are members of a racial or ethnic group
that traditionally has not pursued or
successfully completed a postsecondary
credential in great numbers
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Dual Enrollment Guide
Defining characteristics
include…
•High school or high school
aged students…
• Completing college-level
coursework
• For college credit
• While pursuing high
school graduation
requirements
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California Dual Enrollment Numbers
The statewide unduplicated headcount for
special admit students for…
Fall 2014,
Winter 2015 (quarter only, no intersession),
and
Spring 2015
= 61,912
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KEY GOALS, OBJECTIVES & OUTCOMES
Why is dual enrollment a
good option for any
student?
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Common Dual Enrollment
Goals & Objectives
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Intro to and prep for college life
Smoother transition from high school to college
Ability to explore interests, careers, majors
Opportunity to address skill gaps
Motivation to persist and pursue a
postsecondary credential or degree
• Confidence in one’s academic ability
• Understanding the benefits of postsecondary ed
• Accelerated pathway through college that can
save time and money
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Student Outcomes
Dual enrollment participants, even those who are
underrepresented, often do as well or better than
their non-dual enrollment peers in the following
areas:
• High school graduation rates
• GPA
• Proficiency on standardized tests
• Assessment into college-level courses
• Completion of course sequences
• Number of college credits earned
• Postsecondary enrollment, retention and persistence
rates
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California Outcomes
Study (2008-2011) involving 3,000 students enrolled in career-focused
Dual Enrollment courses at 8 sites across California.
•60% students of color
•40% living in non-English speaking households
Participating students—compared to similar students not enrolled in
Dual Enrollment—overall, had better academic outcomes:
•More likely to graduate from HS
•More likely to transition to a 4-year college
•More likely to persist in postsecondary education
•Less likely to take basic skills courses in college
•Accumulate more college credits
Hughes, Rodriguez, Edwards and Belfield (2012) Broadening the Benefits of Dual
Enrollment: Reaching Underachieving and Underrepresented Students with CareerFocused Programs
* Provided by Career Ladders Project
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P R A C T I C E S , A P P R O A C H E S & S T R AT E G I E S
What are characteristics
and approaches of
promising programs?
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Dual Enrollment Models
• Middle College High Schools
- High school diploma and some college credits
• Early College High Schools
- High school diploma and at least 12 college credits up to an
associate’s degree or 60 transferable credits
• Gateway to College
- Students who have left high school earn diploma and college
credits
• Pathway Aligned Programming
⁻ Cohorting special admit students along an ed / career
pathway
• “Singletons”
- Individual students taking one or more college courses
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Common Dual Enrollment Elements
(Cassidy, Keating, & Young, 2010; Hughes, Rodriguez,
Edwards, & Belfield, 2012; Kirst, Venezia, & Nodine, 2009)
Elements
Components & Approaches
Student Recruitment &
Selection
• Targeted
• Far reaching
• Multiple approaches
Support Services
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Bridge ‘boot camps’
Academic advisement
Supplemental instruction
Student success course
Early warning/alert system
Transportation assistance
CBO referral network
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Common Dual Enrollment Elements
– continued
Elements
Components & Approaches
Course Design &
Structure
• Scaffolded
• Sequenced
• Career / theme-focused pathway
Evaluation & Research
• Curriculum review
• Staff evaluations
• Monitoring progress
• Gathering perspectives
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Think – Pair – Share
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OVERVIEW OF POLICIES
What makes dual
enrollment possible?
Difficult?
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California Picture
(Karp, et al., 2004; Kirst, Venezia & Nodine,
2009)
• Mandatory policies exist to ensure all students are
informed about these “enrichment” programs
• Secondary institutions have the discretion to set
the academic requirements for admission
• Classes can be offered at the high school or
partnering postsecondary institution
• College must approve course content
• College can grant fee waivers
• College credits capped at 11 units**
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Policies
• Admission eligibility requirements**
• College credit enrollment cap**
• Districts can waive student fees
• % of students that can be enrolled**
• Average daily attendance (ADA) calculations
and reimbursement
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AB 288 (Holden)
• Require district level partnerships
• Intended to reach broader range of
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students, not just highly gifted or
advanced scholastic or vocational work
Emphasis on college and career
readiness and CTE and transfer
pathways
Reduce the number of students needing
remedial math and English instruction at
the community college level
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AB 288 - continued
• Increases enrollment cap from 11 to 15 units /
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semester
Expands who is eligible to participate
Prohibits double dipping
Ensures priority enrollment – same as middle/early
college high schools
Permits courses to be taught at HS campus to only
HS students
Includes provisions so as not to displace HS
teachers or CC faculty and/or traditional college
students
Supports dual enrollment as part of a pathway of
courses
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Opportunities & Possibilities
K-12
1000+ school districts, 58 County Offices of Ed
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Local Control Funding Formula (LCFF)
Local Control and Accountability Plan (LCAP)
Next Generation Science Standards
Common Core State Standards
Smarter Balanced Assessment
Linked Learning District Initiative
National Academy Foundation
California Partnership Academies
Local Joint K12/CC Initiatives
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AB 86: Adult Ed/CCC Regional Consortia
SB 1070: CTE Pathways Programs
AB 86: CA Career Pathways Trust (CCPT)
Gateway to College
Early & Middle College
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CA Community Colleges
72 Districts (112 colleges, 76 Centers);
15 Regions
•Basic Skills Initiative
•Career Advancement Academies
•Federal Initiatives: TAACCCT
•Doing What Matters
•Student Equity Plans
•Student Success Act of 2012
•CTE Enhancement Funds
•CCC Bachelor’s Degrees
Taken together these represent an
unprecedented, historic opportunity to align
our efforts and forge deep partnerships to
move all our young people to both college
AND career.
- Career Ladders Project
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Common Challenges & Pitfalls
 Time for HS and college faculty to work together
 Lack of early engagement and buy-in by college
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faculty and HS teachers
Understanding K-12 instructional time
requirements
Ensuring success of academically underprepared
students
Unorganized pathways of study for dual
enrollment
Belief that dual enrollment is not for every student
Not enough focus on the secondarypostsecondary partnership
Others?
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Think – Pair – Share
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A TOOLKIT
What resources and
guidance would help you
support dual enrollment?
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Toolkit is in the works!
To offer additional resources that help to
promote and build the capacity of CCCs to
support dual enrollment for underrepresented
minorities
• Will highlight and describe promising practices
• Will provides specific and concrete guidance
and evidence
• Will offer examples and samples of key forms,
agreements and policies
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Toolkit Content
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Sample MOUs
Info on pre-conditions of success
Delineation of functions and roles across
partners
Finance guidelines
Instructional materials and texts
Credentialing requirements for instructors
Best practices
Common pitfalls
Marketing materials for students and parents
Others?
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Think – Pair – Share
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Q&A
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Contact Information
Dr. Rogéair Purnell: rpurnell@rpgroup.org
Dr. Gregory Anderson: andersong@smccd.edu
For more information, visit the RP Group website at:
www.rpgroup.org
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Thank you!
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