Early College Partnerships
July 12, 2012Jill Regen – Chicago Public Schools
Mike Davis – City Colleges of Chicago
Many college bound high school students require remedial work
2005 – 2009 High School Cohort
• Majority of students from CPS are college bound.
• Majority of CPS students coming to CCC require remediation.
• Growing majority of jobs require post-secondary education.
• Over the past ten years, early college existed at both CPS and CCC as separate entities.
• Goal: To create a sustainable and predictable early college program that benefits high schools and CCC.
29,388 CPS 9th Grade EnrollmentFall 2005
16,398 (56%) CPS Graduates2009 - 2010
8,291 (54%) College Enrolled
Fall 2009
2,833 (33%) CCC Enrolled
Fall 2009
2,635 (93%) Students underprepared in at
least one subjectFall 2009
198 (7%) Students college ready in
English, Reading, MathFall 2009
Early College| Early College helps students earn college credit while still enrolled in high school
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Early diagnostic testing for college
readiness
Early identification of academic and career pathways
Early access to academic advising
and support services
Early access to academically
rigorous courses
Early College
Characteristics of Early College
CPS and CCC are forging a partnership around Early College focused on three related initiatives
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• HS students take a set of CPS courses which translate into specific CCC course credit
• Requires enrollment at CCC
CTE Articulation
• CPS students take CCC courses at their HS
• Receive both HS and CCC credit• Currently free for students
Dual Credit
• CPS students take CCC courses at a CCC location
• Receive CCC Credit• Currently free for students
Dual Enrollment
How it works BenefitsFour Positives from Early College Initiatives1. High school students with
college credit are more likely to persist and graduate.
2. Early college students will not require remediation.
3. CCC has a growing body of transfer agreements that could retain students.
4. Early adoption of college placement testing (COMPASS) at CPS can identify college ready students and remedial needs prior to high school graduation.
Articulated Programs| Career and technical education courses at CPS work together with CCC courses to produce more certificates
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Earn Credit towards Certificates in:
• Business• Culinary Arts• Medical Assisting • Construction• Early Childhood Education• Law & Public Safety• Broadcast Technology• Hospitality• Transportation & Logistics
Business Academy 1(Grade 10)
Business Academy 2(Grade 11)
Accounting 2(Grade 12)
W!SE Financial Literacy Certification - NFTE
Business 111
CPS
CCCBy starting CTE Certificates at CPS and completing at CCC, students will hit the workforce faster with employable skills
Example Pathway Articulation Agreements will be evaluated annually and revised based on industry partner input
Dual Enrollment| With over 320 unique students currently enrolled, the overwhelming majority of them took English and Math
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Spring 2012 Course Selection
Total Enrollment : 326
English88% took first
semester English
Math56% took general education Math
Program Features • Gives students a chance to choose
from a wide variety of courses• Open to all eligible students at CPS• CCC is donating 100 seats per
college each semester at no charge to CPS or its students
• Marketing and recruiting efforts underway at CPS hope to fill the majority of those seats for the summer and fall
Offers eligible students a true ‘college experience’ in a number of academic areas
Dual Enrollment| Harold Washington College drew nearly 100 students from 31 different high schools.
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Dual Enrollment Recruitment
99 students enrolled
Course Selection
BiologyCISCriminal JusticeEnglishHumanitiesJapanese MathPhilosophyPolitical SciencePsychologySpanishSpeech
Total Enrollment : 99
Dual Enrollment|Increased internal and external collaboration has lead to more students participating in early college programs
Gathered input from key users Short-Term Action Plan Longer-Term Action Plan
• Met with CCC advisors• Conducted counselor/coach
survey• Counselor focus group (with
CCC advisors) • Central office team brainstorm
• Simplified Registration• Aligned on course offerings• Scheduled courses to
coincide with high school schedule
• Provided enrollment/grade info to schools
• COMPASS testing at HS• Data sharing• CPS credit for course taking
Fill All A
vailable Seats
Fa 2010 Sp 2011 Su 2011 Fa 2011 Sp 2012 Su 20120
50
100
150
200
250
300
350
Stud
ents
AP PASS Rates (2010-11) # TestedPass Rate
(3+)
Biology 26 4%Calculus AB 16 0%English Language and Composition 27 15%English Literature and Composition 26 4%Spanish Language 18 50%United States History 18 11%
As a school determines which classes to offer going forward (Dual Credit or AP), they could consider current pass rates for the AP exams. In some schools it may make sense to continue
offer AP in all subjects, in some offering both AP and Dual Credit, while others may benefit from switching all courses to Dual Credit. Benchmark studies across the country show
students tend to perform strong in Dual Credit classes (75%+ success rates) where they have a full semester to show their mastery of a subject matter rather than a high stakes exam.
Math EnglishTeacher 1 Teacher 1Teacher 2 Teacher 2Teacher 3 Teacher 3Teacher 4Teacher 5Teacher 6
Qualified Teachers
Qualified Teacher data reflects those teachers within your school that may be qualified to teach Dual Credit (and thus gain adjunct status
through the City Colleges of Chicago). Note, however that the information has been pulled form PeopleSoft and may incomplete. Please verify with
each department to determine if you have teachers who qualify.
Dual Credit| As part of the application process, a Dual Credit scorecard was designed to help schools identify if they are good candidates:
Qualified TeacherQualified StudentsWeigh course options (AP vs DC)
Dual Credit| By this fall we will have moved from one to 20 CPS High Schools offering Dual Credit English and Math courses
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2010 - 2011 Spring 2012 Fall 2012
City College
CPS High SchoolOffers college eligible students college credit without transportation burden
CPS Data CCC DataCPS Data Secure Central
Repository
Though initially driven by the need to share data in order to award credit, creating sustainable data sharing infrastructure will enable CCC and CPS to better support student transitions and provide feedback to HS and college departments on program outcomes.
Data Sharing| A strong collaboration benefits from sharing information used to determine student placement and success.
• GPA• ACT Scores• COMPASS
Scores• Student grades
• Student grades
• COMPASS Scores
• Placement decisions
• Student progress
Mutually Beneficial Decision Making
Lessons Learned|Early College isn’t new to either institution, but the intentional and sustainable collaboration is new.
• Respect boundary conditions for partner institutions.• Agree to share data early on in the collaboration.• Internal and external marketing for all early college
programs.• Appoint a person at the high schools who is responsible for
Dual Credit activities.• Identify criteria for schools to participate, process for
selecting schools, and schedule for participation. • Clearly identify the metric for success.• Academic calendars and processes differ between
institutions; start early.
Early College Team and Contact Information
Chicago Public SchoolsName Email
Jill Regen [email protected]
Chadra Lang [email protected]
City Colleges of ChicagoName Email
Mike Davis [email protected]
Freda Richmond [email protected]
Anne Brennan [email protected]