Dual Credit Expansion StrategiesOSPI / WSCA School Counselor Summer InstituteJune 24 & 25, 2014Olympia, WA 1

Overview

Overview and Goals

Dual Credit in Washington

Expanding Dual Credit

Effective Practices

Next Steps2

The Washington Student Achievement Council

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Created by the Legislature in 2012

Our Mission:

We advance educational opportunities and attainment in Washington. In pursuit of our mission, the Washington Student Achievement Council:• Leads statewide strategic planning to improve educational

coordination and transitions.• Supports Washingtonians through the administration of financial aid,

a college savings plan, and support services.• Advocates for the economic, social, and civic benefits of

postsecondary education.

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Created by the Legislature in 1861

Our Mission: Ove

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RCW 28A.300.040 Powers and duties.

In addition to any other powers and duties as provided by law, the powers and duties of the superintendent of public instruction shall be:

     (1) To have supervision over all matters pertaining to the public schools of the state;

     (2) To report to the governor and the legislature such information and data as may be required for the management and improvement of the Schools; ………………………………………..

At least 70% of Washington adults will have a postsecondary credential.

All adults in Washington will have a high school

diploma or equivalent.

2023 Attainment Goals

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Legislation and Policy

2013 – The Ten-Year Roadmap

2013 – Academic acceleration (RCW 28A.320.195)

2012 –Master lists of courses fulfilled by dual credit (RCW 28B.10.053 )

2011 – Launch Year (RCW 28A.230.130)

2009 – Dual credit programs — Annual report (RCW 28A.600.280)

1990 – Running Start Program Rules (RCW 28A.600.390)

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Current Options

Dual Credit/Dual Enrollment

4. Advanced Placement (AP)

5. International Baccalaureate (IB)

6. Cambridge

1. Running Start

2. College in the High School

3. Tech Prep7

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Dual Credit Program Participation

Student enrollment 2011 2013 % change

Advanced Placement 42,904 48,540 +13.1

Cambridge 27 1273 +461.5

College in the High School 13,081 17,108 +30.1

International Baccalaureate 5129 7000 +36.5

Running Start 16,855 17,527 +4

Tech Prep eligible 117,270 115,798 -1.38

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Dual Credit Participation Demographics (Continued)

Student enrollment 2011 2013 % change

11th & 12th grade enrollments

194,243 191,728 -1.3

9th through 12th grade enrollments

329,771 373,960 +13.4

Average # of dual credit courses per year

2.57 2.75 +7

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Dual Credit Participation Demographics (Continued)

Student enrollment by ethnicity

2011 2013 % change

American Indian/Alaska Native

2078 2065 -.6

Asian 13,502 15,115 +11.9Black / African American 7424 8358 +12.6Hispanic / Latino 25,335 26,392 +4.2White 108,487 111,155 +2.5Native Hawaiian/Pacific Islander

1343 1481 +10.3

Two or more races 7791 9615 +23.4Ethnicity not Provided 11 2 -81.8 10

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Dual Credit Participation Demographics (Continued)

Student enrollment 2011 2013 % change

Female 82,389 86,804 +5.4

Male 83,582 87,379 +4.5

Special Education 12,355 12,039 -2.6

Bilingual programs 5379 4625 -14

Gifted programs 6198 14,819 +139.1

Free/Reduced Lunch Eligible 60,152 66,462 +10.5

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Streamline and expand dual-credit opportunities

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Streamline and expand dual-credit and dual- enrollment programs to create a statewide dual-credit system available to all high school students. Ex

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Criteria for a new system

Clear information about each option.

Low cost to students.Adequate funding to maintain high-quality options.

More options, available to more students.

Streamline processes for getting college credit. 13

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Faculty Qualifications

Full-time and part-time faculty at

institutions of higher education, including adjunct faculty, are

eligible to teach program courses.

College in the high school – Rules RCW 28A.600.290 (3) (i)

College or University Day – Definition WAC 392.169.023 14

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AP Potential:Up to 4,000 additional FTE worth of credit

could be awarded. 

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AP English AP Mathematics AP History and Social Sciences AP Science

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Unfulfilled AP Potential for Graduating Class of 2013

FTE Additional FTE based on UW Credit Policy

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RCW 28A.320.196 (HB 1642) – Dual Credit Capacity Expansion

Grantee Strategies

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School Planning: Evidence-based Decision Making

Utilization of• PSAT / AP Potential • Success rates in dual credit courses• Parent and student needs assessment • Readi-Step results• Student course selection and grade profiles• Analysis of student success in upper level courses

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What are your strategies related to making decisions about access?

Barrier Reduction

• Open enrollment policy• All AP required to take exam• Staff specifically assigned to track student dual credit access and

success• Partner with CBOs to provide student support• Inclusion mode for all students to enroll in dual credit classes• Remove gatekeeping practices• Address access and support needs for diverse student populations• Student self-efficacy building• CTE – AP Dual credit advocacy• Guidance & counseling program support

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What are your strategies related to reducing barriers?

Student Support

• Parent engagement through student-led conference discussions• Dual credit orientations in grades 8 and 9• DC alumni speak to parent meetings• All hands on deck model of support• Guidance and counseling support• Collaborations with student support CBOs• Tutoring options

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What are your strategies related to supporting student access and success to dual credit programming?

2013-14 HB1642 Academic Acceleration workplan goals• Increase AP offerings• Increase IB offerings• Increase CHS offerings• Increase RS in high school offerings• Explore ways to reduce financial barriers for students/parents• Staff training to teach dual credit courses• Provide tutoring resources• 10-12th graders will take college placement exams• Students will include dual credit goals as part of their HSBP

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2013-14 HB1642 Academic Acceleration workplan goals (con’t.)

• Promote college-going culture• Outreach to MS students about benefits of dual credit programs• Cultural competency staff training• Staff PD for dual credit course expansion• Alignment of HS courses with CHS offerings• Expand Dual credit CTE offerings

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What are your goals under consideration for next year?

National Standards and Accreditation

• 17 Standards covering:• Curriculum• Faculty• Students• Assessment• Program Evaluation

• www.nacep.org

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National Best Practices – College Campus based ProgramsThe Education Commission of the State recommends 13 State Level Policy Components to Increase Student Access and Success.

The Running Start Program aligns with 11 of the 13 policy recommendations.

Access Recommendations and Running Start AlignmentAll eligible students are able to participate. To ensure program access, state

law must be unequivocal on this point.Student eligibility requirements are based on the demonstration of ability to

access college-level content, not bureaucratic procedures or non-cognitive factors.

Caps on the maximum number of courses students may complete are not overly restrictive. Cost should not be a driving factor for states to establish caps.

Students earn both secondary and postsecondary credit for successful completion of approved postsecondary courses. While it may sound obvious, such policies are not universal.

All students and parents are annually provided with program information. Less-advantaged parents are typically less likely to be aware of dual enrollment opportunities.

Counseling is made available to students and parents before and during program participation. State policies should promote the availability of counseling.

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Access Recommendations and Running Start Alignment continued

Responsibility for tuition payments does not fall to parents. Requiring parents to pay tuition up front and receive reimbursement later may preclude participation by some students.

Courses meet the same level of rigor as the course taught to traditional students at the partner postsecondary institution.

Instructors meet the same expectations as instructors of similar traditional postsecondary courses, and receive appropriate support and evaluation.

Districts and institutions publicly report on student participation and outcomes. Only 30 of the 47 states with state-level dual enrollment programs require such reporting.

Postsecondary institutions accept dual enrollment credit as transfer credit, provided measures of quality are ensured. More than 20 states require dual enrollment credits to be treated for transfer credit in the same manner as credits earned at the receiving institution.

Programs undergo evaluation based on available data. Nearly 30 states require dual enrollment programs to undergo internal or external evaluation.

Districts and postsecondary institutions are fully funded or reimbursed for participating students. At least one state is tying full funding to course quality.

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Maine’s High School Aspirations Program: 653 participants

Key Similarities: • 11th and 12th graders are eligible• Students are responsible for their transportation, books and food cost

Key Differences• Admissions policies established by law requiring at least a ‘B’ average.

• University of Maine: GPA B average, Counselor Recommendation• The state pays 50% of the tuition for 3 semester credits • Students can take a maximum of 6 credits a year• Homeschooled and private school students are typically not eligible

How other states are addressing the issue of access

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Georgia’s Move On When Ready: Established 2009 serving 3,390 students

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions• School districts must accept credit• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• Enrolled students cannot register for high school courses• Private and homeschool school students are not eligible• Qualified low-income students can qualify for a grant to cover the cost of books• Private institutions participate in the dual enrollment program

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How other states are addressing the issue of access Wisconsin’s Youth Options: 3,600 participants

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions

• Ex: University of Wisconsin Madison GPA 3.00 and exhausted their high school curriculum in the subject

• School districts must participate• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• The school district determines what courses are eligible. • Students cannot take courses offered by the high school• The school district must pays the cost of tuition, fees, and books• Student must pay for post-secondary course comparable to course offered by the high

school• Transportation assistance is available for low-income students• Private and homeschool school students are not eligible• Private institutions participate in the dual enrollment program

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Minnesota’s Postsecondary Enrollment Options: Established 1985; 7,471 participants

Key Similarities: • 11th and 12th graders are eligible• Admissions policies established by postsecondary institutions

• Ex: Rochester Community and Technical College: Juniors 3.0+ GPA, Seniors 2.5+ GPA• School districts must participate• State pays tuition and fees• Students are responsible for their transportation and food cost

Key Differences• The state pays the cost of books• The state covers the cost of consumable supplies for the course• Low-income students can qualify for mileage reimbursement• State institutions are not allowed to charge mandatory fees or fees for

placement test

How other states are addressing the issue of access

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WSAC Dual Credit WorkgroupIntended output• Recommend policy or legislative language to create a dual enrollment/dual

credit system meeting the criteria described in the Roadmap:• Provide clear information about each option in ways that empower high

school students to choose the option best suited to their goals and schedules.

• Provide low-cost options for high school students and their families.• Ensure adequate funding for high schools and postsecondary institutions to

maintain high-quality options.• Increase the availability of all options to more high school students.• Streamline processes for obtaining postsecondary credit.Intended outcome• Increase high school student enrollment in dual credit courses.• Increase the amount of college credit awarded to high school students.• Increase diversity in the student enrollment in dual credit courses to reflect

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http://www.wsac.wa.gov/dual-credit-workgroup http://wa-dualcredit.wikispaces.com/

Continue the ConversationRandy Spaulding, Ph.D.

Director of Academic Affairs & PolicyRandyS@wsac.wa.gov

Mike HubertDirector, Guidance & Counseling

mike.hubert@k12.wa.us

31http://www.wsac.wa.gov

http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/DualCredit/default.aspx