southeast tech analysis of dual enrollment report ... · course completion: math and english...
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Report Prepared and Presented by: Scott DesLauries, Deputy Director, South Dakota Board of Technical Education November 6, 2019
Southeast Tech Analysis of Dual Enrollment Report
EXECUTIVE SUMMARY
Purpose: Provide the School Board an analysis of Dual Enrollment at South Dakota’s Technical Institutes. An analysis of Dual Enrollment at South Dakota’s Technical Institutes including student spotlights, findings from the study and recommendations is presented. What is dual enrollment?
• High school students are completing college-level coursework and will receive college credit upon successful completion of the course.
• In most districts, but not all, students receive both high school AND college credit. • Dual enrollment is an “umbrella” term usually representing both dual and concurrent credits.
Three Takeaways –
• While more students are starting college with more credits, inequities exist: First generation, low – SES, and racial/ethnic minorities are less likely to bring credits in.
• Even the slightest number of dual or concurrent credits creates momentum into AND through postsecondary, demonstrated through:
o Annually completing more credits; o Retained at much higher rates; o Complete at much higher rates. o Students who started with more 3+ credits finished with few student loans.
Recommendations
• Examine which students are engaging in dual enrollment opportunities to first identify and then address inequities.
• Incentivize teachers’ pursuit of graduate work in their respective content areas. (Specifically: Master degree in content area OR master degree + 18 graduate credits in content area.)
• Pursue integrated general education and career and technical education (CTE) 9-14+ pathways comprised of 6-12 dual/concurrent credits.
______________________________________________________________________________ Administrative Recommendation to School Board: To acknowledge the Dual Enrollment Report.
Accelerating Opportunity:An Analysis of Dual Enrollment at South Dakota’s Technical Institutes
Presented to: Sioux Falls School District Board of EducationNovember 6, 2019
Presented by: Scott DesLauriers, Deputy DirectorSouth Dakota Board of Technical Education
Overview1. Student Spotlights
2. Findings from the Study
3. Recommendations
2
Dual Enrollment: Student Spotlights
3
Jane
• A current Avera Academy student, Jane has been accepted into the Diagnostic Medical Sonography AAS at Southeast Tech.
• Jane is currently taking Medical Language, Pathways to the Future with Avera, Speech, and College Algebra.
• Avera Academy gives students a chance every Friday to shadow different career opportunities within the Avera system.
• Jane had also been fortunate enough to be employed by Avera over the summer.
•
4
John• John was in the construction pre-apprenticeship
program the past two summers.
• The first year covers CMT 101, 101L, 110, 110L (Construction Basics and Equipment).
• Year two covers CMT 120L (Residential Construction).
• He received 10 credits toward a Construction Management AAS degree. • Contractors or the Associated General
Contractors of South Dakota (AGC) pay for students to participate in this program.
• In addition to this experience, last spring John took his first dual credit course, Social Problems (SOC 150).
5
Dual Enrollment: Findings from the Study
6
Less than 20 credits by the end of the first calendar year of [postsecondary] enrollment is a serious drag on degree completion…
It is all the more reason to begin the transition process in high school with expanded dual enrollment programs offering true postsecondary course work so that students enter higher education with a minimum of 6 additive credits to help them cross that 20-credit line.
7
1 Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Retrieved from https://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf
Six is good, 9 is better, and 12 is a guarantee of moment. 1
What is dual enrollment?• High school students are completing college-level coursework and will receive college credit
upon successful completion of the course.
• In most districts, but not all, students receive both high school AND college credit.
• Dual enrollment is an “umbrella” term usually representing both dual and concurrent credits. Here are the differences:
8
Type Who supervises the curriculum?
Who teaches the course? Who’s eligible? What’s the
cost? Who pays?
Dual Credit (HSDC) Postsecondary Institution (PI)
Qualified Postsecondary Instructor
SD Students: Grades 11-12
$48.33/Credit + Textbook/Related Materials
Student, School District, and State
Concurrent Credit Both PI and School District
Qualified High School Teacher Varies Varies Student and/or
School District
The Study
• Study examines students who graduated from a South Dakota high school and then enrolled at a technical institutes in Fall of 2015, 2016, or 2017. In total, 3,732 students.
• Only dual or concurrent credits that met a student’s postsecondary program of study were analyzed.
• Students were grouped into “credit ranges.” For example: A student who entered college with 4 credits was grouped into the 3-5.5 credit range.
• Dual and concurrent credits could have been earned at: 1) a university, 2) technical institute, 3) home school district, or 4) a combination of all three.
9
Dual Enrollment: Engagement
This section examines which students are engaging in dual enrollment through: first generation status; Pell-grant eligibility and expected family contribution; race/ethnicity.
10
First Generation StatusStudents are more likely to accrue dual enrollment credits in high school if at least one parent or guardian attended college.
1211
67
430
174
108
147
604
37
193
76
38
58
481
7
31
16
14
31
0 200 400 600 800 1000 1200 1400
0
0.5 - 2.5
3 - 5.5
6 - 8.5
9 - 11.5
12+
Unknown First Generation Not First Generation
11
Pell And Expected Family ContributionStudents eligible for Federal Pell Grants were less likely to matriculate with credits in comparison to their peers who were ineligible for Pell.
1260
70
393
169
110
149
1036
41
261
97
50
87
0 200 400 600 800 1000 1200 1400
0
0.5 - 2.5
3 - 5.5
6 - 8.5
9 - 11.5
12+
Pell-Eligible Pell In-Eligible
12
Pell And Expected Family ContributionStudents eligible for Federal Pell Grants were less likely to matriculate with credits in comparison to their peers who were ineligible for Pell.
Expected Family Contribution = The amount the federal government estimates a family can afford to pay for college out of pocket.
1260
70
393
169
110
149
1036
41
261
97
50
87
0 200 400 600 800 1000 1200 1400
0
0.5 - 2.5
3 - 5.5
6 - 8.5
9 - 11.5
12+
Pell-Eligible Pell In-Eligible
13
$25,255 $3,120
-$22,135
Race And EthnicityComparative analyses between race/ethnicity subgroups are challenging when size variances are wide.
However, the data do reflect differences between subgroups.
65
73
95
51
31
3
1933
43
24
13
20
4
3
2
1349
12
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Unknown
Hispanic or Latino
American Indian/Alaskan Native
Asian
Black/African American
Native Hawaiian or Other Pacific Islander
White
Two or More Races
# of Student w/ 0 Credits # of Students w/ 0.5+ Credits
14
Dual Enrollment: Cohorts, Entry—Level Course Completions
This section examines dual enrollment by cohort and entry-level course completions.
15
Cohorts:Total and Average CreditsThe number of average credits at start of college per student increased from 2.18 to 2.75 (+0.57).
Cohort Total Students Total Credits Average Credits
2015 1088 2377 2.18
2016 1229 3315 2.70
2017 1406 3872 2.75
Total 3723 9563 2.57
16
Cohorts:Year and Credit RangeIn most credit ranges, students who started college with more credits with each cohort; however, the number of students who started with zero credits also increased from 2015 to 2017.
691
54
192
6937 45
742
33
228
9148
87
863
24
234
10675 104
0
100
200
300
400
500
600
700
800
900
1000
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
2015 2016 2017
17
Entry-Level Course Completion: Math and EnglishEntry-level general education requirements in math and English can be a significant barrier for underprepared students.
With each cohort, more students started college with entry-level math and English requirements completed.
94
243
58
116
294
73
171
349
105
0
50
100
150
200
250
300
350
400
English Completed Math Completed Both Math & English
2015 2016 2017
Cohort Total Students
Eng. Completed % Math
Completed % Both Math & Eng. %
2015 1088 94 9% 243 22% 58 5%
2016 1229 116 9% 294 24% 73 6%
2017 1406 171 12% 349 25% 105 7%
Total 3723 381 10% 886 24% 236 6%
18
Dual Enrollment: Retention, Progression, and Completion
This section examines dual enrollment and retention, progression, and completion outcomes.
19
Retention/Graduation: Year 1 to Year 2Students most likely to be retained or graduate from Year 1 to Year 2 were students who started college with at least 0.5 credits. 33%
19% 16% 15% 13% 14%
16%
15%13% 20% 19%
26%
51%66% 71% 64% 68%
61%
0 0.5 -2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
% Not Retained % Graduated % Retained
20
Progression:Credit AccumulationStudents starting college with 0.5 or more credits were more likely to make steady progress toward their degree by annually completing more credits.
Credits Total Students Avg. Completed Credits, Yr. 1
0 2296 28
0.5 - 2.5 111 35
3 - 5.5 654 35
6 - 8.5 266 38
9 - 11.5 160 41
12+ 236 46
Total 3723 32
21
Progression:Credit AccumulationStudents starting college with 0.5 or more credits were more likely to make steady progress toward their degree by annually completing more credits.
Credits Total Students Avg. Completed Credits, Yr. 1
0 2296 28
0.5 - 2.5 111 35
3 - 5.5 654 35
6 - 8.5 266 38
9 - 11.5 160 41
12+ 236 46
Total 3723 32
22
Completion:Time To Degree, 100 PercentStudents starting college with at least 0.5 credits were more likely to complete at 100% of normal time-to-degree.
(I.e. a 2-year associate degree in 2-years from start to completion.)
47%
32% 30% 31%21%
27%
53%
68% 70% 69%79%
73%
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
% Did Not Graduate % Did Graduate
23
Completion:Time To Degree, 100 PercentStudents starting college with at least 0.5 credits were more likely to complete at 100% of normal time-to-degree.
(I.e. a 2-year associate degree in 2-years from start to completion.)
47%
32% 30% 31%21%
27%
53%
68% 70% 69%79%
73%
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
% Did Not Graduate % Did Graduate
24
26 percent
difference
Completion:Time To Degree, 150 PercentStudents starting college with 0.5 or more credits were more likely to complete at 150 percent of normal time-to-degree.
(I.e. a 2-year associate degree in 3-years from start to completion.)
41%28%
20% 22% 19% 20%
59%72%
80% 78% 81% 80%
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
% Did Not Graduate % Did Graduate
25
Completion:Time To Degree, 150 PercentStudents starting college with 0.5 or more credits were more likely to complete at 150 percent of normal time-to-degree.
(I.e. a 2-year associate degree in 3-years from start to completion.)
41%28%
20% 22% 19% 20%
59%72%
80% 78% 81% 80%
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
% Did Not Graduate % Did Graduate
26
Completion:Average Student LoansStudents starting college with more than 3 credits had lower average student loan total amounts at time of degree completion than their peers with 0-2.5 credits.
$7,353
$7,975
$6,519
$6,034
$5,261
$5,387
$4,000
$4,500
$5,000
$5,500
$6,000
$6,500
$7,000
$7,500
$8,000
$8,500
0 0.5 - 2.5 3 - 5.5 6 - 8.5 9 - 11.5 12+
27
Three Takeaways
• While more students are starting college with more credits, inequities exist: First generation, low-SES, and racial/ethnic minorities are less likely to bring credits in.
• Even the slightest number of dual or concurrent credits creates momentum into AND through postsecondary, demonstrated through:• Annually completing more credits; • Retained at much higher rates; • Complete at much higher rates.
• Students who started with more 3+ credits finished with fewer student loans.•
28
Dual Enrollment: Recommendations
29
Recommendation #1
Examine which students are engaging in dual enrollment
opportunities to first identify and then address inequities.
30
Recommendation #2
Incentivize teachers’ pursuit of graduate work in their respective
content areas. (Specifically: Master degree in content area OR master degree + 18
graduate credits in content area.)
31
Recommendation #3
Pursue integrated general educationAND career and technical education
(CTE) 9-14+ pathways comprised of 6-12+ dual/concurrent credits.
32
Dual Enrollment:Conclusion & Questions
33