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This is an accessible guide for school leaders and educators who seek to build, support, and expand effective early college and dual enrollment programs in their communities. One of the first books to bring together research in a practical way, this book is full of real stories, critical insights from leaders, teachers, and students, examples of what works and doesn’t work, and strategies to help students successfully make an important jump in their lives, putting them on track to post-secondary education and a career. Whether you’re starting a program from scratch or want to improve an existing dual enrollment and early college program, this book will provide you with the research base, tools, and resources to understand where you and your students fit into the national landscape, and provide guidance and inspiration on the journey to creating an effective program.
"The U.S. Department of Education reports that about half of the students who start college will never finish and 75% will graduate with student loan debt. Homeschooling for College Credit teens graduate high school with about 1 year of college under their belts, but motivated teens can finish their degree. Homeschooling for College Credit brings the goal post closer and teaches you how to pay cash as you go. Homeschooling for College Credit will challenge you to reconsider the wisdom of popular college propaganda, and how to make better choices for your family. Even if you've never been to college, this book will turn you into a well-informed homeschool guidance counselor ready to proceed with confidence."--Amazon.com.
Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This study investigated the impact of the Dual Enrollment Program on the academic achievement of low-income and minority high school students, in a coastal district in a southern state. Bridging the gap between high school and college is the ultimate goal of this program. The study focused on how students find out, about the program, their participation, and success rate, in the program. A survey was sent to high school guidance counselors, and a few of them completed it. They indicated that students were informed about the program through teachers, administrators, guidance counselors, school postings, and letters sent home to parents. A telephone interview was conducted with Personnel from the Community college, and Archival data were examined. The results of the study revealed that there was a small percentage of minority students participating in the program, compared to white students. It also indicated that minority students who participated in the program were successful, and went on to college. There was reluctance on the part of many guidance counselors to respond to the surveys, even after repeated requests from their Supervisors. Community College personnel pointed out, that recent increased efforts have been made to promote the DE Program in the district.