**Accelerating Student Success: How Credit-Based Transition Programs Can
Serve a Broad Range of Students**

Overview

The U.S. Department of Education is undertaking a study of credit-based
transition programs (CBTPs)[^1] called the *Accelerating Student
Success* project. The study is being carried out by the Community
College Research Center, Teachers College, Columbia University (CCRC);
and DTI Associates, Inc. The purpose of the study is to investigate the
ways in which CBTPs may support the transition of middle- to
low-achieving students from secondary to postsecondary institutions.
There are five primary components of the study:

-   *Focus groups and interviews* to better understand the structure of
    programs that serve a broad range of students;

-   *State policy analysis report* that explores state-level policies
    supporting or inhibiting CBTPs[^2];

-   *Case studies* of long-standing programs that highlight how they are
    structured and managed, with a focus on the academic preparation and
    social support services provided to students;

-   *Cross-case analysis report* that identifies the characteristics of
    programs that support the participation of middle- and low-achieving
    students; and

-   *Final report* that summarizes all the data collection for this
    project, including two national surveys, FRSS and PEQIS, being
    conducted by the National Center for Education Statistics.

This report summarizes the findings from the focus groups and individual
interviews. Three focus groups and five telephone interviews were
conducted between December 2003 and March 2004. Participants---selected
according to specified criteria---included experienced instructors and
administrators in long-standing comprehensive and enhanced
comprehensive[^3] credit-based transition programs. Additional
information about the methodology, including the criteria for
participant selection and the focus group protocol, can be found in the
Appendix.

The purpose of the focus groups and interviews was to collect data
concerning the characteristics of high-quality comprehensive and
enhanced comprehensive credit-based transition programs (CBTPs), as well
as the programmatic structures and practices through which CBTPs might
serve a broad range of students. A final theme that was explored was the
programs' means of measuring program outcomes.

The key findings from the focus groups and interviews are summarized
below. Given the small sample size, and the exploratory nature of this
component of the project, the findings present themes on which there was
general agreement among teachers and administrators across the different
types of credit-based transition programs. These findings, while not
meant to be conclusive, have been used to develop criteria for the
selection of a sample of case study sites to be visited during the next
phase of the project. The findings have also been valuable in the
development of a research framework that guides the remainder of the
study.

#  **[Findings]{.smallcaps}** 

The findings are organized into three sections: characteristics of high
quality programs, how programs can support middle- and low-achieving
students, and data collection for outcomes measurement.

######### The Characteristics of High-Quality Credit-Based Transition Programs

As expected---and reflecting the literature on credit-based transition
programs---the structures of participants' programs varied widely.
Variation was found both between program types and among programs of the
same type. Presented below are the participants' views on the
characteristics essential to a high-quality program.

***Outstanding faculty, and professional development for faculty***

There was general agreement that good teachers are the key to a quality
program. Participants spoke of teachers' knowledge and experience, yet
also of dedication to the program and students. The ideal teacher,
according to participants, would have both high school and college
teaching experience. High school-based teachers should develop the depth
and breadth of subject-matter knowledge that college faculty have.
Participants also emphasized that outstanding teachers in these
credit-based transition programs understand how college courses are
designed and taught, both in terms of the rigor of the academic content
and climate of the classroom. In terms of teachers' dedication,
participants pointed out that the role of teachers in credit-based
transition programs encompasses much more than teaching; they may serve
as mentors, counselors, student advocates, or coaches, in providing
special supports to students. Thus they must be "proactive and
energetic" and highly motivated. Finally, a strong leader, or a
"champion" for the program, is also critical.

Professional development was said to be essential to having outstanding
faculty, as described above. Types of professional development discussed
ranged from structured sharing of program information to district-level
discipline-based training to dissemination of best practices.
Participants expressed that teachers need to understand the general
goals of the program, the ways in which the multiple program components
work together to create a coherent experience for students, as well as
the day-to-day administrative processes. Professional development
activities at the program, district, and national levels can provide
this essential information to all faculty; without this information,
teacher buy-in to the program might be a challenge.

***A strong curriculum***

Participants agreed that a strong curriculum is essential. There was not
strong agreement on whether the curriculum should be developed by the
high school or the college, or whether the curriculum should be specific
to dual enrollment courses or the same as regular college courses.
Instead, participants focused on the content of the curriculum and the
importance of building students' basic skills as well as providing
intellectual challenge. Students who have not been academically
successful in the past are not likely to be prepared for college-level
work immediately upon entering a credit-based transition program. The
strength of comprehensive and enhanced comprehensive CBTPs is that they
are long-term, so time can be taken to prepare students for
college-level academics. As such, the curriculum in these programs
should be developmental or sequential, so that students develop the
academic skills necessary for success in college credit courses.

Pre-college courses should seek to prepare students for the demands of
college-level academics through the strengthening of basic skills. Such
pre-college work will ensure that students can be successful in their
credit-bearing courses, and may most effectively begin with younger
students, such as ninth graders or even middle school students. Even
though such courses are not for college credit, the coursework should be
challenging to students and should provide them with the opportunity to
"stretch" academically. Non-college-credit courses should also capture
students' attention. Some programs do this by offering coursework that
explores timely and relevant topic areas, as well as providing off-site
learning experiences such as cultural events. Participants stated that
such experiences, as well as the prospect of avoiding college remedial
courses, serve to motivate students.

Participants emphasized that the integrity of college credit courses
should be maintained. Such courses should use college-level textbooks
and be created in conjunction with (if not explicitly by) college
academic departments. Students should be expected to complete
assignments similar to those as regularly matriculated college students
and should be graded by the same standards. One coordinator explained,
"You can't really water it down. You've got to give them the real
thing... So, a good curriculum is one that absolutely is freshman-level
in all respects..." Regardless of the level of the course or program
type, participants were adamant that writing be strongly emphasized.
They stated that strong writing skills are essential to students'
success in making the secondary-to-postsecondary transition.

***An emphasis on non-academic factors***

By definition, comprehensive credit-based transition programs focus on
academic enrichment and rigor, while enhanced comprehensive programs
provide academic preparation with an additional focus: social and
psychological preparation for college. Enhancing social and personal
skills as well as academic skills is a way of addressing all elements of
the secondary-to-postsecondary transition. Even participants from
comprehensive programs noted the need to prepare students for the social
elements of postsecondary education. Examples of the non-academic
support services provided are college visits, assistance with college
applications, counseling, and mentoring. These activities can help
students successfully apply to college and become comfortable on a
college campus.

These non-academic support services are provided because many students
who have not previously been successful in school are likely to need
explicit lessons regarding the behavioral expectations of college-level
study. Participants spoke of supporting students in their first weeks of
a college course, to help them ease into the demands of the course.
Regular one-on-one meetings are scheduled with students to assess
progress and to problem-solve. One high school-based director of a dual
enrollment program targeting very low-achieving students explained,
"When kids go to college, many times, there are no support services at
the school for these high school kids. So, we create our own; and that
seems to be very successful." For example, this director receives copies
of college course syllabi and meets with the college professors so that
she can closely oversee the students' progress.

At the same time, the provision of special support must be balanced with
the development of students' independence, because, as one participant
remarked, "Because as of next September, they will be on their own, they
will be college students." Instructors spoke of emphasizing to the
students that they are responsible for seeking out their own extra help,
doing their homework, taking class notes, or keeping track of their
grades---and that the instructors will not always be checking students'
progress. Though this information is not delivered through structured
methods such as workshops, it can clearly be an important element, and
CBTP staff members are conscious that they are teaching students new
social skills. One instructor described this as helping students "learn
how to learn."

***Communication between the high school and the college***

While the programs represented in the interviews had different models
with regard to whether the secondary or postsecondary school was the
lead partner in terms of program control and management, participants
stated that ideally programs should be a "team effort." There must be
collaboration between, and commitment and buy-in from, all the
educational partners. A strong liaison between the two schools is
essential. Only then can there be the necessary, constant sharing of
information---regarding the curriculum, teaching practices, students,
support services, and so on. Participants spoke of the importance of
face-to-face meetings between high school and college staff. One teacher
said, "We create a rapport with the people at the college on behalf of
the kids."

***Thorough dissemination of information about the program to students
and parents***

One consistent theme, which was raised in more than one program type, is
that for a program to thrive, strong efforts need to be made at program
marketing.

Participants emphasized that ongoing and innovative means of program
promotion is necessary to attract students and reach those who might not
identify themselves as candidates. As a participant commented about her
program, they "root out the kids who might not think they're
college-bound... and get them in the program so they can think of
themselves as college-bound." Participants do wish to tap a larger and
wider pool of students. But, as one middle college high school teacher
said, "People just do not really quite understand what we do..." Some
participants have tried cultural and ethnic events to reach out to
students and parents who might feel uncomfortable in more formal
informational meetings. Another technique used by program staff is to
become allies with school-based counselors in order to get their
assistance with identifying potential enrollees.

In addition to including more school staff in recruitment, and reaching
out to students and parents, participants identified the need for
developing clear and in-depth program marketing materials. They felt
that including these materials was important to give prospective and
enrolling students a complete understanding of the program's goals and
demands. Participants also felt that students should have a one-on-one
counseling session upon enrollment to ensure their commitment to the
program.

Marketing and dissemination of information to parents was also raised as
a critical element of a successful program. Participants agreed that
parents are important partners in quality programs. Family support is
crucial due to the challenging nature of CBTPs. A program staff member
should have "parent liaison" as part of his or her official job
description. One teacher said, "Maintaining relations with the parents
or guardians of the kids is also a huge piece, getting them back into
the loop of their children's education." One program holds sessions for
parents on college financial aid resources and another includes parents
in the interviews for prospective enrollees, as well as including them
in the program orientation.

**[How Credit-Based Transition Programs Support the Transition of
Middle- and Low-Achieving Students]{.smallcaps}**

A significant theme examined in the focus groups and interviews was how
credit-based transition programs could expand their student base. There
was disagreement among participants with regard to the question of how
accessible college-credit-bearing courses should be. The participants
cautioned that middle- and low-achieving students might not have the
preparation necessary to succeed in college credit-bearing courses.
Rather, a multi-year curriculum should be structured to provide any
needed skill building before the introduction of college-level courses.
According to the participants, the following elements are particularly
essential to programs targeting middle- and low-achieving students:

***A sequential, developmental curriculum***

As one teacher said, middle- and low-achieving students should have "a
combination of remediation and college prep." As noted in the previous
section, not all students enter credit-based transition programs
prepared for college-level coursework. Participants cautioned that
placing such students in college courses is counter-productive in two
ways: students are set up for failure and may become further alienated
from school; and the integrity of college-level courses is endangered
when unprepared students are enrolled.

Thus, some students need strong academic preparation, which may last a
year or more, before enrollment in college classes. Participants noted
that interdisciplinary, project-based, or enrichment courses extending
beyond the traditional high school curriculum (such as a course offered
in New York City called "Weird Science") may reignite students' interest
in school---particularly among programs targeting the most disengaged
students.

While emphasizing the need to engage students with innovative and
interdisciplinary classes, participants also felt that students should
be able to see a structured, progressive pathway leading to college
enrollment. This pathway may begin with high school exit examination
preparation, and lead through college placement examinations and, if
necessary, college remedial coursework, as well as enrichment
activities. In all cases, students should understand how their
preparation activities lead to college-level coursework. Students in
technically oriented programs should also understand the ways that their
activities prepare them for employment.

In addition to helping students already enrolled in CBTPs succeed in
their college courses, the implementation of a pathway leading to
college-level coursework may help CBTPs attract a wider range of
students. Providing developmental or remedial coursework means that
programs need not limit themselves to students who are already capable
of doing college-level work. Giving students the building blocks for
college academics enables programs to include students with a wide range
of academic backgrounds and intellectual strengths. One coordinator
admitted that, for programs that only provide college credit courses,
"...we have to be looking at students who can do the appropriate level
of work. So right there we're cutting out a group of students that
shouldn't be part of that." Creating a developmental curriculum may
minimize this problem and encourage the participation of a wide range of
students, such as English language learners or potential high school
dropouts.

***Individualized attention***

Participants stated that, to effect the academic and personal changes
needed for this population of students to succeed in postsecondary
education, personalized services are needed. One teacher described her
program, which enrolls at-risk students, as helping students "turn over
a new leaf and start afresh." This requires a range of support services
that meets the particular needs of the individual students.

How the program is individualized to accommodate students' needs may
occur along a number of dimensions including academics, study or
non-academic skills needed for college, and personal counseling supports
or service coordination. First, academics may be customized to students'
needs. Students' strengths should be played to, while their weaknesses
should be addressed in a systematic manner. Participants emphasized that
lower-achieving students need to feel a sense of success regarding
academics in order to motivate them and give them the confidence to
think of college as an option. As one participant emphasized "They've
been told all their lives they can't learn, you can't be
successful...All at once the lights go on and then when you tell them
that they've earned college credit...a lot of time that's all it takes
for students to know they can be successful, and they'll go on and be
successful." Students' newfound recognition of their academic skills can
increase their confidence and motivation to attend postsecondary school.

Students may also need individualized supports to help them acquire
study, organizational, or other nonacademic skills necessary for college
success. Programs may provide workshops, mentoring, or counseling to
help students develop these skills. One program conducts an assessment
and counseling session for each new student, and during that time the
student and counselor develop a plan to best meet the student's needs.

Finally, students may need additional support services, such as crisis
intervention. Frequently, teachers are expected to fill this role, but a
number of participants indicated that, if money allowed, a full-time
counselor or student advocate would be useful. Such a staff member could
ensure that the problems that many middle- and low-achieving students
bring with them to school are addressed in a timely, constructive
manner, thereby minimizing their influence on students' education.

Participants emphasized that, because students' needs are highly
variable, programs must be flexible and responsive in offering some or
all of these types of services. Some students may be low-achieving
because of a learning disability and will need different supports than
low-achieving students who are disengaged from school because of family
problems. Ideally, program staff will be able to know their students and
provide appropriate, individualized services. Many participants
indicated, however, that funding and staffing shortages make their
efforts to provide such services difficult.

***The provision of general information about college***

Many credit-based transition programs assist middle- and low-achieving
students in their transition to college by teaching them about their
postsecondary options, as well as how to apply to college and steer
their way once there. As one teacher said, "The goal is to get them into
college and to increase their chances of success... and also learn
enough about the college system so that if they do not get the
associates degree and they go into the work world, and they want to come
back into the system, that they feel confident that they know the
ropes..." Credit-based programs help students to understand college
application and financial aid processes, as well as have experiences on
college campuses. These activities are particularly important for
first-generation college students.

**[Data Collection for Outcomes Measurement]{.smallcaps}**

While those that participated in the focus groups and interviews
understand the importance of data collection, most participants reported
that their efforts focused on the day-to-day challenges of supporting
students while in the program. In addition, different programs had
different goals and thus different indicators of success, which makes
comparing outcomes across programs difficult. Participants also noted
that with limited resources, there is little tracking of students once
they leave the programs.

***Program staff tend to focus on immediate indicators of success rather
than long-term outcomes***

When asked about their own measures of success for their programs,
participants' responses focused on short-term outcomes such as high
school graduation and program retention rates. Most of the participants
did not focus on long-term outcomes such as postsecondary enrollment,
retention and graduation, but were primarily concerned with retaining
and graduating their students from high school and the program. One
teacher said, "to see them actually attending... that's my first
measurement that they want to be here." Others said they feel the
program is a success if the students pass their high school exit
examinations and graduate from high school; if the students complete one
college-credit course and enroll in another one; and if students can
gain employment in the industry area of the course.

***There is differentiation between program completion data and program
outcomes data***

Participants said that most of the data they collect are of the
short-term variety, such as program completion, instead of more
long-term, program outcomes data, such as their students' postsecondary
enrollment and graduation rates. Programs do keep data on student
attrition from, and completion of, the program itself. However, programs
do not track students very far, if at all, into their postsecondary
experiences. As one teacher said, "Once they graduate from high school,
I do not think anybody keeps track of anything." In some cases, this is
because teachers' primary goal is to prepare students for high school
exit and college entrance exams, rather than college persistence. In
other programs, poor follow-up stems from a lack of resources to track
students longitudinally.

***Data are not regularly or systematically collected***

Participants emphasized that data collection on student outcomes during
and after their completion of the program tends to be anecdotal and
inconsistent. The data collection that does occur tends to be informal,
for example, through email with students. As one teacher said, "We
actually email a lot of them the year after and find out if they are
doing what they said they were going to do, and we probably get an 80
percent response from that." Some programs conduct pre- and post-program
student surveys to measure students' expectations for, and subsequent
satisfaction with, the program. For the most part, however, program
outcome information relies on informal and anecdotal data.

***Participants understand the need for data collection***

Although the participants said that outcomes data are not regularly
collected, most noted that in an ideal credit-based program, they would
have the funding, resources, and time to gather this information. With
funding tight for many of the programs, and a nationwide focus on
accountability, respondents indicated the desire for more data
collection and outcomes analyses. As one program coordinator said, "We
don't track---we don't track at all. We don't have the means to. We
should, and we want it. As coordinators, we want help in tracking. But
we haven't gotten it, and we don't have funding for it, and we don't
have manpower for it. We should have, because we don't know where these
kids are going."

# **[Conclusion]{.smallcaps}** 

In summary, focus group and interview participants confirmed that the
goals of credit-based transition programs---to prepare high school
students for, and give them access to, college-credit-bearing
coursework---can be met in a variety of ways. Despite the variation, it
is clear that programs attempting to serve middle- and low-achieving
students provide them with college preparation assistance that extends
well beyond traditional academic interventions.

The findings presented in this brief summarize the views expressed by
focus group and interview participants. Based on their experiences, as
either instructors or program coordinators, these are the elements
usually found in high quality programs. Further research is needed to
verify if these or other program elements support the transition of low-
to mid-achieving students. According to the participants, high quality
credit-based transition programs contain multiple components that work
together to support students' preparation for college. This is
particularly the case when such programs enroll middle- and
low-achieving students. Rather than merely provide high school students
with the opportunity to enroll in a college course, high quality
credit-based transition programs provide pre-college-credit academic
preparation and enrichment activities to help students with the social
aspects of college preparation. A key element in ensuring that these
multiple program components work synergistically is a strong, dedicated
staff committed to meeting the many needs of their students, and
supported through multiple opportunities for professional development.
Thus, while the focus groups and interviews found a great deal of
variation, it is also the case that the programs share common elements
that can be identified and studied. It is not yet clear which of these
elements most contributes to student success, and further research aims
to isolate the elements that are the most promising.

As with most credit-based transition programs, participants indicated
that they collected very little outcomes data for their programs.
Frequently, this was not because of a lack of interest, but because of a
lack of staff time or funding. Credit-based transition program staff
members often "wear many hats," and do not have the time to engage in
data collection or analysis. Additional funding to provide for such
outcomes research would be helpful to these practitioners.

This study is supported by the U.S. Department of Education\'s Office of
Vocational and Adult Education. The research is being conducted under
contract by DTI Associates, Inc. (DTI), and the Community College
Research Center, Teachers College, Columbia University (CCRC).

July 2004.

**Appendix**

**The appendix contains the following sections:**

-   **Section I: Criteria used to identify individuals that participated
    in the focus groups and interviews;**

-   **Section II: Protocol; and**

-   **Section III: Methodology.**

# **[Section I: criteria for respondents]{.smallcaps}**

### 

###  *I. Individual Qualifications*

**Criterion One:** Focus group participants will represent a diverse
array of comprehensive and enhanced comprehensive CBTPs including:
International Baccalaureate, Tech Prep, middle college high schools and
dual enrollment or dual credit programs.

**Criterion Two:** Participants will represent either a secondary or
postsecondary institution.

**Criterion Three:** Focus group participants from comprehensive and
enhanced comprehensive CBTPs will represent two categories of
practitioners: program administrators/coordinators and instructors. A
*program administrator* is responsible for the coordination of program
activities, such as scheduling, curriculum and professional development.
An *instructor* is someone whose primary responsibility is classroom
instruction.

**Criterion Four:**

*Administrators shall meet the following qualifications:*

1.  At least three years as program coordinator; or at least two years
    as program coordinator **[and]{.underline}** at least two years
    teaching in the program they currently coordinate; and

2.  Have program coordination as their primary job function.

*Instructors shall meet the following qualifications:*

1\. ***At the secondary level instructors shall have:***

-   at least five years of teaching experience (within or outside
    program);

-   at least three years of current teaching experience within a
    credit-based program; and

-   meet the requirements of a highly qualified teacher (HQT) as
    specified in the *No Child Left Behind* Act. A HQT has obtained a
    full state certification or licensure, has a minimum of a bachelor's
    degree and has demonstrated competence in their subject area.

2\. ***At the postsecondary level instructors shall have:***

-   a minimum of a bachelor's degree, preferably a master's degree and
    at minimum, adjunct faculty status;

-   five years of teaching experience at the postsecondary level; and

-   taught at least three courses for a dual credit program or courses
    that included students that were dually enrolled.

### *II. Programmatic Factors*

**Criterion Five:** Focus group participants will represent programs
that have a coherent, articulated sequence of courses that support the
academic and social transition of students from high school to a
postsecondary institution. Programs that provide these services are
categorized as either comprehensive or enhanced comprehensive CBTPS.

*Comprehensive programs* -- programs that encompass much of a student's
educational experience, and require that students take many, if not all,
of their courses, usually during the last year or two of high school, as
part of the program.

*Enhanced Comprehensive programs* -- programs that prepare students for
college, not only through rigorous academic instruction, but also
through additional activities including: counseling, assistance with
applications, mentoring and general personal support. [^4]

**Criterion Six:** Programs represented by focus group participants will
have been in operation for at least four years and have graduated at
least one cohort of students.

**Criterion Seven:** Focus group participants from comprehensive and
enhanced comprehensive CBTPs will be selected from geographically
diverse communities and states.

# **[Section II: Protocol]{.smallcaps}**

# 

# **[[I. Introductory Remarks]{.underline}]{.smallcaps}**

Hello and welcome. My name is \_\_\_\_\_\_\_\_\_\_, and I will be the
moderator for this focus group.

# This focus group is being conducted as a part of an overall study of credit-based transition programs. The study, Accelerating Student Success Through Credit-Based Transition Programs, is looking at the characteristics of high-quality credit-based transition programs, and how these programs can serve a broad range of students. Credit-based programs include such programs as Tech Prep, dual enrollment, International Baccalaureate and middle college high schools.

# 

# **[[II. Purpose]{.underline}]{.smallcaps}** 

You were selected to participate in today's meeting because of your
experience in either *[coordinating/teaching]{.underline}* in a
credit-based program. As experienced coordinators/teachers; we wanted
your input on the characteristics of high-quality credit-based programs
and most importantly how this programs can serve a broad range of
students. Our discussion today will cover your program operations,
student outcomes, program quality, student characteristics and more.

**[[III. Ground Rules]{.underline}]{.smallcaps}**

First, thank you for taking time out of your busy schedules to come here
today. Before we begin, I want to cover some ground rules:

-   In order to ensure that there are no interruptions, please turn off
    your cell phones and beepers at this time.

-   You have been asked here to share your opinions, attitudes, beliefs
    and feelings.

-   Everyone's comments are important to hear.

-   There are no right or wrong answers.

-   We are not trying to gain consensus -- it is okay to disagree with
    each other (but be considerate of others).[^5]

***In addition:***

The focus group process is a method for collecting information where
questions are posed to the whole group and everyone is asked to respond.
I do want to emphasize that there is a note-taker, \_\_\_\_\_\_\_\_, in
the room/in an adjacent room. He/she will not be asking questions, they
will only be taking notes of our discussion.

Today's discussion will be audio-recorded to ensure that we have an
accurate report of what was said. Although we will refer to each other
by name during the discussion, your confidentiality is ensured. Your
name will be removed from all transcripts of today's conversation, and
you will

not be identified by name in any reports or documents. Additionally, we
ask that you respect your fellow participants and keep our conversation
today confidential.

In a group discussion, it is important that everyone participates and
gives their honest opinions. I am here to help guide the discussion, and
ensure that everyone participates. Once again, there are no right or
wrong answers to the questions that I will ask.

Our session will last approximately 90 minutes.

Before we begin, please take a moment to read and sign the following
consent form. \[Hand out consent form.\] It outlines the purpose of the
study and your rights as a participant. If you feel uncomfortable with
any aspect of the study, you may decline to participate in the study
without penalty. You may also leave our conversation at any time. The
top copy of the form is yours to keep; please sign and return the bottom
copy. Do you have any questions before we continue?

*Focus group moderator should*:

-   Pass out consent form

-   Answer any questions

-   Collect signed forms

## [IV. Introductions]{.underline}

I'd like to begin by going around the room and asking each of you to
introduce yourself by name, the type of program (ex: IB, Tech Prep, dual
credit, etc.), and which school you are representing.

**[V. Questions]{.underline}**

**For the next several minutes I am going to ask questions about your
programs. We want to understand your programs in greater detail.**

**A*. Questions Relating to your Program and School***

-   **Description of your program:**

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-   Location: Where are courses taught?

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-   At the high school?

-   At the postsecondary partner?

-   It depends on the course? Specify (for example, are vocational
    courses taught at the postsecondary level?)

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-   Management: How is the program managed?

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-   From the secondary and/or postsecondary partner(s)?

-   Who controls the program?

-   Who has responsibility for the program?

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-   Credits: How do students earn credits?

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-   Upon course completion?

-   After enrolling in the postsecondary institution?

-   It depends on the course? Specify

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-   Finance: How is your program funded and what is usually covered?

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-   State sources?

-   District sources?

-   Foundation sources?

-   Combination of sources?

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-   Support Services:

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-   What types of academic support services do you provide for your
    students?

-   Does your program offer non-academic support activities (SAT prep
    workshops, college visits or assistance with college applications)?

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-   For administrators:

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-   Who is responsible for curriculum development?

-   What is the process used to develop or select the curriculum?

-   Who is responsible for professional development?

-   How do you assess the needs of the staff?

-   What types of professional development is offered to your programs'
    staff?

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-   For instructors:

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-   What is the process used to develop or select the curriculum?

-   What is your involvement in this process?

-   Describe the pedagogy that you use most frequently?

-   Why do you choose to use these approaches?

    -   **Who participates in your program?**

        -   What are the admissions requirements for enrollment?

        -   Do you target a specific type of student?

-   Which students do not usually participate in your programs? Why?

    -   **What would be your measures of success for your program?**

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-   How do you tell that your program is successful? By demand for the
    program? By the percentage who remain in the program? who graduate
    from high school? who transition to college?

    -   **What types of outcome data do you collect for your program?**

        -   Do you collect short-term outcome data? (retention and
            graduation rates)

        -   Do you collect long-term outcome data? (college attendance,
            college retention/graduation, remediation rates, credit
            transfer)

        -   If you do not collect outcome data, why not?

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-   **Which elements of your program might increase students' access to
    and success in college?**

    -   Academic elements?

    -   Non-academic elements?

    -   Why do you think your program is successful in helping students
        make the transition from high school to college?

**B *Questions Regarding Credit-Based Transition Programs***

For the next few minutes we need your help in understanding how we would
define and identify a quality credit-based transition program.

-   **What are the one or two things essential to making a credit-based
    transition program run well?**

-   **How would you describe a quality credit-based transition
    program?**

> What does a high quality credit-based transition program "look like,"
> in terms of:

-   Structure? (definition: the sequence of courses and the support
    services; more or less structure)

-   Management? (the management team, those that administer the program
    and are in charge of policy development and implementation)

-   Staffing? (those that teach)

-   Curriculum?

-   Instruction?

-   Professional development?

-   Enrichment activities? (what are the characteristics?)

We're also interested in whether credit-based transition programs can be
for all students, or whether there are some models more suited to some
students.

-   **Should your programs reach a broader range of students?**

-   **Why or why not?**

-   **How might your programs reach a broader range of students?**

    -   What are the special needs of middle- or low-achieving students
        as they prepare

> for college?

-   How might credit-based transition programs meet their needs?

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-   **If you were going to design a program that attracts a broader
    range of students, for example the "average" student, what changes
    would you introduce to:**

    -   Program structure?

    -   Curriculum and instruction?

    -   Enrichment and support?

    -   Collaborative mechanisms?

-   **If you were to reach-out to an even broader group, maybe those
    students that are currently not engaged or are having problems in
    school, what would that program look like:**

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-   Program structure?

-   Curriculum and instruction?

-   Enrichment and support?

-   Collaborative mechanisms?

-   If you don't think the program would differ, why not?

### 

### VI. Concluding Remarks

We've come to the end of our focus group. Before we adjourn, does anyone
have anything further they'd like to add?

Thank you so much for your time. If you have any questions about the
study, I'd be happy to answer them now. We appreciate your willingness
to help us with the study.

# **[Section III: Methodology: Research Questions, Data Collection and Analysis]{.smallcaps}**

# 

The project team developed a Focus Group Research Plan that posed the
following research questions:

-   What are the characteristics of high-quality comprehensive and
    enhanced CBTPs?

-   How can credit-based transition programs serve a broader range of
    students?

-   What changes, if any, need to occur in the following programmatic
    areas in order to serve a broader range of students: curriculum,
    instruction, staffing, management and leadership, and financing?

-   What outcomes should be collected as part of a comprehensive
    accountability system for credit-based programs?

# 

The project team conducted three, one-hour long focus groups and five
individual phone interviews in order to seek input from experienced
practitioners and administrators on the research questions outlined
above. The project team defined the composition of types of programs and
instructors/coordinators for the focus groups and interviews in advance.
Four groups were selected and recruited according to the following
categories:

-   *Comprehensive program coordinators* (IB, Tech Prep, dual credit)

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-   *Comprehensive program instructors* (IB, Tech Prep, dual credit)

-   *Enhanced comprehensive program coordinators* (dual enrollment,
    middle college high schools)

-   *Enhanced comprehensive instructors* (dual enrollment, middle
    college high schools).

CCRC and DTI held the three focus groups in Dallas (comprehensive
program instructors), Minneapolis (comprehensive program coordinators)
and New York City (enhanced comprehensive program coordinators). Five
individual telephone interviews were also conducted to include enhanced
comprehensive program instructors from geographically diverse programs
in Boston, Massachusetts (2 participants); New York City, New York;
Reno, Nevada; and San Mateo, California.

As specified above, in order to ensure that participants had experience
in long-standing, stable CBTPs, and a strong background in the program,
participants were screened according to pre-determined criteria. The
criteria were developed by the project team and based on the available
literature addressing credit-based transition programs. Also building on
the literature, the project team developed a semi-structured interview
protocol as the primary data collection instrument. This protocol was
used for both the focus groups and the individual interviews.
Additionally, the three focus groups were moderated by the same
professionally trained moderator.

All focus groups and interviews were audio recorded and then transcribed
for analysis. A note-taker from either CCRC or DTI was present at the
focus group sessions to record impressions and any non-verbal
communication that might be relevant to the data analysis. A coding
framework method was used to analyze the data collected from the focus
groups. Key findings were then drawn from the coded data to respond to
the research questions.

[^1]: Credit-based transition programs allow high school students to
    take college-level classes and earn college credit while still in
    high school. These programs include Tech Prep, dual/concurrent
    enrollment, Advanced Placement, International Baccalaureate (IB) and
    middle college high schools.

[^2]: The state policy analysis will be available by October 2004.

[^3]: In a review of the literature, Bailey and Karp (2003) categorize
    CBTPs into three categories: singleton, comprehensive and enhanced
    comprehensive. The latter two types of programs are more intense
    than the first and the authors conclude that they may better meet
    the needs of middle- and low-achieving students than singleton
    programs, which consist of college-level coursework without
    additional support. Singleton programs assume that students have the
    requisite skills and attitudes for college success, while
    comprehensive and enhanced comprehensive programs work to develop
    these skills.

[^4]: Bailey, T. & Karp, M.M. (2003). *Promoting College Access and
    Success: A Review of Credit-Based Transition Programs.* Washington
    D.C.: Office of Vocational and Adult Education, U.S. Department of
    Education.

[^5]: The ground rules listed above will be posted on a flipchart for
    all participants to see and for the moderator to reference.