####### Archived Information

# 

# Title: Next Steps- Dual Credit, Career Pathways, and the Perkins Act

Office of Vocational and Adult Education, United States Department of
Education, April 2005 (year two thousand and five)

\[Slide 1\]

# Next Steps- Dual Credit, Career Pathways, and the Perkins Act

Office of Vocational and Adult Education, United States Department of
Education, April 2005 (year two thousand and five)

\[United States of America Department of Education "tree" seal\]

\[Slide 2\]

# [New Studies on Dual Enrollment ]{.underline} Dual Enrollment of High School Students at Post-Secondary Institutions: 2002-03 (year two thousand and two to two thousand and three)  Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 (year two thousand and two to two thousand and three)  Source: National Center for Education Statistics, April 2005 (year two thousand and five) (year two thousand and five), Based on data from the Post-Secondary Education Quick Information System (P.E.Q.I.S.) and the Fast Response Survey System (F.R.S.S.) 

\[Slide 3\]

# Dual Enrollment Participation by Students: 2002-03 (year two thousand and two to two thousand and three) 

## About 12% (twelve percent) of 11th (eleventh) and 12th (twelfth) grade students took college level courses through postsecondary institutions in 2002-03 (the year two thousand and two to two thousand and three). 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 4\]

# Dual Enrollment Participation by Students: 2002-03 (the year two thousand and two to two thousand and three)

## About 10% of 11th and 12th grade students took courses within dual enrollment programs. 

# 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 5\]

Dual Enrollment Participation by Schools: 2002-03 (the year two thousand
and two to two thousand and three)

## 98% (ninety eight percent) of public 2-year institutions of higher education had high school students taking courses.

### 

\[Slide 6\]

# Dual Enrollment Participation by Schools: 2002-03 (the year two thousand and two to two thousand and three)

## 69% (sixty-nine percent) of public high schools offered courses for dual credit. Of these:

### 92% (ninety-two percent) offered courses with academic focus.

### 51% (fifty-one percent) offered courses with Career and Technical Education focus.

### 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

# National Center for Education Statistics, April 2005 (year two thousand and five)

#  

\[Slide 7\]

# Dual Enrollment Course Focus

## 

## 64% (sixty-four percent) of enrollments were in courses with an academic focus.

## 

## 36% (thirty-six percent) of enrollments were in courses with a Career and Technical Education focus.

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 8\]

# Dual Enrollment: Location

### 

### Of the 64% enrollment in courses with an academic focus: 

#### 46% (forty-six percent) are taught on high school campus.

#### 18% (eighteen percent) are taught on post-secondary campus.

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 9\]

# Dual Enrollment: Location

### Of the 36% enrollment in courses with a Career and Technical Education focus:

#### 31% (thirty-one percent) are taught on high school campus

#### Only 5% (five percent) are taught on post-secondary campus.

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 10\]

# Dual Enrollment: Course Sequencing

## 

## Among high schools offering dual credit:

### **53% (fifty-three percent) of those with an academic focus and 72% (seventy two percent) of those with a Career and Technical Education focus** reported that some or all courses were offered as part of a sequence.

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

# National Center for Education Statistics, April 2005 (year two thousand and five)

#  

\[Slide 11\]

# Dual Enrollment: Course Sequencing

## Among high schools offering dual credit:

### 35% (thirty-five percent) of those with an academic focus and 41% (forty-one percent) of those with a Career and Technical Education focus reported that courses were offered cafeteria style. 

# 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

# National Center for Education Statistics, April 2005 (year two thousand and five)

# 

# \[Slide 12\]

# 

# Dual Enrollment: Awarding Credit

## 86% (eighty-six percent) of schools offering courses with an academic focus awarded credits immediately and 15% (fifteen percent) held credits in escrow. 

# 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 13\]

# Dual Enrollment: Awarding Credit

## 61% (sixty-one percent) of schools offering Career and Technical Education courses immediately awarded credits and 41% (forty-one percent) held credits in escrow.

# 

Dual Enrollment of High School Students at Post-Secondary Institutions:
2002-03 (year two thousand and two to two thousand and three)

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
(year two thousand and two to two thousand and three)

National Center for Education Statistics, April 2005 (year two thousand
and five)

\[Slide 14\]

# The Perkins Act Re-Authorization: Challenges for Modernizing Career Technical Education 

# \[Slide 15\]

# 

# Perkins Reauthorization: Key Issues 

## **Accountability** 

## Link to No Child Left Behind Assessments (at the proficiency level) and No Child Left Behind graduation rate methodology.

## Require valid and reliable indicators. 

## Indicators should not be "solely" developed by states.

## Link technical skills to recognized industry standards.

## Create separate secondary and post-secondary indicators.

## Require local accountability for results

## 

\[Slide 16\]

## 

# Perkins Reauthorization: Key Issues 

## **Program Rigor**

## Require states to identify a secondary academic core that prepares for postsecondary education and work readiness.

## Define Career and Technical Education, Tech Prep as "culminating" in a post-secondary degree or recognized credential. Do not water down post-secondary expectations. 

## Encourage Career Pathways, also known as the "Model Sequence of Courses".

## Phase-out and merge Tech Prep into the general program.

## Allow linkages to baccalaureate programs -- but target funds at secondary programs and sub-baccalaureate programs.

##  

\[Slide 17\]

# Perkins Reauthorization: Legislative Status 

## House of Representatives bill 366 (three hundred and sixty-six), introduced on January 26, 2005 (January twenty-six, year two thousand and five)

### Based closely on House of Representatives bill 4496(four thousand four hundred and ninety-six) from the 108th (one hundred and eighth) Congress.

### Passed by the Committee on March 9, 2005 (March nine, year two thousand and five).. 

### Awaiting full House action.

## 

## Senate bill 250 (two hundred and fifty), introduced on February 1, 2005 (year two thousand and five)

### Based closely on Senate bill 2686 (two thousand six hundred and eighty-six) from the 108th (one hundred and eighth) Congress.

### Passed by Committee on March 9, 2005 (March nine, year two thousand and five).

### Passed by the full Senate on March 10, 2005 (March ten, year two thousand and five).

### 

# \[Slide 18\]

# 

# Perkins Reauthorization: *Emerging Consensus*

## **Career Pathway Programs** 

## (also known as the "Model Sequence of Courses")

## 

## Encourage linkages between high schools and postsecondary institutions.

## Includes a challenging academic core.

## Offers non-duplicative technical courses leading to degree or certificate.

## Focuses on career pathways that are in-demand and lead to economic self-sufficiency.

## Each local grant recipient operates at least one career pathway program. 

## State helps develop and approves career pathways.

##  

# \[Slide 19\]

Figure 1. Title: Example -- Ivy Tech Career Pathway

This is an example of the curriculum a student in one of eight high
schools might take to get a post-secondary credential in therapeutic and
support services at Ivy Tech State College, by taking advantage of the
dual enrollment option.

College: Ivy Tech State College.

High Schools: Brown County, Columbus East, Columbus North,
Crothersville, Hauser, North Decatur, South Decatur, Seymour.

Cluster: Health Sciences Career Cluster.

Pathway: Therapeutic and Support Services.

Two Programs: A Technical Certificate (Central Service Technician) and
an Associate Degree of Applied Science (Surgical Technology).

Table 1. This is a table, 12 (twelve) rows by 9 (nine) columns, the
first of which are column and row headers. The rows, from top to bottom,
represent grade levels from the ninth (9^th^) grade to the twelfth
(12^th^) grade to year one (1) of community college to year two (2) of
community college. In addition to row one (1), which is the header for
required courses in grades nine to eleven (9 to 11) (marked as SECONDARY
courses in the left margin), there are additional headers between rows
four and five (4 and 5) for required courses in the senior year of high
school (additional SECONDARY courses), rows five and six (5 and 6) for
required courses in the first year of community college (marked as
POST-SECONDARY courses in the left margin), and rows eight and nine (8
and 9) for required courses in the second year of community college
(additional POST-SECONDARY courses).

The columns, from left to right, represent each grade level and the
academic subjects required in each grade level: English, math, science,
social studies, and a header made from the remaining four columns merged
together representing up to four miscellaneous required and recommended
high school courses (including foreign languages, art, physical
education and health, and career-related courses) or up to four
health-career-specific college courses needed for this Career Pathway.

Each course (each cell) may be colored light blue (for a required high
school or college class), gold (recommended high school and college
electives), pale yellow (health-specific high school and college
courses), or red (options for credit-based transition programs such as
dual or concurrent enrollment, articulated courses, or two plus two plus
two (2+2+2) courses). Red high school courses can prevent the need to
take courses during the Central Service Technician certificate and
Surgical Technology degree programs. Red Central Service Technician and
Surgical Technology courses can prevent the need to take courses in a
four-year college program. Credit-based transition programs (red cells)
are further marked with a black diamond if they are high-school courses
for community college credit, black dots if they are community college
courses for credit at a four-year institution, and black squares if
students have the option to skip the class contingent on a test score
based on earlier learning.

Results: (9^th^) Ninth-graders, also known as high school freshmen, are
required to take two units (semesters?) each of English 9 (nine),
Algebra, Biology, World History, a foreign language class, Fine Arts,
and Career Orientation for high school graduation. A freshman in this
Career Pathway would also take two units of Introduction to Health
Careers.

(10^th^) Tenth-graders, also known as high school sophomores, are
required to take two units each of English 10 (ten), Geometry,
Chemistry, U.S. History, a foreign language class, and one unit of
physical education for high school graduation. Sophomores in this Career
Pathway should also study a two-unit course in computer applications and
a combined course of one-quarter (one unit) speech and three-quarters of
a high school to community college transition course, Medical
Terminology. Medical Terminology offers one high school unit and three
college units.

(11^th^) Eleventh-graders, also known as high school juniors, are
required to take two units each of English 11 (eleven), Algebra 2,
Physics, and a foreign language course for high school graduation.
Juniors in this Career Pathway should also study two units of advanced
placement psychology and two units of an additional elective, and if in
the Central Service Technician program, would be required to take two
units of Health Careers. The program recommends juniors study another
period of Health Careers as a high school to community college
transition course. This transition course offers two high school and
three college units.

After the eleventh (11th ) grade, it would be the time to assess Health
Careers students for college readiness by administering the ASSET or
COMPASS test. This would also be the time to provide academic and career
counseling and to apply appropriate enrichments.

(12th ) Twelfth-graders, also known as high school seniors, are required
to take one unit (semester?) each of U.S. Government and Economics for
high school graduation. Seniors in the Central Service Technician
program of this Career Pathway would also need to take two units (two
periods) of Health Careers. In any case, the program recommends that
seniors in either program study two units each of Advanced Placement
Composition and Literature, Pre-Calculus,

Medical Biology, a foreign language, and an additional elective.

Upon completion of the Central Service Technician Health Careers
program, a student is eligible to sit for Certified Registered Central
Service Technician exam and receive professional certification from
International Association of Healthcare Central Service Materiel
Management. This would be the time to administer the COMPASS or the
ASSET test to determine academic readiness and career skill preparedness
and to provide academic and career advising and additional preparations
as needed or requested. The Graduation Qualifying Examination, which
measures ninth (9th) grade competencies, is the mandatory high school
exit examination for Indiana.

Now the high school graduate is in the first year of the Therapeutic and
Support Services Career Pathway is in the Central Service Technician
Technical Certificate program or the Surgical Technology Associate's
Degree in Applied Science.

The first-year, first-semester (1^st^ year, 1^st^ semester) student in
either program has five recommended transition courses. Two three-unit
college classes, English Composition and Intermediate Algebra, give the
student an option to take the class and get credit for it in a four-year
institution, or to skip the course given a sufficient test score. Two
three-unit college classes, Anatomy and Physiology 1 and Medical
Terminology, give the student the option to take the class and get
credit for it in a four-year institution. Medical Terminology also
provides community college credit for high school coursework, as the
three-unit class in Health Careers does.

The first-year, second-semester (1^st^ year, 2^nd^ semester) student in
either program has a required three-unit class in pharmacology as well
as three three-unit recommended transition courses. Introduction to
Interpersonal Communications, Anatomy and Physiology 2, and Introduction
to Psychology all provide credit at four-year institutions if taken at
the community college level. Introduction to Psychology has the
additional option to skip the course given a sufficient test score.

The first-year, third-semester (1^st^ year, 3^rd^ semester) student in
either program has a required three-unit course in general microbiology,
but no other specific recommended or required courses.

After the first year of community college, students are required to pass
the Health Occupation Aptitude Exam. They are also required to continue
their Cardio-Pulmonary Resuscitation certification through their second
year of community college.

The second-year, first-semester, first eight weeks (2^nd^ year, 1^st^
semester, 1^st^ eight weeks) student in either program has required
courses in Medical Law and Ethics (three units), Fundamentals of
Surgical Technology (four units), and Applications of Surgical
Technology (two units).

The second-year, first-semester, second eight weeks (2^nd^ year, 1^st^
semester, 2^nd^ eight weeks) student in either program has two required
three-unit courses, Surgical Procedures 1 and Clinical Applications 1.

The second-year, second-semester (2^nd^ year, 2^nd^ semester) student in
either program has a six-unit required class in Surgical Procedures 2
and a nine-unit required class in Clinical Applications 2.

Finally, the second-year, third-semester (2^nd^ year, 3^rd^ semester)
student in either program has a three-unit required class in Surgical
Procedures and an eight-unit required class in Clinical Applications 3.
Central Service Technician certificate students also need to pass a
two-unit Certification Review.

Upon the completion of the Surgical Technology Program, students are
eligible to sit for the National Certification Examination to become a
Certified Surgical Technologist.

End of Table 1.

Source: The League for Innovation in the Community College
([http://www.league.org](http://www.league.org/)) and the College and
Career Transitions Initiative. Funded by the U.S. Department of
Education (V051B020001), revised January 2005 (year two thousand and
five).

End of Figure 1.

\[Slide 20\]

# Career Pathways -- Key stakeholders and resources

## STATE ORGANIZATIONS

## State Career and Technical Education directors

## State Community College systems

## State Tech-Prep Directors

## Chief State School Officers

## Workforce and Economic Development Systems 

## State industry-employer organizations and unions

## 

# \[Slide 21\]

# 

# Career Pathways -- Key stakeholders and resources

## 

## **NATIONAL ORGANIZATIONS**

## National Association of State Directors of Career and Technical Education Consortium

### Career Clusters Initiative

## Association for Career and Technical Education 

## American Association of Community Colleges \-- National Council for Workforce Education

## League for Innovation in the Community College -- College and Career Transitions Initiative 

## National Tech Prep Network

\[Slide 22\]

# Career Pathways -- Key stakeholders and resources

## **NATIONAL ORGANIZATIONS (continued)**

## Education governance organizations -- National Governors' Association, Early Childhood Schools, Council of Chief State School Officers, Council of Great City Schools, et cetera...

## Key foundations -- Gates, Carnegie, Ford, et cetera....

## National industry-employer organizations and unions

## National Career and Technical Education Student Organizations

## Researchers and curriculum developers

## High school networks (High Schools That Work, First Things First, National Academy Foundation, et cetera...)

##  

\[Slide 23\]

# Career Pathways -- Key stakeholders and resources

## **FEDERAL AGENCIES**

## Office of Vocational and Adult Education, U.S. Department of Education

### College and Career Transitions Initiative

## Department of Labor, Employment Training Administration

### Community-based Job Training Grants 

### High Growth/High Skills Job Initiative

## National Science Foundation

### Advanced Technological Education Centers

## Other federal agencies with career pathway/workforce investments

# 

\[Slide 24\]

Find the dual enrollment reports at

<http://www.nces.ed.gov/whatsnew/>

Office of Vocational and Adult Education,

United States Department of Education,

April 2005 (year two thousand and five)

\[United States of America Department of Education "tree" seal\]