# Presentation: 911941

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

*Office of Vocational and Adult Education *
*United States Department of Education, April 2005   *

**ARCHIVED INFORMATION**

## New Studies on Dual EnrollmentDual Enrollment of High School Students at Postsecondary Institutions: 2002-03Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03Source:  National Center for Education Statistics, April 2005, Based on data from the Postsecondary Education Quick Information System (PEQIS) and the Fast Response Survey System (FRSS)

## Dual Enrollment Participation by Students: 2002-03

- About 12% of 11th and 12th grade students took college level courses through postsecondary institutions in 2002-03.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03

   National Center for Education Statistics, April 2005
Based on data from the Postsecondary Education Quick Information System (PEQIS) and the Fast Response Survey System (FRSS)

## Dual Enrollment Participation by Students: 2002-03

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

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03

   National Center for Education Statistics, April 2005
Based on data from the Postsecondary Education Quick Information System (PEQIS) and the Fast Response Survey System (FRSS)

## Dual Enrollment Participation by Schools: 2002-03

- 98% of public 2-year institutions of higher education had high school students taking courses.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

## Dual Enrollment Participation by Schools: 2002-03

- 69%  of public high schools offered courses for dual credit. Of these:
- 92% offered courses with academic focus.
- _51%_ offered courses with CTE focus.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

## Dual Enrollment Course Focus

- 64% of enrollments were in courses with an academic focus.
- 36% of enrollments were in courses with a CTE focus.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
*Schools may offer both types of courses.

## Dual Enrollment: Location

- Of the 64% enrollment in courses with an academic focus:
- 46% are taught on high school campus.
- 18%  are taught on postsecondary campus.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
Enrollment in courses for Dual Credit varies by focus and location.  Courses are most commonly taught in high schools, but courses with an academic focus are much more likely than CTE courses to be taught on college campuses. This is significant for policy discussions on transitioning students to postsecondary education.

## Dual Enrollment: Location

- Of the 36% enrollment in courses with a CTE focus:
- 31% are taught on high school campus
- _Only 5%_ are taught on postsecondary campus.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
Enrollment in courses for Dual Credit varies by focus and location.  Courses are most commonly taught in high schools, but courses with an academic focus are much more likely than CTE courses to be taught on college campuses. This is significant for policy discussions on transitioning students to postsecondary education.

## Dual Enrollment Course Sequencing

- Among high schools offering dual credit:
**53% of those with an academic focus and 72% of those with a CTE focus** reported that some or all courses were offered as part of a sequence.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
The categories are not mutually exclusive because survey respondents could offer courses both ways.

## Dual Enrollment Course Sequencing

- Among high schools offering dual credit:
**35% of those with an academic focus and 41% of those with a CTE focus** reported that courses were offered cafeteria style.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
The categories are not mutually exclusive because survey respondents could offer courses both ways.

## Dual Enrollment: Awarding Credit

- 86% of schools offering courses with an academic focus awarded credits immediately and 15% held credits in escrow.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
There are two primary ways that postsecondary credit for dual credit courses is awarded. The credit can be awarded immediately upon successful completion of the course, or it can be held in escrow until the student has graduated from high school and enrolls in a specific postsecondary institution that accepts the credits.  Students are most commonly awarded credit immediately, but CTE students are more likely to receive credits in escrow than their counterparts in courses with an academic focus.

NOTE: Percents do not sum to 100 because schools could choose more than one category of postsecondary credit award.  In other words, there may be a school that offers some CTE courses that award immediate credit and some that award credit in escrow.

## Dual Enrollment: Awarding Credit

- 61% of schools offering CTE courses immediately awarded credits and  41% held credits in escrow.

- Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
- Dual Credit and Exam-Based Courses in US. Public High Schools: 2002-03
-    National Center for Education Statistics, April 2005

**Notes:**
There are two primary ways that postsecondary credit for dual credit courses is awarded. The credit can be awarded immediately upon successful completion of the course, or it can be held in escrow until the student has graduated from high school and enrolls in a specific postsecondary institution that accepts the credits.  Students are most commonly awarded credit immediately, but CTE students are more likely to receive credits in escrow than their counterparts in courses with an academic focus.

NOTE: Percents do not sum to 100 because schools could choose more than one category of postsecondary credit award.  In other words, there may be a school that offers some CTE courses that award immediate credit and some that award credit in escrow.

## The Perkins Act Reauthorization: Challenges for modernizing Career Technical Education  

## Perkins Reauthorization:Key Issues  

**Accountability **
- Link to NCLB Assessments (at the proficiency level) and NCLB 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 postsecondary indicators.
- Require local accountability for results

## Perkins Reauthorization:Key Issues  

**Program Rigor**
- Require states to identify a secondary academic core that prepares for postsecondary education and work readiness.
- Define CTE, Tech Prep as “culminating” in a postsecondary degree or recognized credential.  Don’t water down postsecondary expectations.
- Encourage Career Pathways/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.

## Perkins Reauthorization:Legislative Status 

- H.R. 366.  Introduced on 1/26/05
- Based closely on H.R. 4496 from the 108th Congress.
- Passed by the Committee on March 9, 2005.
- Awaiting full House action.
- S. 250.  Introduced on 2/1/05
- Based closely on S. 2686 from the 108th Congress.
- Passed by Committee on March 9, 2005.
- Passed by the full Senate on March 10, 2005.

## Perkins Reauthorization:Emerging Consensus

**Career Pathway Programs**
- (“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.

## Example - Ivy Tech Career Pathway

## Career Pathways – Key stakeholders and resources

- STATE ORGANIZATIONS
- State CTE directors
- State Community College systems
- State Tech-Prep Directors
- Chief State School Officers
- Workforce and Economic Development Systems
- State industry-employer organizations and unions

## Career Pathways – Key stakeholders and resources

**NATIONAL ORGANIZATIONS**
- National Association of State Directors of CTE Consortium
- Career Clusters Initiative
- Association for Career and Technical Education
- AACC -- National Council for Workforce Education
- League for Innovation in the Community College – CCTI
- National Tech Prep Network

## Career Pathways – Key stakeholders and resources

**NATIONAL ORGANIZATIONS (cont’d)**
- Education governance organizations – NGA, ECS, CCSSO, CGCS, etc...
- Key foundations – Gates, Carnegie, Ford, etc....
- National industry-employer organizations and unions
- National CTE Student Organizations
- Researchers and curriculum developers
- High school networks (High Schools That Work, First Things First, Nat’l Academy Foundation, etc...)

## FEDERAL AGENCIES
OVAE, U.S. Department of Education
College and Career Transitions Initiative
DOL/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

- OVAE, U.S. Department of Education
- College and Career Transitions Initiative
- DOL/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

- Career Pathways – Key stakeholders and resources

## 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   *