Early Middle Colleges: A Conduit for Student Success in Higher Education

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1 Early Middle Colleges: A Conduit for Student Success in Higher Education Troy Boquette Beverly Brown Scott Jenkins Chery Wagonlander Michigan Association of Collegiate Registrars and Admissions Officers Midland, Michigan June 12, :20 a.m. 10:20 a.m.

2 Today s agenda The policy context The benefits and challenges The role of the Center for Michigan Early College Partnerships The role of MEMCA The higher education perspective 2

3 BEVERLY BROWN THE POLICY CONTEXT FOR EARLY MIDDLE COLLEGES IN MICHIGAN 3

4 The Policy Context The Dual Enrollment Bills Michigan State Legislature passed Public Act 160 of 1996, the Postsecondary Enrollment Options Act and Public Act 258 of 2000, the Career and Technical Preparation Act $2 million in grants were awarded to six new Middle Colleges to address the shortage of health care workers in Michigan (Gov. Granholm, 2006) $1.7 million committed to incentive dollars for students who successfully pass a dual enrollment course 4

5 The Policy Context Increased the number of college courses that EMC students could take while in high school Allowed for identification of EMCs as unique five-year high schools within Center for Educational Performance and Information (CEPI) directory system Permitted districts to collect foundation allowances for 5 th year EMC students Granted flexibility with student tracking in the Single Record Student Database (SRSD) flagging EMC students as program or stand-alone high school pupils 5

6 The Policy Context Secured a waiver from the U.S. Dept. of Education to allow EMC students to be considered on-time graduates after five years for AYP reporting Authorized MEMCA to award certificates to EMC students who miss the 60-credit mark so they can still be considered as on-time graduates Permitted sites other than the high school as eligible locations for earning concurrent credit (Gov. Snyder s 2011 learning model of Any Time, Any Place, Any Way, Any Pace ) 6

7 The Policy Context Encouraged districts to exercise school choice options allowing the release of a student from one school to another, including entry into an EMC Fostered additional data collection to measure impact and effectiveness to maintain quality (via assurances on formal EMC application) These multiple policy changes have resulted in this: 7

8 8

9 How does Michigan Promote EMCs? Policy changes speak for themselves; bipartisan support Annual Getting Started workshop for new EMCs MEMCA word of mouth 9

10 The Role of CTE at MDE Coordination Receive, approve, and register new EMCs Provide technical assistance in the form of regional cluster meetings and implementation guidance Recordkeeping FAQs Website maintenance Liaison with CEPI for data collection 10

11 CHERY WAGONLANDER OPERATIONALIZING EARLY MIDDLE COLLEGES IN MICHIGAN 11

12 History of Early Colleges National movement: Middle College National Consortium Early College High School Initiative Funder: Bill and Melinda Gates Foundation and others Managing partner: Jobs for the Future School developers: 15 intermediary organizations A new era: multiple designs 12

13 The Center for Michigan Early College Partnerships MDE/Mott Foundation Partnership Purpose Services MEMCA - Outcome 13

14 MEMCA Michigan Early Middle College Association Leadership Team Technical Assistance Peer-to-Peer Networking Fosters Sustainability Extension of Michigan Department of Education 14

15 ECHSI Core Principles Core Principle 1: Early college schools are committed to serving students underrepresented in higher education. Core Principle 2: Early college schools are created and sustained by a local education agency, a higher education institution, and the community, all of whom are jointly accountable for student success. Core Principle 3: Early college schools and their higher education partners and community jointly develop an integrated academic program so all students earn one to two years of transferable college credit leading to college completion. Core Principle 4: Early college schools engage all students in a comprehensive support system that develops academic and social skills, as well as the behaviors and conditions necessary for college completion. 15

16 Early College Design Principles 1) College-Focused Academic Program 2) Comprehensive Student Support 3) Dynamic High School/College Partnerships 4) Culture of Continuous Improvement 16

17 Early Middle College Models EMC Schools Requires comprehensive reporting and accountability, but allows for more control Requires an MDE EMC application and approval EMC Programs More flexibility, less reporting Requires an MDE application and approval Enhanced Dual Enrollment (4-year system) No MDE application required 17

18 NATIONAL STUDENT OUTCOMES 18

19 Increasing High School Graduation 19

20 Increasing College Participation 20

21 Increasing College Completion 21

22 Increasing College Completion 22

23 MICHIGAN OUTCOMES 23

24 MEMCA Data Project Schools National Center for Restructuring Education, Schools & Teaching (NCREST) Teachers College, Columbia University Data Pilot Schools New Tech Schools Number of MEMCA Data Project Schools TBD

25 College In High School Grade Cohort Number of College Course-taking Students Average GPA Cumulative College Coursework Average Credits Earned Percent of Courses Passed (C grade or higher)* 9th graders % 10th graders % 11th graders % 12th graders % 13th graders % Total 2, % *Percentage of Courses Passed (C grade or higher): Includes A, B, C, P (Passing), D and F grades in the calculation MEMCA College Coursework Data

26 College Course Participation 100% 92% 92% 98% 93% 80% 60% Percent of 12th Graders Taking College Courses 40% 20% 0% MEMCA College Coursework Data

27 College Credits Earned Mean College Credits Earned by 12th Graders (College Course-taking Students) MEMCA College Coursework Data

28 College GPA Mean College GPA Earned by 12th Graders (College Course-taking Students) MEMCA College Coursework Data

29 13th Graders 92% Earned 24+ Credits Cumulative College Credits Earned Number of Students Percentage of Students Cumulative Percentage of Students 6 to < to < to < to < to < to < to < to < to < or more Total

30 College Readiness Percent of Students who Agree or Strongly Agree I feel confident in my ability to handle college courses on my own. 97% It's easy for me to imagine myself as a college student. 97% I feel like I have a clear understanding of what college is like. 97% MEMCA Graduating Student Survey, Students 0% 25% 50% 75% 100%

31 Lessons Learned Silos were larger than one might realize All educators have to be researchers Change in teachers instructional practice Work must be purposeful There are gaps in educational sequences throughout the system Students really CAN turn themselves around! 31

32 Positive Outcomes Beyond the Data Scholarly Environment Purposeful Caring Hopeful 32

33 TROY BOQUETTE THE HIGHER EDUCATION PERSPECTIVE 33

34 Higher Education Perspective Why colleges in Michigan are encouraging EMCs How early colleges fit within the college s mission and priorities Other considerations Inflexibility at the college level Application of FERPA rules Adult population environment Adult course content 34

35 FTIAC First time in any college Mott Philosophy Undecided Not first time Once decided May differ at other institutions 35

36 Higher Education Questions Do 5 th year EMC students still have FTIAC status? How does this affect financial aid? How has the increase in EMC students affected higher education transfer? 36

37 What makes a student college ready? 37

38 What questions do you have? 38

39 Contact Information Troy Boquette, Executive Dean of Student Services at Mott Community College Beverly Brown, Ph.D., Program Consultant in the Office of Career and Technical Education at the Michigan Department of Education, Scott Jenkins, Vice President of Student and Administrative Services at Mott Community College, Chery S. Wagonlander, Ph.D., Executive Director, Center for Michigan Early College Partnerships, 39

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