Dual Credit/ Dual Enrollment and Data Driven Policy Implementation: Reform Initiatives and Postsecondary Credential Attainment

Transcription

1 Dual Credit/ Dual Enrollment and Data Driven Policy Implementation: Reform Initiatives and Postsecondary Credential Attainment NACEP Seattle, WA October 29 th, 2012 Eric Lichtenberger, Ph.D.-Illinois Education Research Council Bob Blankenberger, Ph.D.-University of Illinois at Springfield

2 Presentation Outline The Illinois Policy Context Illinois Dual Credit Data Analysis of Dual-Credit/ Dual-Enrollment for the Class of 2003 Participation Postsecondary enrollment Time to bachelor s degree completion (contingent upon enrolling at a four-year college) 2

3 The Policy Context 3

4 The Completion Agenda Is embraced by the Obama Administration, the National Governor s Association, the Governor s Office, the IBHE, Illinois P-20 Council, and numerous advocacy groups. US ranks 15 th in degree attainment among G-20 countries for ages % of jobs in Illinois will require post secondary training by % of working age adults in Illinois currently hold a post secondary credential. The Illinois goal is 60% of working age adults holding postsecondary credentials by Sources: Complete College America / Georgetown Center on Education and the Workforce 4

5 Illinois Public Agenda for College and Career Success Master plan for Higher Education in Illinois Originated with HJR 69 Spring 2007 adopted December Increase Educational Attainment. 2. Ensure college affordability for students, families, and taxpayers. 3. Increase the number of high-quality post-secondary credentials. 4. Better integrate Illinois education, research, and innovation assets to meet economic needs of the state. 5

6 The Leaky Pipeline Source: The Illinois Public Agenda for College and Career Success Full Report 6

7 State Initiatives to Achieve the Completion Agenda Incorporation of Common Core Standards into the Illinois Learning Standards Aligns student outcomes to career and college readiness Implementation of improved teacher and school leader standards and preparation programs Implementation of Performance Funding for colleges and universities Establishment of a statewide P-20 Longitudinal Data System Alignment of curriculum to Common Core throughout P-20 Vertical and horizontal curriculum alignment projects PARCC assessment Illinois Articulation Initiative Dual Credit Quality Act

8 P-20 Longitudinal Data System P-20 Longitudinal Education Data System Act 2009 State Board of Education, Board of Higher Education, Community College Board Illinois Higher Education Consortium Governance in development P-20 Council Federated model Linkages P-workforce ILDS information available at 8

9 Dual Credit Task Force Dual Credit Task Force 2008 Potential Benefits Reducing college costs Speeding time to degree completion Improving the curriculum for high school students Facilitating the transitions and connections between high school and college Opportunities for improving degree attainment for underserved student populations Task Force materials available at 9

10 Dual Credit Quality Act of 2009 Emphasizes that the course is a college credit bearing course first and foremost Combined standards from Existing ICCB administrative rules National Alliance of Concurrent Enrollment Partnership Standards (NACEP) Faculty Students Course Content 10

11 Illinois Dual Credit Data 11

12 IBHE Dual Credit Fall 2010 Survey Term Institutions Sections Courses Dual Credit Enrollment* Total Enrollment Fall Spring Summer * Enrollment numbers are duplicated if the same student enrolls in more than one course. Although not required to report on dual enrollment activity, 29 institutions indicated they had such enrollments. Only Illinois State University and Northeastern Illinois University reported offering dual credit courses The University of Illinois at Urbana- Champaign reported dual enrollment 12

13 90,000 80,000 70,000 60,000 50,000 40,000 30,000 20,000 14,622 Community College Dual Credit Enrollments 27,882 23,440 36,806 40,438 47,050 58,441 67,857 78,098 80,324 82,982 79,908 10,000 0 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 SOURCE: ICCB SU/SR Data 13

14 2,000 1,800 1,600 1,400 1,200 1, Community College Per College Average Dual Credit Enrollments ,218 1,414 1,627 1,673 1,665 1,729 0 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 SOURCE: ICCB SU/SR Data 14

15 12000 FY11 Community College Dual Credit Courses, by enrollment English Comp General Office Mathematics, general Spanish Language Psychology, general Speech US History Welding Tech Information Processing SOURCE: ICCB SU/SR Data Dual Credit Count

16 Community College Dual Credit/ Dual Enrollment Course Pattern Dual Credit/Enrollment ~FY 2011 Course Enrollment Patterns~ CTE 38, % Transfer 39, % SOURCE: ICCB SU/SR Data 16

17 Analysis of the Class of

18 Illinois High School Class of 2003 Includes 115,677 public high school students Took the ACT in spring of 2002 Graduated high school in spring of 2003 Does not include Graduates of private high schools in Illinois Students from other states who migrated to postsecondary institutions in Illinois Study period-fall of 2001 to spring of

19 Sources of Data ACT-Prairie State Achievement Examination and the Student Information National Student Clearinghouse-covers 92% of all postsecondary enrollment Supplemented with information from the Illinois High School Report Card, Barron s, IPEDS, and the Illinois Board of Higher Education 19

20 Definitional Issues Included all pre-high school graduation college-level enrollment. Made the distinction between enrollment via community colleges and four-year institutions. Used the number of semesters enrolled rather than the traditional binary participation marker. Could not distinguish between high school-based and college-based enrollment. More of the CC enrollment is dual credit Most of the four-year enrollment was dual enrollment Could not distinguish between CTE courses and traditional transfer courses. 20

21 Other Factors AP participation (score were not available) Performance on the ACT High school GPA Family size Gender Race/Ethnicity Completed core curriculum High school context 21

22 By income category- Research Questions 1. Controlling for other factors, what effect did dual credit/dual enrollment have on postsecondary enrollment? 2. Controlling for other factors, what effect did dual credit/dual enrollment have on time to bachelor s degree completion? 22

23 Methods Research Question #1: Multinomial Logistic Regression Used with a categorical outcome (dependent). Provides an estimate of the treatment effect (odds ratios) on each outcome category after adjusting for the other explanatory variables. Outcome of reference was not being enrolled during the study period. Research Question #2: Survival Analysis (Cox Regression) Traditionally used in medical and epidemiology research. Used to explore the relationship between a set of explanatory variables and a time-based event of interest (number of semesters until reverse transfer). Provides an estimate of the treatment effect (odds ratios) on survival. 23

24 Dual Credit/Dual Enrollment by Sector 24

25 Dual Credit/ Dual Enrollment Participation over Time 25

26 Dual Credit/Enrollment Rates and Select Demographics 26

27 Enrollment Outcomes by the Number of Semesters Dually-Enrolled via Illinois Community Colleges 27

28 Enrollment Outcomes by the Number of Semesters Dually-Enrolled via Four-Year Institutions 28

29 Predicting Enrollment Patterns* High school context played a significant role Within African the American high income students group, were more female likely to Across Higher College Dual enrollment all income enroll at HS prep four-year GPA s students at groups, colleges. were a community students were related more to college from - Students from better performing high an likely schools to students significantly more likely to increased attend college larger significantly families were four-year enroll AP In the participation likelihood more increased were likely less colleges low-income four-year model, was of to the colleges. not enrolling likely relative odds to a of a significant at community to enrolling at a other ACT college. four-year Math and English were related to factor. four-year students. across all colleges. college. groups. - For wealthy students, graduating from a better increased - Hispanic odds students of enrolling were less at likely a four-year. to enroll at For For Dual low-income high middle enrollment school and low decreased students, at income a four-year one s students females being chances institution expecting from were of a community colleges. more For financial larger low aid likely family income was related to also enroll students, decreased to increased at community ACT one s Science odds of increased enrolling the at a odds community of enrolling college. for colleges lowincome students at a community only. more college. college). likely to enroll odds was of relative also - Asian at significant to a four-year male students. (four-year were college. enrolling at High income students who expected to work during were more likely to enroll at a four-year college. four-year colleges. *Shaded cells indicate statistical significance at the.001 level. 29

30 Predicting an Accelerated Time to Bachelor s Degree Completion* Males were less likely to complete in High Family Expecting In terms school size of timely No difference manner. to predicting was context significant work between during was important. increased for students from those college in the has high a the Distance Higher HS GPA s were related to negative likelihood high and from low income groups only. income Students increased Performance Participation group. impact of from bachelor s home had for better mid-low performing degree more of income completion, an impact high For likelihood on AP ACT foreign of Math a timely language was completion. a significant was students dual low low schools credit income only. were was students. only students, more significant Enrolling being likely to complete. for farther low from overmatched income In factor significant the home low for students. middle income for was was students related and group, related high in to there to an income an increased high were increased students. income large likelihood differences Completing group. of between a degree core curriculum completion. non-asian was minorities significant and their White for low peers. income students. *Shaded cells indicate statistical significance at the.001 level. 30

31 Conclusions Dual credit/dual enrollment was related to a significant increase in the likelihood of postsecondary enrollment regardless of family income. Dual credit/ dual enrollment was only significant in terms of a decreased time to bachelor s degree completion for low-income students. 31

32 Further Investigation Better control for selection bias. Explore the outcomes for students enrolling at community colleges. 32

33 Questions Eric Lichtenberger 33

34 For additional copies of this presentation contact: Eric J. Lichtenberger, Ph.D. Associate Director for Research Illinois Education Research Council Assistant Research Professor Southern Illinois University Edwardsville (618) Or visit: 34