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2011 Dual Credit Survey Summary Report

2011 Dual Credit Survey Summary Report. Missouri Department of Higher Education • December 2011• . Contents. Background on Early College Programs Why a Dual Credit Survey? DC Survey Findings 2008 Comparison Future Directions Update on DC Work Group.

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2011 Dual Credit Survey Summary Report

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  1. 2011 Dual Credit Survey Summary Report • Missouri Department of Higher Education • • December 2011•

  2. Contents • Background on Early College Programs • Why a Dual Credit Survey? • DC Survey • Findings • 2008 Comparison • Future Directions • Update on DC Work Group

  3. Background on Early College:Workforce Some College 12% Bachelor’s Degree 23% Associate’s Degree 17% Graduate Degree 10% High School Graduate 28% Less Than High School 10% Georgetown University, Center on Education and the Workforce, 2010 p. 14 http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

  4. The Value of Dual Credit • Enriches and extends high school curriculum • Offers challenging materials • Cost-effective • Promotes collaboration

  5. Purpose of the DC Survey • Measuring compliance to Dual Credit Policy • Looking at areas of DC policy that may need to be revised or clarified • Checking for current policy gaps • Revisiting guidelines for Best Practice • To provide a list to DESE of dual credit programs in compliance with dual credit policy

  6. DC Survey • Electronic survey distributed to 52 public and independent institutions • 56 questions addressing the following topics: • Student eligibility • Program structure and administration • Faculty qualifications • Assessment of student performance • Transferability of Credit

  7. DC Survey Findings • 33 institutions offering dual credit submitted a survey and all were in general compliance with major policy indicators • Several institutions did not meet each of the sub-units of the indicators, most visibly in the areas of discipline-specific training, pedagogy and faculty mentoring • None of the levels were significant enough to cause concern with the quality of programs

  8. As it was in 2008 • Access to qualified instructors continues to be a significant obstacle, particularly in rural communities. • Due to online resources and formats, professional development and mentoring has improved. However, there is still a lot of work to do.

  9. Future Directions and Policy Recommendations • Address recurring concerns • Improve Depth of Compliance • NACEP accreditation • Review policy in context of early college programs • Increased accountability from out-of-state institutions • Develop instrument for annual reporting

  10. Update on the Dual Credit Data Collection Work Group • Purpose and Timeframe • Group Membership • Areas of Concern • Data

  11. Discussion • Efficient Use of Time and Resources • Measures of Quality Programs • Student Eligibility • Program Structure and Administration • Faculty Qualifications and Support • Others?

  12. Discussion • How might remote locations with few to no qualified instructors participate in dual credit programs? • How can schools with less resources use collaboration and technology to offer dual credit programs? • Do you have any questions?

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