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Dual Credit

Dual Credit

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Dual Credit

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  1. Dual Credit State Policies of the Illinois Community College Board

  2. Dual Credit What we are going to talk about— • Defining terms • Difference between Dual Credit & Dual Enrollment • Overview of the data • A discussion of how the ICCB ensures quality • ICCB Administrative Rules • The Recognition process • Questions

  3. The Difference between dual credit and dual enrollment Dual Credit Academically qualified students enrolled in high school enroll in a college-level course and, upon successful course completion, concurrently earns both college credit and high school credit.

  4. The Difference between dual credit and dual enrollment • Dual Enrollment • Academically qualified students enrolled in high school and also enrolled in a college level course at the community college. Upon successful course completion the students exclusively earn college credit. High school credit is not necessarily earned.

  5. Dual Credit Concurrently earns college credit and high school credit Reflects strong / well established secondary- post secondary articulation and alignment Dual Enrollment College credit is earned Does not require or reflect secondary-post secondary articulation and alignment Often student initiated, not administratively facilitated High School credit is not necessarily awarded The Difference between dual credit and dual enrollment

  6. The Difference between dual credit and dual enrollment Dual Credit • A college course, offered for high school credit • NOT VICE-VERSA

  7. What is Dual Credit? • Dual Credit • Courses can be offered at the college, high school, area career center, online, or via distance learning • Core and/or Career Courses can be offered • Must be IAI approved OR • First-year courses in an AAS degree program • Instructors must meet community college faculty requirements

  8. Models of Dual Credit • Basically three “Standard Models” • Other arrangements may exist that are variations of these models

  9. Models of Dual Credit Model A: taught at high school, by high school teacher Model B: taught at high school, by college instructor Model C: taught at college, by college instructor

  10. Models of Dual Credit • Person and / or entity delivering instruction may differ • Standards are college level • Instructors must meet community college faculty requirements • Content is the same as college level • After a model is determined the process is very similar throughout the system

  11. Dual Creditin the Illinois Community College System Dual Credit Data

  12. Dual Creditin the Illinois Community College System • Dual Credit Data • FY07, Dual Credit / Dual Enrollment enrollment trends: • Enrollment increased 15.6% over FY06 • Enrollment increased 126.3% over FY02

  13. Dual Creditin the Illinois Community College System • Dual Credit Data • From 2001 to 2007 . . . • 247,750 students were enrolled in Dual Credit / Dual Enrollment courses in Illinois Community Colleges • 9353 courses a year were offered for dual credit on average • 123,019 students were served by the P-16 Grant • Enrollments increased at an annual rate of 18.16% from FY02 to FY07

  14. Dual Creditin the Illinois Community College System

  15. Dual Creditin the Illinois Community College System The largest enrollment was in English Composition (7795 students were enrolled) Source: FY07 SU/SR data

  16. Dual Creditin the Illinois Community College System • Dual Credit Data - Top 10 Enrollments Source: FY07 SU/SR data

  17. Dual Creditin the Illinois Community College System • Dual Credit Data - Top 5 CTE Enrollments Source: FY07 SU/SR data

  18. Dual Creditin the Illinois Community College System • Dual Credit Data - Top 5 Transfer Enrollments Source: FY07 SU/SR data

  19. Dual Credit in Summary • There is no one model for community colleges. • Community colleges and the courses they offer through dual credit are held to high standards that apply throughout the system. • The data reflects a significant increase in dual credit.

  20. Dual Creditin the Illinois Community College System Ensuring Quality

  21. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • State Laws, Regulations, Accreditation Standards • Instructors • Qualification of Students • Placement Testing and Prerequisites • Course Offerings • Course Requirements • Concurrent Credit

  22. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • State Laws, Regulations, Accreditation Standards • All state laws, regulations, standards, and policies that apply to courses on campus must also be followed when offering dual credit courses

  23. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • Instructors • Dual credit instructors must meet the same requirements as instructors who teach the class on-campus. • This includes having the appropriate credentials.

  24. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • Qualification of Students • Dual credit students: • Have appropriate academic qualifications, • Have a high level of motivation, and • Have adequate time to devote to the dual credit course • Meet all college prerequisites and testing requirements

  25. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • Placement Testing and Prerequisites • Dual credit students must satisfy all course placement tests or course prerequisites (when applicable) to assure that they have the same qualifications and preparation as other college students.

  26. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • Course Offerings • Dual credit courses can be either: • transfer courses that have been articulated with senior institutions in Illinois or • first-year courses in ICCB approved associate in applied science degree programs.

  27. Ensuring Quality • Dual Credit • ICCB Administrative Rules (1501.507-11) • Course Requirements • Dual credit courses must be the same as those offered on campus • Same outlines • Same content • Same course prerequisites • Same descriptions • Same requirements • Same learning outcomes • Same methods of evaluating students

  28. Dual Creditin the Illinois Community College System • Dual Credit • ICCB Administrative Rules (1501.507-11) • Concurrent Credit • The same as dual enrollment

  29. Ensuring Quality • ICCB Recognition Process • Community colleges must be recognized to be eligible for state funding • Recognition evaluations are based on a 5 yr cycle • ICCB staff make an assessment on each individual standard and on a global basis • All colleges are evaluated on a select number of standards during the same five-year cycle • Dual credit included in the 2006-2010 cycle

  30. Ensuring Quality • ICCB Recognition Process • Dual credit included in the 2006-2010 cycle • Recognition Standard 1c – Dual Credit • Mirrors the 7 Administrative Rules on Dual Credit • “Indicators of Compliance” • “Items to be Evaluated”

  31. Ensuring Quality • Examples of what is evaluated • Campus Dual Credit Policies • College faculty records / ICCB faculty records • College student records • Articulation agreements / program assignment of courses • Course outlines / syllabi • SU / SR • College Recognition self-study

  32. QUESTIONS • Are the ICCB Administrative Rules adequate for ensuring the quality of dual credit and dual enrollment programs? What changes would YOU propose? Why?? • Is there an aspect of these programs not currently covered by the Admin Rules that should be? • What kind of technical assistance is needed by the field in order to ensure the quality of these programs? • How can the Admin Rules, recognition and technical assistance be best utilized/deployed to ensure quality?

  33. Contact Information Rob Kerr Director for Career & Technical Education Illinois Community College Board 401 E. Capitol Avenue Springfield, IL 62701 217-785-0123 rob.kerr@illinois.gov