Dual enrollment policies, pathways, and perspectives / Jason L. Taylor, Joshua Pretlow, editors.

Format:

Book

Contributor:

Taylor, Jason L., editor.

Pretlow, Joshua, editor.

Series:

New directions for community colleges ; Number 169.

New Directions for Community Colleges ; Number 169

Language:

English

Subjects (All):

College credits--United States.

College credits.

Dual enrollment.

High school students--United States.

High school students.

Physical Description:

1 online resource (123 p.)

Edition:

1st ed.

Place of Publication:

San Francisco, California : Jossey-Bass, 2015.

Language Note:

English

Summary:

This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, <b>New Directions for Community Colleges</b> provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Contents:

Dual Enrollment Policies, Pathways, and Perspectives; CONTENTS; EDITORS' NOTES; A Definitional Note on Dual Enrollment; Introduction; Reflecting on the Past; Purpose and Organization of the Volume; References; 1 State Dual Credit Policy: A National Perspective; Prior Policy Reviews; State Policy Review Methodology; Results; Course Provisions; Student Eligibility; Instructor Eligibility; Other Quality Assurance Provisions; Policy Enforcement; Implications for Community Colleges; Access; Course Transferability; Partnerships and Faculty Engagement

State Mandates, Regional Accreditation, and Local VariationNotes; References; 2 Operating Dual Enrollment in Different Policy Environments: An Examination of Two States; State Dual Enrollment Policy Context: Ohio and Virginia; Market and Centralized Approaches; Methods and Limitations; Findings; Clarity; Cooperation; Recommendations for Policy; References; 3 Eliminating Barriers to Dual Enrollment in Oklahoma; Program Development; Addressing Policy Barriers; Addressing Financial Barriers; Addressing Transportation Barriers; Program Results; Challenges and Solutions; Future Considerations

ConclusionReferences; 4 Emerging Early College Models for Traditionally Underserved Students; The Michigan Experience; Emerging Models in Michigan; The New York Experience; Emerging Models in New York; Final Thoughts; References; 5 The Challenges of Career and Technical Education Concurrent Enrollment: An Administrative Perspective; Program Background and Context; Funding: Perkins, State, and College; History and Evolution of CTE Concurrent Enrollment; Challenges Specific to Career and Technical Education; Programming Difficulties; Low Enrollment; Limited Incentives; Recommendations

Initial Planning and EducatingAddressing CTE Programming and Enrollment Challenges; Addressing Long-Term CTE Issues That Affect Students' Opportunities for Success; References; 6 Dual Enrollment Participation From the Student Perspective; Research Site and Participants; Data Collection and Analysis; Findings; Benefits of Dual Enrollment; Drawbacks of Dual Enrollment; Conclusion and Implications; References; 7 Principal, Teacher, and Counselor Views of Concurrent Enrollment; Concurrent Enrollment Program at Kirkwood Community College; Survey Methods; Impact on Schools; Impact on Students

Discussions, Implications, and ConclusionsReferences; 8 Faculty Members' Perceptions of Rigor in Dual Enrollment, Accelerated Programs, and Standard Community College Courses; Programmatic Descriptions; Faculty; Faculty Teaching Dual Enrollment Courses at the High School Sites; Faculty Teaching Accelerated Program Courses on the TCC Campus; Faculty Teaching Standard Courses on the TCC Campus; Methods and Procedures; Findings; Components of the Final Grade; Faculty Members' Comparisons of Students Enrolled in Dual Enrollment Courses to Standard High School and Community College Students

Summary of Findings

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on online resource; title from PDF title page (ebrary, viewed March 12, 2015).

ISBN:

1-119-05428-1

1-119-05429-X

OCLC:

905919670