Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including:
* state policies that regulate dual enrollment practice and the influence of state policy on local practice,
* the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and
* chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality.
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, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
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EDITORS’ NOTES 1
Jason L. Taylor, Joshua Pretlow
1. State Dual Credit Policy: A National Perspective 9
Jason L. Taylor, Victor H. M. Borden, Eunkyoung Park
This chapter reports results from a national study of state dual credit policies to explore the relationship between state dual credit policies and quality.
2. Operating Dual Enrollment in Different Policy Environments: An Examination of Two States 21
Joshua Pretlow, Jennifer Patteson
This chapter explores the ways in which operating a dual enrollment program is shaped by the state-level policy landscape.
3. Eliminating Barriers to Dual Enrollment in Oklahoma 31
Rick Roach, Juanita Gamez Vargas, Kevin M. David
In this chapter, the authors present an example of how the elimination of policy, transportation, and financial barriers provided opportunity for increased participation in dual enrollment by marginalized students in a local context.
4. Emerging Early College Models for Traditionally Underserved Students 39
Elisabeth Barnett, Evelyn Maclutsky, Chery Wagonlander
This chapter reviews the variety of early andmiddle college high school models in New York and Michigan.
5. The Challenges of Career and Technical Education Concurrent Enrollment: An Administrative Perspective 51
Patricia W. Haag
In this chapter, Haag reflects upon her experiences as a CTE concurrent enrollment administrator and provides recommendations for other administrators to consider.
6. Dual Enrollment Participation From the Student Perspective 59
M. Allison Kanny
Kanny presents students’ perspectives of both the benefits and drawbacks of participating in dual enrollment courses at an urban charter school.
7. Principal, Teacher, and Counselor Views of Concurrent Enrollment 71
Jana M. Hanson, Todd Prusha, Cort Iverson
Drawing on survey data, the authors present evidence on teacher, counselor, and principal perceptions of a community college concurrent enrollment program.
8. Faculty Members’ Perceptions of Rigor in Dual Enrollment, Accelerated Programs, and Standard Community College Courses 83
Colin Ferguson, Pete Baker, Dana Burnett
This chapter reports and compares faculty perceptions of course rigor across dual enrollment courses and similar courses delivered to students on the college campus.
9. Strengthening Concurrent Enrollment Through NACEP Accreditation 93
Kent Scheffel, Yvette Mc Lemore, Adam Lowe
This chapter describes the National Alliance of Concurrent Enrollment Partnerships’ accreditation standards and how the accreditation standards and processes have influenced a community college.
10. Dual Enrollment, Structural Reform, and the Completion Agenda 103
Melinda Mechur Karp
Karp concludes the volume by providing an analysis of how dual enrollment supports students’ pathways into and through college and supports the college completion agenda.
INDEX 113
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Volume Editors:
Jason L. Taylor is an assistant professor of higher education in the Department of Educational Leadership and Policy at the University of Utah.
Joshua Pretlow is an assistant professor of community college leadership at Old Dominion University in Norfolk, VA.
Series Editor-in-Chief:
Arthur M. Cohen is professor emeritus at the UCLA Graduate School of Education & Information Studies.
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