Dual Enrollment Taskforce

Transcription

1 Dual Enrollment Taskforce January 19, 2013 Presentation for Dual and Adjunct Faculty Professional Development Day Anahid Petrosian, Assistant Vice President for Academic Advancement

2 Outline Dual Enrollment Taskforce Five Sub-Committees Research Sub-Committee Report o Program Quality and Student Success

3 Large and Complex Program Serving Hidalgo and Starr Counties o 21 School Districts o 64 High School sites o Over 10,000 students o Over 1,000 Sections o Faculty involved Over 250 DE Faculty (High School) Over 100 STC faculty Issues do arise on an on-going basis that need to be addressed. 3

4 Dual Enrollment Taskforce Participation o DE Taskforce membership included representation from Faculty Senate, Council of Chairs, Enrollment Services, High School Programs & Services, and the Office of the Assistant to the Vice President for Academic Affairs. Charge o To focus on continuous quality enhancement of the Dual Enrollment Program. Sub-Committees o Five sub-committees were established to address current issues

5 Sub-Committees: 1. Memorandum of Understanding Result: Development of Principals Agreement 2. Annual Workshop/Meeting Result: Annual Dual Enrollment Principals Summit 3. DE Student Registration Result: Revised application process and new timeline 4. Professional Development Result: Development of reference guides 5. Research Program Quality and Student Success Results:..

6 Summit Participants HS Principals and Assistants 25 HS Contacts and Deans 26 HS Directors and Others 25 STC Deans, Chairs, HSPS, SAES 27 Total 103

7 Dual Enrollment Taskforce

8 Research: Quality of Program and Student Success Charge: o To analyze the performance and success rates of DE students. Recommendation: Review of Existing Research STC Research Briefs UTPA Research State Report Conduct New Research Dual Enrollment Course Offerings Grade Distribution Student Success in top 20 DE courses

9 Update Webpage High School Programs and Services Webpage o e.edu/highschool/index.html o Links to Research Resources

10 STC Research Briefs o Fall 2009, Spring 2010, and Fall 2010 Research conducted by UTPA A Review of Prior College Hours by Dr. Magdalena Hinojosa, Sr. Associate Vice President for Enrollment Services, University of Texas-Pan American, February 2012 TACC P-16 Committee Final Report o Dual Enrollment and Early College High Schools: Findings from a Survey of Texas Community Colleges, July 2010 State Report o A study of Dual Credit, Access and Effectiveness in the State of Texas, Jeryl L. Mumpower, May 2011

11 Review of Existing Research

12 STC Research Brief Fall 2009 Student Success Rates in Traditional, Dual Enrollment, Distance Education Learning, and Hybrid Courses. Research Brief Fall 2009 volume 19, Issue 1. Methodology o Data set from Spring 2009 semester. Review of 3,426 course sections of which 2,340 were traditional, 748 dual enrollment, 295 distance learning, and 43 hybrid. Key Findings: o Comparing student success rates (A, B, or C) by course presentation (Traditional, Dual Enrollment, Distance Learning, Hybrid) dual enrollment had the highest success rates (88%).

13 STC Research Brief Spring 2010 Significance of Dual Enrollment Programs in Designing Student Success: Becoming College Ready, STC Research Brief Spring 2010, Volume 24, Issue 1. Research Questions: 1) Is the percent of STC dual enrollment high school graduates who enroll at STC or UTPA next fall increasing? 2) Is the GPA of dual enrollment students who transfer to UTPA the same or better than non-dual transfers?

14 Key Findings Is the percent of STC dual enrollment high school graduates who enroll at STC or UTPA next fall increasing? o More than half of the high school graduates who have participated in Dual Enrollment are enrolling immediately either at STC or UTPA. The numbers are increasing every year. Percent of STC Dual Enrollment High School Graduates who enroll at STC or UTPA the next fall.

15 Key Findings Is there a positive association between prior college hours and performance at UTPA? o Positive relationship between completed credit hours before transferring and first fall GPA at UTPA o The more STC dual hours students complete, the better their GPA is at UTPA. Performance at UTPA

16 STC Research Brief Fall 2010 Dual Enrollment/Early College Participation: Findings from Survey of Texas Community Colleges. STC Research Brief Fall 2010, volume 26, Issue I. Key Findings: o Performance and completion after conversion. During the first year enrolled at the college, dual enrollment students had course completion rates (earned C or better grade) that were 19% higher than their peers who had not participated in dual enrollment while in high school.

17 Review of Existing Research

18 State Research State Report A study of Dual Credit, Access and Effectiveness in the State of Texas, Jeryl L. Mumpower, May Research Question o How does postsecondary performance of dual credit participants compare to students who didn t participate in dual credit program? One-Year Persistence Rates Four-Year Graduation Rates Persistence Rates by Number of Dual Credits Earned (2008 Data)

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22 Review of Existing Research

23 Research Conducted by UTPA Where are all the Freshman? A Review of Prior College Hours. Dr. Magdalena Hinojosa, Sr. Associate VP for Enrollment Services. February 2012 o Research Question Is there a significant difference between students with prior college hours (Any PCH) and those with no prior college hours (No PCH)? Retention rates Cumulative Grade Point Averages Graduation rates

24 UTPA Research Research Question: Retention Rate Is there a significant difference between students with prior college hours and those with no prior college hours as it pertains to Retention Rates? Key Findings: o There is a significant association between students with prior college hours o 1 st year retention rates 2.7 times more likely to be retained o 2 nd year retention rates 2.8 times more likely to be retained

25 UTPA Research 1 st Year and 2 nd Year Retention Rate Student with prior and student without prior year college hours 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1st yr Retention Rates Any vs No Prior College Hours 82.5% 82.3% 80.3% 63.1% 59.4% 62.2% Fall 08 Fall 09 Fall 10 Any PCH No PCH Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

26 Research Question: Cumulative Grade Point Average o Is there a significant difference between current cumulative grade point averages of students with prior college hours and those with no prior college hours? Key Findings: o Students with PCH had significantly higher grade point averages than those without PCH.

27 Cumulative GPA Any vs No Prior College Hours Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

28 UTPA Research Research Questions: Graduation Rates o Is there a significant association between students with prior college hours and the graduation rates? o Key Findings: 4-year graduation rates 8.3 times more likely to graduate 5-year graduation rates 4.5 times more likely to graduate 6-year graduation rates 3.7 times more likely to graduate Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

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30 1. Quality of Dual Enrollment Program. o Are students who take dual enrollment program successful? 1. Quality of Dual Enrollment Students. o Are dual enrollment student success rates comparable to STC traditional students?

31 Quality of Dual Enrollment Program o Are students taking dual enrollment program successful? According to the findings of major studies in this area, the overall conclusions are that students who take dual enrollment courses while in high school perform significantly better than students with no prior dual course work. A higher percentage continue their education Have a higher persistence rate when they enroll at the University Graduate in at a higher rate

32 Quality of Dual Enrollment Student o Student Performance Comparison New Research o To examine student success (C or better grade) in the top 20 dual enrollment courses for the last three years (2009, 2010, and 2011). o Top 20 dual enrollment courses By course and faculty type Dual HS Faculty Dual STC Faculty STC Traditional course

33 Review of STC Data o Dual Enrollment Course Offerings By section, enrollment, head count Grade distribution comparison Top 20 Dual Enrollment courses DE student success rate comparison

34 Fall 2011 Dual Enrollment Numbers o 88 Different Courses o 1,039 sections o 10,607 unduplicated students o 18,572 duplicated enrollment

35 Dual Enrollment Grades, Fall 2011 Success: A, B, and C = 86% STC Overall Grades (except DE), Fall 2011 Success: A, B, and C = 67% D 4% F 3% W 7% W 12% C 18% A 33% F 15% A 25% D 6% B 35% C 17% B 25%

36 Original Research o STC Research and Analytical Services conducted original research comparing dual enrollment student success rates by faculty type. o The top 20 dual enrollment courses for Fall 2009, 2010, and 2011 have been studied.

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38 First finding: Success Rates o There is no statistically significant difference in most course success rates between STC faculty teaching the course and the DE faculty teaching the course. o The overall results indicate that course success rates (students passing with A, B, C) for dual enrollment students (regardless of faculty type) is significantly higher (20% to 40%) compared to STC traditional students.

39 Second Finding: Success Rate Dual compared to Traditional o The chart below indicates the result and comparison of DE student success and Traditional student success in the same course taught by STC faculty. Sections DE Enrollment % completed Dual A, B, C Sections STC Enrollment %Completed Traditional A, B, C ,787 79% 255 6,114 63% ,765 77% 272 6,946 61% The results indicated that at the College level, all courses taught by same STC faculty member in dual and traditional format, dual student success rates were higher than traditional STC students by 16%.

40 Emerging Themes Dual Enrollment (DE) is an important pathway for students to successfully complete college courses while still in high school. Growing evidence that indicates: o DE students are doing well when they transition to institutions of higher education Higher GPA, higher retention rates, and higher graduation rates o DE students do significantly better than students who enter higher education institutions without any prior college work. Next Step: o Focus on enhancing the program quality and student success.

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