DUAL ENROLLMENT Task Force Report - Louisiana Board Of Regents
DUAL ENROLLMENTTask Force ReportSubmitted to the Louisiana State LegislatureFebruary 2020
Table of ContentsThe Case for Universal Access to Dual Enrollment2Dual Enrollment Trends in Louisiana3Process to Inform Task Force Work5Guiding Principles of a Statewide Framework6Findings and Considerations72020 Recommendations15References16Appendices17
I. The Case for Universal Access to Dual EnrollmentFigure AAct 128 of the 2019 RegularLegislative Session (AppendixA) created the Dual EnrollmentTask Force. Under the jurisdiction of the Board of Regents, theTask Force is charged to makerecommendations for the establishment of a statewide framework designed to provideuniversal access to dual enrollment courses for all eligible public high school juniors andseniors.Dual enrollment is defined in Act128 as “the enrollment of a highschool student in a postsecondary course for which both postsecondary and high schoolcredit may be earned.”Research across the countrydocuments that students whoparticipate in dual enrollmentare more likely than their peersto enroll in college, build academic momentum, and persistto completion. One study, usinga nationally representative sample of students, showed that students who took at least one dualenrollment course were 10%more likely to complete a bachelor's degree than the comparison group. The benefits wereeven greater (12%) for studentswhose parents never attendedcollege (An, 2013). The U.S. Department of Education’s WhatWorks Clearinghouse completeda review of dozens of studies onthe effects of dual enrollment.The review found a medium-tolarge evidence base exists showing that dual enrollment haspositive impacts on students(WWC, 2017).Dual Enrollment Task Force ReportLouisiana Student DemographicsGrades 9-12 Enrollment43%WhiteAfrican AmericanHispanic/LatinoOther47%6%4%Dual Enrollment27%WhiteAfrican AmericanHispanic/LatinoOther4%4%65%SourceLouisiana Department of Education.Strategic Data, Analytics andAccountability DivisionLouisiana currently lacks astrategy for providing universalaccess to dual enrollment, resulting in widely varying participation rates in high schoolsacross the state and significantlylower participation by low-income and minority students(See Figure A). The Task Forcerecognizes that a statewideframework will be necessary toharness these successful programs for the benefit of low-income, minority, andfirst-generation college students. Doing so will help achievethe state's goals for talent development as well as eliminate persistent and damaging equitygaps.A fully supported statewideframework for dual enrollment isessential to prepare increasingnumbers of students for collegeand career success. Improvingstudent transitions from highschool into college will necessitate shared responsibility byLouisiana's secondary and postsecondary systems (Barnett,2016).2
II.Dual Enrollment Trends in LouisianaFigure B35,000Louisiana Dual Enrollment* Trends*Public, private and/or homeschooled high school students enrolled in a college course30,00025,000SourceLouisiana Board of Regents StatewideStudent Profile System, 10/24/1920,000Through the early 2000s, dualenrollment participation in Louisiana was limited to fewer than3,000 academically advancedstudents participating in localprograms. Significant growthstarted in 2005 with the creationof the TOPS Tech Early StartScholarship. This legislativelycreated award pays up to 50per credit hour for technical orapplied courses leading to an Industry Based Certification (IBC),a Certificate of AppliedSciences, or a Certificate ofTechnical Sciences at a Louisianapublic postsecondary educationinstitution when such certification or certificate is approved bythe Workforce Investment Council. Funding for the TOPS TechEarly Start program is part ofthe TOPS budget, and remainsavailable for students. The Early3With the defunding of EarlyStart funds beginning in 2013,school systems have transitioned to expending Supplemental Course Allocation (SCA)funds as well as local generalfunds to provide funding forDual Enrollment courses. According to data from the Louisiana Department of Education,in the 2017-18 school year districts spent 9 million of the 17million SCA appropriation ondual enrollment. The Supplemental Course Allocation givesschool districts and other publicschools a Minimum Foundation9-118202017-187-116-11520Start Program followed TOPSTech Early Start, and paid fordegree, developmental, or workskills courses at a rate of 100per credit hour. Funding for thisprogram is no longer 109202008-0915,000Program (MFP) allocation related to the cost of high schoolcredit courses. It is individualized to the needs of secondarystudents and is provided outsidethe traditional secondary school.Funds allocated through SCAwill target the following types ofcourses for high school credit:Career and technical preparation, academic work required toachieve TOPS, advanced coursework not available at the schooldue to limited resources, dualenrollment, and intensive remediation for students strugglingto stay on pace for graduation.Dual Enrollment Task Force Report
2017-18 Top 6 Dual Enrollment CoursesTable 1MATHENGLISHHISTORYHEALTHCARE*The growth in the number ofstudents taking dual enrollmentcourses in Louisiana public colleges and universities plateauedsubsequent to the establishmentof SCA, growing less than 2%per year through 2017-18, asshown in Figure B. The Board ofRegents increased minimumdual enrollment student eligibility requirements for generaleducation courses in 2017-18.This was followed by an 8% decline in participation from 201718 to 2018-19. Enrollment inCareer and Technical Education(CTE) courses was not impactedby this new policy; participationin CTE dual enrollment remainedlow.Louisiana Department of Education records for dual enrollmentshow that 19,648 reported publicschool students dually enrolled in2017-18 (most recent data available). Of the 19,648 reported enrollees, 87% were on the TOPSUniversity diploma pathway, 11%were on a Jump Start diplomapathway, and 1% were not declared. In terms of ethnicity, 65%of the enrolled students wereWhite, 27% Black, 4% Hispanic,and 4% other.Further analysis indicates that41% of this population is considered economically disadvantaged, compared with 69% of allLouisiana public high school students. Considering the demographic and socio-economiccomposition of the population ofLouisiana (see Figure A), thesenumbers reflect a lack of parityin access to early college proDual Enrollment Task Force ReportSourceLouisiana Board of Regents StatewideStudent Profile SystemPSYCHOLOGY* Includes Health Care core, HealthCare EMS, and Health Care Nursingcourses UDENT ENROLLMENTgrams for students from underrepresented and disadvantagedpopulations.In addition to dual enrollment,high school students can earncollege credit by exam. Whilenot the subject of this report, itis important to recognize othermodels that support collegetransition. In 2017-18, students inLouisiana took 30,079 AdvancedPlacement (AP) exams with7,305 students earning a scoreof at least 3 (the minimum scoreneeded to receive collegecredit). According to the CollegeBoard, the organization responsible for administering and scoring AP and College LevelExamination Program (CLEP)exams, 2018-19 saw Louisiana’shighest-ever recorded participation in CLEP tests, with 18,102exams taken. This included arecord number of exams (8,084)passed with a qualifying scorefor college credit. Additional research is necessary to better understand the inconsistency inthe awarding of credit based onCLEP across Louisiana publicpostsecondary institutions andthe extent to which such creditassists a student in progressingto a postsecondary credential ofvalue.The Board of Regents’ 2019Master Plan recognized the needto expand talent developmentwithin the state in order to meetthe workforce needs of the future. Dual enrollment is a specific policy highlighted toaccelerate the earning of earlycollege credit by Louisiana’shigh school students. These precollege credit programs will befacilitated through the development of secondary-to-postsecondary academic and careerpathways and are critical to thestate’s success in increasingeducational attainment. Theability for future high schoolgraduates to have a head start incollege coursework via dual enrollment will be a game-changerfor Louisiana students by expanding access, equity, and college readiness, as well asfacilitating transition to college.Recognizing the necessity to expand this opportunity acrossLouisiana, in December 2019 theBoard of Elementary and Secondary Education and the Boardof Regents set a joint goal thatevery student should graduatehigh school with college credit(academic and/or career-technical), a postsecondary credentialof value, or both, beginning withthe high school freshman classof 2025 (senior class of 2029).4
III. Process to Inform Task Force WorkAct 128 specifically called for theTask Force to consist of twelvestakeholders representing K-12,postsecondary education, andthe broader community. TheBoard of Regents, aided by consultants from EducationStrategy Group, began a reviewof dual enrollment practices inLouisiana in the context of bestpractices from across the country. This provided opportunitiesfor the Task Force to considerthe most up-to-date in-state andnational information in developing its framework and recommendations for theGovernor’s and Legislature’sconsideration.Since July 2019, the Task Forcehas met seven times at variousregional sites to deliberate andfacilitate presentations and attendance by secondary andpostsecondary partnerships across the state. Table 2 indicatesthe various locations at whichthe Task Force conducted itsmeetings.The agenda for each meeting ofthe Task Force featured arearepresentatives sharing information regarding how they facilitate the delivery of dualenrollment in their respective region. This was useful to the TaskForce in developing an understanding of the various types ofdual enrollment options available to students, along with thechallenges and opportunitiesthat exist in different communities across the state (seeAppendix B).In addition to showcasing localdual enrollment programs ateach meeting, the Board of Regents and Education StrategyGroup conducted key informantinterviews and surveys withstakeholders throughout thestate. The goal of this projectwas to inform the Task Force ofvarying dual enrollment practices and priorities from both K12 and higher education leaders.The findings from this projectwere presented at the November Task Force meeting andare summarized in Appendix C.Table 25DateLocationJuly 24, 2019Richland Parish School Board (Rayville, LA)September 9, 2019Southeastern Louisiana University (Hammond, LA)October 7, 2019South Louisiana Community College (Lafayette, LA)November 4, 2019LA Tech University at Bossier Parish Community College (Bossier City, LA)December 2, 2019Louisiana State University and A&M College (Baton Rouge, LA)January 6, 2020 &February 19, 2020Claiborne Building (Baton Rouge, LA)Dual Enrollment Task Force Report
IV. Guiding Principles of a Statewide FrameworkThe Dual Enrollment Task Forcesupports the establishment of astatewide framework designedto ensure students have universal access to dual enrollmentcourses during high school. Dualenrollment is defined as the enrollment of a high school student in a postsecondary coursefor which both postsecondaryand high school credit may beearned. The Task Force seesvalue when high school studentshave access to high-quality academic, career and technical college courses. Dual enrollmentprovides an early start for students on their college and career journeys and signals to allstudents that a credential beyond high school is foundationalto their success. In addition, dualenrollment allows students todecrease their time to degreeonce in college, thus makinghigher education more affordable for families. To that end, thefollowing guiding principles areoffered to anchor this effort:1. All high schools shall provideaccess to dual enrollment, Advanced Placement, and/or International Baccalaureate coursesin all core academic contentareas and in career/technicalfields.2. The availability of dual enrollment courses in both technicaland academic fields is critical tosupporting the varied postsecondary pathways that studentspursue. Therefore, courses mustDual Enrollment Task Force Reportbe accessible to Louisiana’s students in both areas, with opportunities provided for students toenroll in either or a combinationof both.3. Expansion of dual enrollmentopportunities should focus onincreased access and equitableparticipation.8. With a focus on access andequity, the state’s K-12 Accountability System, overseen byBESE, should provide appropriate incentives for schools to increase successful studentcompletion of dual enrollmentcourses and college-level assessments.4. Each high school studentshould be able to enroll beforegraduation in at least four dualenrollment courses for whichthey are eligible, with no tuitionor fees charged to the studentand minimized cost of attendance expenses such as textbook, testing, and transportationcosts.While the Task Force’s first priority was to set the foundationfor the dual enrollment framework, it also recognized significant challenges andopportunities that must be addressed in order for Louisiana toreach its goal of expanding earlycollege access across the state.These findings are provided inthe following categories for consideration:5. Meaningful, predictive assessments administered in 10thgrade or earlier will determinethe college readiness of students and identify those in needof additional preparation. 6. Institutions of higher education should emphasize consistent academic quality in thedelivery of postsecondarycourses offered for dual enrollment, regardless of course location, instructor type, or deliverymodality.Universal Access and EquityFunding MechanismsCourse Access and PathwaysInstructor Support andProgram Integrity Communication, Outreachand Public Reporting7. Existing state and federalfunding streams should be utilized to their full extent to expand equitable participation indual enrollment.6
V.Findings and ConsiderationsFigure CDual EnrollmentPercentage by Parish inLouisiana Public Postsecondary InstitutionsA. Universal Accessand EquityFindings 40%Ensuring universal access todual enrollment will yield a student population in dual enrollment which mirrors thedemographic, socioeconomicand geographic grades 9-12 student population. Louisiana’s 9-12population in 2017-18 was 47%white, 43% African American, 6%Hispanic, and 4% other. Yet, ofthe 19,648 students in dual enrollment courses, demographicanalysis showed 65% white, 27%African American, 4% Hispanic,and 4% other. Figure C highlights the low participation ratein dual enrollment among students in many rural parishes.Historically, Louisiana has notspecified a clear equity goal fordual enrollment nor does thestate have a uniform frameworkto ensure equal access. As a result, dual enrollment in Louisianais varied and complex, resultingin different course offerings,funding mechanisms and opportunities. Adoption of a statewidedual enrollment framework toensure universal access andequity of opportunity is criticalto reaching the recently agreedshared goal of Board of Elementary and Secondary Educationand the Board of Regents for allgraduates of Louisiana publichigh schools, beginning with thehigh school freshman class of730% - 39%20% - 29%10% - 19%1% - 9%0%Data submitted by LouisianaDepartment of Education compiledby Board of Regents, 12/27/2019Sources:1. Dual Enrollment Students - LA Board of Regents Statewide Student Profile SystemPreparatory Students2. High School Juniors and Seniors - LA DOE High School Session 2017-2018Notes:1. Dual Enrollment % counts of prep students/counts of HS juniors & seniors2. 1,607 prep students were reported out of 8,588 HS juniors & seniors in unknown parishes2025 (senior class of 2029), tocomplete high school havingearned college credit (academicand/or career-technical), a postsecondary credential of value, orboth.1. Alignment of policies andpractices overseen by BESE, including the K-12 accountabilitysystems, to incentivize increaseddual enrollment completion witha focus on access and equity.Conditions Necessary forSuccessDual Enrollment Task Force Report
Louisiana's high school accountability system has long rewardedschools for Advanced Placementand dual enrollment participation. However, significantlyhigher weightings for demonstrated proficiency on a singleAP or CLEP exam than for passing a college course is impactingschool and student course-taking behavior. BESE and the Accountability Commission shouldreview these and other incentives, to consider ways to furtherreward schools that successfullydemonstrate equitable outcomes in dual enrollment completion and demonstratedcourse proficiency.2. Capacity-building to supporthigh-quality academic and career-technical course offeringsacross the state.Effectively navigating the complexity of dual enrollment systems that span K-12 andpostsecondary systems is difficult for administrators and counselors across the state. There aresome excellent dual enrollmentopportunities in Louisiana, butschools and colleges not alreadyengaged are often isolated fromfirmly established programs.Schools would benefit from a resource guide and informationsessions with postsecondary institutions to learn more aboutthe academic and career andtechnical dual enrollment offerings as well as the various delivery models available. This couldenhance the opportunities forstudents in Louisiana. In addition, counselors, college admissions officers, CTE directors,and dual enrollment managerswould benefit from an enhancedcommunication infrastructure, aDual Enrollment Task Force Reportcentralized one-stop shop website linking training, shared resources, and professionalnetworks to facilitate peer learning. Finally, access to timely, accurate information about dualenrollment is essential for parents and students.3. Dual enrollment resourcesand regional training for professional school counselors andcollege admissions counselors,to encourage program consistency and success.Examples were provided to theTask Force of tools and resources used in Tennessee andIdaho to support school counselors in advising students oncollege and career pathways.For example, Tennessee haseliminated the counselors' role intest proctoring, runs regionalworkshops, provides data toolsfor counselors to use in assessing student college readiness,and has created a designationprocess for schools that exceedstandards on advising, collegeand career planning, and a curriculum linked to guided pathways. Louisiana’s existing schoolcounseling model should be reviewed to account for the standards specific to pathwaycounseling.4. Resources and training forinstructional faculty to ensurehigher-quality offerings thatmeet accreditation requirements.Ensuring universal access todual enrollment will require thepreparation and education necessary for high school teachersto meet the accreditation requirements that would allowthem to join college faculty inoffering dual enrollmentcourses. In addition allSACSCOC and Council onOccupational Education criteriaregarding resources and studentsupport would need to be addressed. The Statewide DualEnrollment Framework can provide a road map for the effectiveestablishment of dual enrollmentprograms that meet accreditation requirements, contain theappropriate content and rigornecessary in college courses,support faculty to ensure qualityof instruction and provide strongeducational experiences for students taking both academic andCTE courses.5. Regular evaluations conducted by the Department ofEducation and the Board of Regents of the effectiveness of dualenrollme
Dual Enrollment Trends in Louisiana 15,000 20,000 25,000 30,000 35,000 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Source Louisiana Board of Regents Statewide Student Profile System, 10/24/19 Louisiana Dual Enrollment* Trends *Public, private and/or homeschooled high school students enrolled in a .
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Nov 29, 2016 · Starting A New Committee, Task Force or Work Group. Once the recommendations of the task force have been received, the task force is foregone. RTC task forces include: Advising Policy Task Force Program Revisions Task Force . NOTE: In the future, work groups and task forces should u
WORKED EXAMPLES Task 1: Sum of the digits Task 2: Decimal number line Task 3: Rounding money Task 4: Rounding puzzles Task 5: Negatives on a number line Task 6: Number sequences Task 7: More, less, equal Task 8: Four number sentences Task 9: Subtraction number sentences Task 10: Missing digits addition Task 11: Missing digits subtraction
A Beka *Shurley English 1. st - 8. th. 13. Dual Enrollment Opportunities: *Bible College Dual Enrollment *Math Dual Enrollment *English Dual Enrollment. . Copy of Special Testing Reports (regarding reading or learning difficulties) _12. Copy of past Achievement Testing Results _13. Copy of previous Report Cards
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Task Force. This Report is the result of the collective efforts of the Task Force. The views expressed are not attributable to any particular Member of the Task Force, and all views expressed are those of the Task Force, and not of Queen Mary or ICCA, its Governing Board, or members. 1. As examined later in the Report, the meaning and contours of the terms “third-party funder” and “third .
Initial Steps to Ordering Dual Enrollment Textbooks It can take up to 3 weeks to fill Dual Enrollment materials requests. Orders should be submitted no later than fifteen (15) working days prior to the start of . TO DETERMINE TEXTBOOK NEEDS FOR HCC CAMPUS DUAL ENROLLMENT COURSES 1. Log onto the HCC Bookstore Website: .
Dual Enrollment Procedures 1. Print Dual Enrollment Form from MDC or FIU. 2. Complete forms with ONLY Summer B courses: MUST include Course Number and Reference Number. ** DO NOT SELECT an ENGLISH or SOCIAL STUDIES CORE course (No American History, American Government or Economics courses) (Only IB students qualify to take these courses via Dual Enrollment).
