Dual Enrollment Taskforce

January 19, 2013

Presentation for Dual and Adjunct Faculty Professional Development Day

Anahid Petrosian, Assistant Vice President for Academic Advancement

Outline

Dual Enrollment Taskforce

Five Sub-Committees

Research Sub-Committee Report o Program Quality and Student Success

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

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

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: ……………………..

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

Dual Enrollment Taskforce

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

Update Webpage

High School Programs and Services

Webpage

o http://academicaffairs.southtexascolleg

e.edu/highschool/index.html

o Links to Research Resources

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

Review of Existing Research

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%).

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?

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.

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.

Key Findings

Performance at UTPA

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.

Review of Existing Research

State Report

A study of Dual Credit, Access and Effectiveness in the

State of Texas, Jeryl L. Mumpower, May 2011.

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)

State Research

Review of Existing Research

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

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 1st year retention rates

• 2.7 times more likely to be retained

o 2nd year retention rates

• 2.8 times more likely to be retained

UTPA Research

82.5% 82.3% 80.3%

63.1% 59.4% 62.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 08 Fall 09 Fall 10

1st yr Retention RatesAny vs No

Prior College Hours

Any PCH

No PCH

Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

UTPA Research

1st Year and 2nd Year Retention Rate

Student with prior and student without prior year college hours

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.

Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

Cumulative GPA

Any vs No

Prior College Hours

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

UTPA Research

Source: Cohort Data, Office of Enrollment Services, UTPA, Edinburg, TX.

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?

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

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

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

Fall 2011 Dual Enrollment Numbers

o 88 Different Courses

o 1,039 sections

o 10,607 unduplicated students

o 18,572 duplicated enrollment

Dual Enrollment Grades, Fall 2011

Success: A, B, and C = 86%

A

33%

B

35%

C

18%

D

4%

F

3% W

7%

STC Overall Grades (except DE), Fall

2011 Success: A, B, and C = 67%

A

25%

B

25% C

17%

D

6%

F

15%

W

12%

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.

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.

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

2010 204 3,787 79% 255 6,114 63%

2011 189 3,765 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%.

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.