IES Conference CA DE_FINAL.ppt by SeRyan

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									                                                                          Evaluation of the Concurrent Courses Initiative
                                                                              A Supportive Career/Technical Dual Enrollment Program

Building on the Strengths of Career                                                       What is the Concurrent Courses
and Technical Education (CTE) &                                                           Initiative?
Dual Enrollment                                                                           The Concurrent Courses Initiative: Pathways to College and
Concurrent Courses aims to build on the strengths of the CTE model by                     Careers (www.concurrentcourses.org), funded by the James
enhancing student preparation for postsecondary education.
                                                                                          Irvine Foundation, provides support to eight secondary/
Potential benefits of CTE:                                                                postsecondary partnerships in California as they develop,
• CTE participation can have significant youth development benefits for students.
                                                                                          enhance, and expand career-focused dual enrollment programs.

• CTE programs also have positive impacts on earnings and employment.                     The Initiative aims to strengthen college and career pathways
• The most conclusive evidence on CTE shows that it can help students stay in             for low-income youth who are struggling academically or who
school.                                                                                   are within populations historically underrepresented in higher
                                                                                          education by providing them with rigorous, supportive, and
Potential benefits of dual enrollment:
                                                                                          career-focused dual enrollment opportunities.
• Students get a taste of college and learn college-going behaviors.
• Students enter college with credit already accumulated.
• Potential cost savings to families and education systems.
• Make the senior year meaningful/reduce senioritis.                                         Evaluating The Concurrent Courses Initiative Using Cal-PASS
• Creation of connections between secondary and postsecondary institutions.

 (Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., Bailey, T. R., 2007)

                                                                                                                                                                                 Participants
Using Surveys & Cal-PASS to
Evaluate the Initiative
• Entry and exit surveys will provide information on students’ motivation for
participating in dual enrollment programs and experience with supportive services.
                                                                                                                                                                                    Matched
• Data from the California Partnership for Achieving Student Success                           Comparison Groups:                                       All District               Comparison                     Random
(Cal-PASS; www.calpass.org) allow for the tracking of individual students over                                                                        Non-participants              Identified using              Sample
time, enabling the Community College Research Center (CCRC; http://                                To be constructed using                                                            Propensity
                                                                                                                                                                                    Score Matching
ccrc.tc.columba.edu) to examine outcomes for Initiative participants and similar                        Cal-PASS data
comparison students. Students will be tracked through the 2009-2010 school year.

Variables of interest include:
   Demographic Measures, including age, gender, race/ethnicity, and free lunch
                                                                                                                                              • Program persistence and completion
    status;
                                                                                                                                              • Accrual of college credit while still in high school
   High School Measures, including high school term and cumulative GPA, high
     school courses taken, and certification of high school graduation;                                                                       • High school graduation
   Dual Enrollment Measures, including registration for postsecondary courses                                                                 • College enrollment
    while in high school, withdrawal from postsecondary courses, postsecondary                        Outcomes                                • Choice of career/technical pathway or general studies/
    credits earned, and number of postsecondary courses attempted, passed, and                                                                  academic pathway
    failed; and
                                                                                                                                              • Need for remediation
   Postsecondary Measures, including matriculation into postsecondary
     institution, first institution attended (two-year or four-year), enrollment status                                                       • College first-semester grade point averages
     (full- or part-time), recommendation for developmental coursework, number                                                                • College persistence & completion
     of courses attempted, regular and developmental credits earned, GPA,
     persistence to second semester and second year, and number of semesters
     enrolled in college.



                                                         Partnership Sites                                                                                                Participants




                                                                                                                                                                               Katherine L. Hughes
                                                                                                                                                                               Email: hughes@tc.edu
                                                                                                                                                           Assistant Director for Work and Education Reform Research

                                                                                                                                             NCPR                                                                                CCRC
                                                                                                                                             Box 174, 525 West 120th Street                            Box 174, 525 West 120th Street
                                                                                                                                             New York, NY 10027                                                    New York, NY 10027
                                                                                                                                             Tel: 212.678.3091                                                       Tel: 212.678.3091
                                                                                                                                             www.postsecondaryresearch.org                                  http://ccrc.tc.columbia.edu

								
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