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2016-2021 AMP Implementation Updates (February 2018)

Initiative 5: Enhance Student Pathways From 麻豆原创PS And To USG

CHARGE TO THE COMMITTEE

The Academic Master Plan Initiative 5 work group recommended actions to the Senior Vice President of Academic Affairs on changes needed to advance the completion agenda and to deepen and expand the 麻豆原创PS partnership programs particularly in dual enrollment and middle college. A three-year plan has been developed to guide the work. This multi-year effort will result in meeting and exceeding the benchmarks required by the academic master plan.

OVERVIEW

The expectations for educational excellence in Montgomery County require expanding available pathways to 麻豆原创. We agree that college coursework at the high school level is a vehicle for the expansion of the intellectual capital of students. Allowing high school students to experience college-level courses while providing opportunities to earn college credit is a critical component in our comprehensive efforts to prepare students for postsecondary study and work. 麻豆原创 and 麻豆原创PS worked together to develop successful pathways to college and career readiness for every 麻豆原创PS student, and to increase access to college coursework through Dual Enrollment programs, while simultaneously decreasing institutional barriers for all students. We partner with Montgomery County Public Schools and the Universities of Shady Grove, among others, to provide a continuum of education opportunities for members of our community. Our 3-year plan involves a preliminary focus on 麻豆原创PS with efforts to increase and ease the transition of students from 麻豆原创 to USG. 

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COMMITTEE MEMBERSHIP:

  • Dr. Elena Saenz (Chair)
  • Dr. Nawal Benmouna
  • Ms. Amy Crowley*
  • Mr. Fred Evans
  • Dr. Genevieve Floyd
  • Ms. Yolandra Johnson
  • Mr. Guillermo Laya
  • Mr. Joshua Messite
  • Mr. Michael Sullivan
  • Mr. Akima Rogers*
  • Professor Chantal Vilmar
  • Ms. Angela Wright

* Co-chairs

Dual Enrollment is available to high school students admitted to 麻豆原创. Students are enrolled in college courses while still attending high school, providing an educational experience beyond what is available at the secondary level. High School juniors and seniors who meet the College’s Dual Enrollment standards may enhance their schedule with college coursework, and experience the independence of college-level study while also earning college credit. Students have the option of attending a college course offered at their High School, or attending courses at a 麻豆原创 campus.

Middle College is a dual enrollment program for high school students who desire a more independent and advanced learning environment. Students in their sophomore, junior and senior year of high school will take a combination of core high school courses at their high school, college courses at the high school, and college courses on the college campus. Some of the college credits earned during these three years will satisfy requirements of the high school diploma while all college credits earned in the middle college will go towards their associate’s degree. While traditional middle college programs are housed on a college campus, Montgomery County was the first in the nation to have two middle college programs on the comprehensive high school campus. The students come to the college campus during their senior year in high school to take college classes. Students enrolled in Middle College have the opportunity to graduate from high school and simultaneously earn an Associate of Science in General Engineering or an Associate in Arts in General Studies.

Early College is a newly approved initiative that will provide an opportunity for hundreds, perhaps thousands of 麻豆原创PS students with the ability to complete a high school diploma and a 麻豆原创 Associate’s Degree concurrently. Although similar to the Middle College programs, Early College will not have a capacity issue in that students will spend their first two years of high school at the high school campus, their junior and senior years will take place at one of the 麻豆原创 campuses. In this way, we have opened the door to dual enrollment to any student in the county that is interested in earning college credit.

What the initiative is designed to address (data from 麻豆原创)

  • Provide a diverse population with the opportunity to access college while still in high school that results in
    - Reduce time to degree or certificate
    - Reduce the cost to degree or certificate
  • Increase the number of students enrolled in dual enrollment by 20% by 2020, an objective outline in the Academic Master Plan
  • Increases the number of students seeing a college degree

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FEATURES OF THE NEW PRACTICE/POLICY

As a result of joint discussions held with faculty and administrators from both institutions, several options have emerged to support this collaborative work around dual enrollment. Building on these efforts, an enhancement plan has been created and follows 3 key elements: 

  • Revise current 麻豆原创PS Dual Enrollment Practices
  • Development of 麻豆原创 pathways towards degree/certification attainment
  • Exploration of Best Practices and Communication

IMPACT ON STUDENT

In an Inside Higher Education article by Elizabeth Redden (2017), Redden shares that a new study from the Community College Research Center has found that dual enrollment programs have resulted in positive outcomes in high school graduation, college enrollment rates, college grade point average, and progress towards college completion. Further, students with varying academic and social backgrounds benefit from enrolling in college classes while still attending high school. The study recommends that “states and programs should consider ways to encourage participation for a broad range of students.” The Community College Research Center study found that dual enrollment is positively associated with the likelihood that students, both the full sample of students and the subset involved in career and technical education, will earn a high school diploma, initially enroll in a four-year institution, enroll full-time and persist in college to a second semester. Students who participated in dual enrollment in high school had significantly higher cumulative college GPAs three years after high school graduation than did their peers who did not participate in dual enrollment programs, and they had also earned more college credits (indicating progress toward a degree) than non-participating peers. 

Most interesting, they looked at male and low income participants in dual enrollment in Florida and discovered that male and low-income students seem to receive particularly strong benefit from the dual enrollment programs, and on some measures, students with lower high school grades benefit more than students with higher grades. 

These and other data cannot be ignored, by increasing the number of students who are able to access dual enrollment programs we are keeping our commitment to social justice. The following tables illustrate the growth in dual enrollment participation over the last several years, but more must be done to provide access to more Montgomery County students, and specifically those traditionally underrepresented and low-income.

Dual Enrollment Fall Semester Comparison 2015-2017

  • Fall 2015: 
    • Students: 473
    • Enrollment: 563
  • Fall 2016: 
    • Students: 530
    • Enrollment: 654
  • Fall 2017: 
    • Students: 637
    • Enrollment: 821

Middle College Student Enrollment Academic Year 2016-2017

  • Northwood General Studies AA
    • Students: 81
    • Enrollment: 102
  • Northwest General Engineering AA
    • Students: 84
    • Enrollment: 106

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IDENTIFY POSSIBLE CONFLICTS/CHALLENGES

  • Parents not aware of benefits or availability of program
  • Some principals not supportive (viewed as competing with AP, IB)
  • Cost prohibitive to some
  • Students not awarded high school credit for college class, in rare exceptions only .5 high school credit is given for 3 credit class
  • Class offerings have been limited to transfer coursework, more opportunities should be given to students interested in technical education
  • Need to create clear academic pathway program for dual enrollment students from high school to Montgomery college
  • Need to provide students with access to personalized academic advising or guidance counseling. These services help guide students in taking courses most relevant to the postsecondary credential they are seeking.
  • 麻豆原创 Board of Trustees and 麻豆原创PS Board of Education must support efforts.

IMPLEMENTATION TIMELINE

As a result of the work completed by the Academic Master Plan Initiative 5 workgroup based on joint discussions held with faculty and administrators from 麻豆原创 and 麻豆原创PS, several options have emerged to support this collaborative work around dual enrollment. Building on these efforts, the three-year enhancement plan below includes the following 3 key elements:

  • Revise current 麻豆原创PS Dual Enrollment Practices
  • Development of 麻豆原创 pathways towards degree/certification attainment
  • Exploration of Best Practices and Communication

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ASSESSMENT

This initiative will complete with all college assessment methodology and review process; in addition, the following assessment will be used:

Objective: Provide a diverse population with the opportunity to access college while still in high school. These
students will reduce the time and cost to a degree or certificate.

  • Measure: Increase by 10% the number of African American and Latino students who participate in dual enrollment.
    • Benchmark (AY 16-17) 41.6%
    • Goal (AY 20-21) 45.8%

Objective: Increase the number of students enrolled in dual enrollment by 20% by 2020. These students will reduce the time and cost to a degree or certificate.

  • Measure: 20% increase in student enrollment
    • Benchmark (AY 16-17) 656
    • Goal (AY 20-21) 787

Objective: Provide a diverse population with the opportunity to earn an Associate of Arts or Science degree while still in high school. These students will reduce the time and cost to a degree.

  • Measure: Increase by 10% the number of African American and Latino students who participate in dual enrollment.
    • Northwest High School
      Benchmark (AY 16-17) 36%
      Goal (AY 20-21) 40%
    • Northwood High School
      Benchmark (AY 16-17) 51%
      Goal (AY 20-21) 56%

Objective: Increase the number of students enrolled the middle college program by 20% by 2020. These students will reduce the time and cost to a degree.

  • Measure: 20% increase in student enrollment
    Benchmark (AY 16-17) 267
    Goal (AY 20-21) 320

Objective: Create Early College Program

  • Measure: Implementation plan created in AY 2017

Objective: Meet the objectives set forth by the Dual enrollment three-year plan.

  • Measure: Look at each objective for each of the identified three years. Have those objectives been complete?

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Key Elements Timeline

Key Element 1: Revise current 麻豆原创PS Dual Enrollment Practices related to high school/college credit and course offerings

  • Fiscal Year: FY18

  • Milestone: 
    • Revise 麻豆原创PS REG to change credit awarded for 3 credit college course from .5 to 1.0 credits.
    • Increase/promote opportunities for students to earn dual credit (giving high school credit for college courses)
    • Allow college course offerings on high school campuses that may have a high school curriculum counterpart
    • Identify high school courses for review by 麻豆原创 faculty that may qualify for college credit
    • Identify college courses for review by 麻豆原创PS faculty that may qualify for high school credit
    • Ask 麻豆原创PS CTE supervisors to identify additional college course offerings for Career and Technology Education (CTE) pathways
    • Determine which 麻豆原创PS practices may be revised for spring ‘18 implementation
    • Review communication plans to include revising and sending letter as early as the fall to parents regarding new DE options and benefits of DE
    • Ask superintendent to communicate with principals changes related to college course offerings and credit for 麻豆原创PS students
    • Communicate changes related to college course credit with counselors
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd, Ben OuYang, Scott Murphy, Stephanie Williams
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

  • Fiscal Year: FY19

  • Milestone:
    • Collaborate to review respective curriculum identified and develop appropriate institutional
      course codes as needed
    • Develop a standard list of college courses that can be used by all schools for dual credit
    • Work in concert to emphasize and market all college courses options within 麻豆原创PS CTE pathways
    • Develop 麻豆原创PS DE website
    • Update 麻豆原创 DE website as appropriate
    • Continue communication with parents and stakeholders as needed
    • Provide end of the year update to senior leaders
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd, Scott Murphy
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

  • Fiscal Year: FY20

  • Milestone:
    • Continue FY18 and FY19 items as appropriate
    • Update 麻豆原创PS course bulletin to reflect DE options and college credit associated with high school courses
    • Update 麻豆原创 course catalog as appropriate
    • Plan and report out on data related to the changes associated with noted revised 麻豆原创PS DE practices
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd
    • 麻豆原创: Elena Saenz

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Key Element 2: Development of 麻豆原创 pathways towards degree/certification attainment

  • Fiscal Year: FY18

  • Milestone:
    • Seek direction from 麻豆原创 and 麻豆原创PS leaders regarding specific programs to begin in FY19 (begin planning for implementation as appropriate)
    • Develop budget associated with Early College model and average cost for students to a take college course at 麻豆原创
    • Develop new pathways to be promoted for Early College options at each 麻豆原创 campus
    • Begin the development of multiple 麻豆原创 pathways to include CTE and general education
    • Collaborate on the development and promotion of extended (beyond 麻豆原创PS course offerings) World Language and Fine Arts college courses
    • Use grant funds to collaborate on the dual enrollment planning of the P-TECH high school program at Clarksburg High School
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd, Mike Sullivan, Francoise Vandenplas
    • 麻豆原创: Amy Crowley, Sharon Fechter, Akima Rogers, Elena Saenz

  • Fiscal Year: FY19

  • Milestone:
    • Explore the development and promotion of extended (beyond 麻豆原创PS course offerings) course options at 麻豆原创 in other content areas
    • Continue implementation of P-TECH, Middle College, and Early College options
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd, Scott Murphy
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

  • Fiscal Year: FY20

  • Milestone:
    • Monitor and support continued implementation as college coursework begins for first cohort(s)
  • Person (s) Responsible:
    • 麻豆原创PS: Genevieve Floyd, Mike Sullivan
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

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Key Element 3: Exploration of Best Practices and Communication

  • Fiscal Year: FY18

  • Milestone:
    • Identify options that promote a shared balance of financial responsibility between 麻豆原创 and 麻豆原创PS to reduce cost to students
    • Benchmark school districts in the state and their agreements related to high school teachers teaching college courses
    • Work with communication offices to develop website and P/R campaign for DE options
    • Develop and implement Early/Middle College website by 麻豆原创
    • Work with 麻豆原创PS’s Office of School Support and Improvement and 麻豆原创PS’s Office of Student and Family Support and Engagement to inform principals, counselors of DE changes
    • Collaborate with 麻豆原创PS’s Office of Shared Accountability and 麻豆原创’s Office of Institutional Research to develop process to identify and collect data points and/or effectiveness of efforts
    • Report FY18 findings to senior executive leadership and receive action items for FY19
  • Person (s) Responsible:
    • 麻豆原创PS: Kecia Addison-Scott, Genevieve Floyd, Michael Sullivan
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

  • Fiscal Year: FY19

  • Milestone:
    • Plan for implementation agreed upon best practices/action items
    • Update and maintain websites and other communications
    • Continue to work with OSSI and OSFSE to inform principals, counselors, and other stakeholders about DE
    • Review, analyze, and evaluate collected data points for effectiveness of efforts
    • Report FY19 findings to senior executive leadership and receive action items for FY20.
  • Person (s) Responsible:
    • 麻豆原创PS: Kecia Addison-Scott, Genevieve Floyd, Michael Sullivan
    • 麻豆原创:  Amy Crowley, Akima Rogers, Elena Saenz

  • Fiscal Year: FY20

  • Milestone:
    • Plan for implementation agreed upon best practices/action items
    • Update and maintain websites and other communications
    • Continue to work with OSSI and OSFSE to inform principals, counselors, and other stakeholders about DE
    • Review, analyze, and evaluate collected data points for effectiveness of efforts
    • Report FY20 findings to senior executive leadership and receive action items for FY21
  • Person (s) Responsible:
    • 麻豆原创PS: Kecia Addison-Scott, Genevieve Floyd, Michael Sullivan
    • 麻豆原创: Amy Crowley, Akima Rogers, Elena Saenz

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