Dual Credit in the Illinois Community College System.

Dual CreditDual Credit

in the Illinois Community in the Illinois Community College SystemCollege System


What we are going to talk about—What we are going to talk about—– Difference between Dual Credit and Dual Difference between Dual Credit and Dual

EnrollmentEnrollment– Different models of Dual Credit offered at Different models of Dual Credit offered at

community collegescommunity colleges– A discussion of how the ICCB ensures qualityA discussion of how the ICCB ensures quality

ICCB Administrative RulesICCB Administrative RulesThe Recognition processThe Recognition process

– Overview of the dataOverview of the data– Taking questionsTaking questions

The Difference between dual credit and dual enrollment


Academically qualified students enrolled in high school enroll in a college-level course and, upon successful course completion,

concurrently earns both college credit and high school credit.


Dual EnrollmentDual Enrollment

Academically qualified students enrolled in high school and also enrolled in a

college level course at the community college. Upon successful course

completion the students exclusively earn college credit. High school credit is

not necessarily earned.



Concurrently earns college credit and high school credit

Reflects strong / well Reflects strong / well established secondary-established secondary-post secondary post secondary articulation and articulation and alignmentalignment

Dual EnrollmentDual Enrollment

College credit is earned

Does not Does not requirerequire or or reflectreflect secondary-post secondary-post secondary articulation secondary articulation and alignmentand alignment

Often student initiated, not Often student initiated, not administratively facilitatedadministratively facilitated

High School credit is not necessarily awarded



–A college course, offered for high A college course, offered for high school creditschool credit

NOT VICE-VERSANOT VICE-VERSA

What is Dual Credit?

Dual CreditDual Credit– Courses can be offered at the college, high Courses can be offered at the college, high

school, area career center, online, or via school, area career center, online, or via distance learningdistance learning

– Core and/or Career Courses can be offeredCore and/or Career Courses can be offeredMust be IAI approved Must be IAI approved OROR

First-year courses in an AAS degree programFirst-year courses in an AAS degree program

– Instructors must meet community college Instructors must meet community college faculty requirementsfaculty requirements

Models of Dual CreditModels of Dual Credit

Basically three “Standard Models”Basically three “Standard Models”

Other arrangements may exist that are Other arrangements may exist that are variations of these modelsvariations of these models

Model C: taught at college, by college instructor

Model B: taught at high school, by college instructor

Model A: taught at high school, by high school teacher


Models of Models of Dual Credit: Dual Credit:

Model AModel A

Model A: taught at high school, by high

school teacher

College verifies instructor credentials

College meets with teacher/school to discuss

course/policies. These include faculty to faculty conversations

about student learning objectives, student outcomes, prerequisites,

etc.

CourseApproved

Revisions neededbefore course can

be offered

College creates the course section, prepares for enrollment

College confirms with school course offering

and registration details


Model BModel B

Model B: taught at high school, by college faculty

College locates suitable instructor full-

time or adjunct




College meets with teacher/school to discuss course/policies. These

include conversations about student learning objectives, student

outcomes, prerequisites, etc.


Model CModel C

Model C: taught at college, by college

instructor




College locates suitable instructor full-

time or adjunct

College meets with teacher/school to discuss course/policies. These

include conversations about student learning objectives, student

outcomes, prerequisites, etc.


Person and / or entity delivering instruction Person and / or entity delivering instruction may differmay differ

Standards are college levelStandards are college level

Instructors must meet community college Instructors must meet community college faculty requirementsfaculty requirements

Content is the same as college levelContent is the same as college level

After a model is determined the process is After a model is determined the process is very similar throughout the systemvery similar throughout the system

Dual CreditDual Creditin the Illinois Community College Systemin the Illinois Community College System

Ensuring Ensuring QualityQuality

Ensuring QualityEnsuring Quality

Dual CreditDual Credit– ICCB Administrative Rules (1501.507-11)ICCB Administrative Rules (1501.507-11)

A.A. State Laws, Regulations, Accreditation State Laws, Regulations, Accreditation StandardsStandards

B.B. InstructorsInstructors

C.C. Qualification of StudentsQualification of Students

D.D. Placement Testing and PrerequisitesPlacement Testing and Prerequisites

E.E. Course OfferingsCourse Offerings

F.F. Course RequirementsCourse Requirements

G.G. Concurrent Credit Concurrent Credit



A.A. State Laws, Regulations, Accreditation State Laws, Regulations, Accreditation StandardsStandards

All state laws, regulations, standards, and All state laws, regulations, standards, and policies that apply to courses on campus must policies that apply to courses on campus must also be followed when offering dual credit also be followed when offering dual credit coursescourses



B.B. InstructorsInstructors

Dual credit instructors must meet the same Dual credit instructors must meet the same requirements as instructors who teach the class requirements as instructors who teach the class on-campus. on-campus. – This includes having the appropriate credentials.This includes having the appropriate credentials.



C.C. Qualification of StudentsQualification of Students

Dual credit students:Dual credit students:– Have appropriate academic qualifications, Have appropriate academic qualifications, – Have a high level of motivation, and Have a high level of motivation, and – Have adequate time to devote to the dual credit courseHave adequate time to devote to the dual credit course– Meet all college prerequisites and testing requirementsMeet all college prerequisites and testing requirements



D.D. Placement Testing and PrerequisitesPlacement Testing and Prerequisites

Dual credit students must satisfy all course Dual credit students must satisfy all course placement tests or course prerequisites (when placement tests or course prerequisites (when applicable) to assure that they have the same applicable) to assure that they have the same qualifications and preparation as other college qualifications and preparation as other college students.students.



E.E. Course OfferingsCourse Offerings

Dual credit courses can be either:Dual credit courses can be either:– transfer courses that have been articulated with senior transfer courses that have been articulated with senior

institutions in Illinois or institutions in Illinois or – first-year courses in ICCB approved associate in first-year courses in ICCB approved associate in

applied science degree programs.applied science degree programs.



F.F. Course RequirementsCourse RequirementsDual credit courses must be the same as those offered on Dual credit courses must be the same as those offered on campuscampus

– Same outlinesSame outlines– Same content Same content – Same course prerequisitesSame course prerequisites– Same descriptionsSame descriptions– Same requirementsSame requirements– Same learning outcomes Same learning outcomes – Same methods of evaluating studentsSame methods of evaluating students



G.G. Concurrent Credit Concurrent Credit

The same as dual enrollmentThe same as dual enrollment


ICCB Recognition ProcessICCB Recognition Process– Community colleges must be recognized to be

eligible for state funding – Recognition evaluations are based on a 5 yr cycle– ICCB staff make an assessment on each individual

standard and on a global basis– All colleges are evaluated on a select number of

standards during the same five-year cycleDual credit included in the 2006-2010 cycle


ICCB Recognition ProcessICCB Recognition Process– Dual credit included in the 2006-2010 cycle

Recognition Standard 1c – Dual Credit

Mirrors the 7 Administrative Rules on Dual Credit– “Indicators of Compliance”– “Items to be Evaluated”


Examples of what is evaluatedExamples of what is evaluated– Campus Dual Credit Policies– College faculty records / ICCB faculty records– College student records– Articulation agreements / program assignment

of courses– Course outlines / syllabi– SU / SR– College Recognition self-study


Dual Credit DataDual Credit Data


Dual Credit DataDual Credit Data–FY07, Dual Credit / Dual Enrollment FY07, Dual Credit / Dual Enrollment

enrollment trends:enrollment trends:Enrollment increased 15.6% over Enrollment increased 15.6% over FY06 FY06

Enrollment increased 126.3% over Enrollment increased 126.3% over FY02FY02


Dual Credit Data Dual Credit Data – From 2001 to 2007 . . .From 2001 to 2007 . . .

247,750 students were enrolled in Dual Credit / 247,750 students were enrolled in Dual Credit / Dual Enrollment courses in Illinois Community Dual Enrollment courses in Illinois Community CollegesColleges

9353 courses a year were offered for dual credit on 9353 courses a year were offered for dual credit on averageaverage

123,019 students were served by the P-16 Grant123,019 students were served by the P-16 Grant

Enrollments increased at an annual rate of 18.16% Enrollments increased at an annual rate of 18.16% from FY02 to FY07from FY02 to FY07


FY01 FY02 FY03 FY04 FY05 FY06 FY07

0

10000

20000

30000

40000

50000

60000

Students Served by P-16 Grant

Total DC/DE Enrollments

Program Enrollments

Dual Credit/Dual Enrollment (DC/DE)


Dual Credit/Enrollment~FY 2007 Course Enrollment Patterns~

Transfer, 32102, 49%CTE, 33939,

51%

The largest enrollment was

in English Composition

(7795 students were enrolled)

Source: FY07 SU/SR data


Dual Credit Data - Top 10 EnrollmentsDual Credit Data - Top 10 EnrollmentsCourse Enrollments

English Composition 7923

General Office 4920

Business Technology 3070

General Psychology 2688

Administrative Assistant 2470

Computer Programming 2385

General History 2303

Math 2261

Comp Sys Networking & Telecommunications 2080

Occupational Orientation 1868Source: FY07 SU/SR data


Dual Credit Data - Top 5 CTE EnrollmentsDual Credit Data - Top 5 CTE Enrollments

General Office 4920

Business Technology 3070

Administrative Assistant 2470

Computer Programming 2348

Comp Sys Networking & Telecommunications 2080

Source: FY07 SU/SR data


Dual Credit Data - Top 5 Transfer EnrollmentsDual Credit Data - Top 5 Transfer Enrollments

English Composition 7795

General Psychology 2686

General History 2303

Math 2261

Spanish 1730Source: FY07 SU/SR data

Dual Credit in SummaryDual Credit in Summary

There is no one model for community colleges.There is no one model for community colleges.

Community colleges and the courses they offer Community colleges and the courses they offer through dual credit are held to high standards through dual credit are held to high standards that apply throughout the system.that apply throughout the system.

The data reflects a significant increase in dual The data reflects a significant increase in dual credit.credit.

Contact InformationContact Information

Rob KerrRob Kerr

Director for Career & Technical EducationDirector for Career & Technical Education

Illinois Community College BoardIllinois Community College Board

401 E. Capitol Avenue401 E. Capitol Avenue

Springfield, IL 62701Springfield, IL 62701

217-785-0123217-785-0123

[email protected]

Dual Credit in the Illinois Community College System.

Documents

Transcript of Dual Credit in the Illinois Community College System.