1. Concurrent Enrollment:Recent Changes and Future Goals<br />June 2009<br />CydGrua, Academic Affairs, USHE<br />Moya Kessig, Early College Specialist, USOE<br />
2. “I felt challenged, and I knew that a lot was expected of me.”<br />“I felt I was treated with more respect. I was treated like an adult rather than a high school student.”<br />“I felt like I learned what I needed to, and I felt more confident in my choice to get started on going to college. ”<br />
3. SUCCESS: Program Growth<br />FY 07-08, 136 Public, charter, and alternative high schools participated in the program. <br />Source: USHE<br />
4. SUCCESS: Increased Access to Higher Education<br />Concurrent Enrollment gives first generation college students and underrepresented populations an opportunity to experience postsecondary instruction. (FY 07-08 Data)<br />
5. SUCCESS: Increased Access to Higher Education<br />Concurrent Enrollment attracts more female students than attend USHE institutions.<br />*percent of all college going students<br />
6. Concurrent Enrollment forAcademically Prepared Students <br />Eligibility Requirements/Higher Education<br />Junior or senior standing.<br />A grade point average, ACT score, or a placement score which predicts success. <br />(Generally a B average.)<br />(ACT score of 22 or higher) <br />Approval of high school and college officials. <br />Parent or Guardian approval.<br />Students understand they will create a permanent college transcript.<br />Student interest in concurrent classes corresponds to SEOP.<br />Supportive letters of recommendation.<br />Regents Rule 165<br />
7. Concurrent Enrollment forAcademically Prepared Students <br />Eligibility Requirements/Public Education<br />Counted in average daily membership with all applicable high school fees. <br />Concurrent course planning and registration are part of a current student education/ occupation plan (SEOP).<br />Parent or Guardian approval.<br />Students agree to have a high school transcript generated. <br />Home schooled students are eligible with principal permission from the high school they would attend.<br />Board Rule R277-713<br />
8. SB81: Two key changes in the law:<br />Effective FY09-10:<br />Require appropriate assessment prior to participation in math and English courses. <br />Eliminate courses typically taught in 9th and 10th grades.<br />
9. Accuplacer Use<br />A summary of Accuplacer use at USHE institutions. <br /><ul><li> 5 USHE Institutions require Accuplacer.
10. 6 USHE Institutions require students to pay for Accuplacer tests.
11. Costs range from $2-$15 per test.</li></ul>Feedback varies from positive to negative. <br />*Review USHE Concurrent Enrollment and Accuplacer Use handout for detailed information.<br />Assessment is required effective July 2009.<br />
12. The following courses were identified as courses typically taught in 9th or 10th grade:<br />Fitness for Life<br />Computer Technology<br />Keyboarding<br />Keyboarding Applications<br />Word Processing<br />These courses will be removed January 2010.<br />
13. GOAL 1: Student Data<br />Passing the SSID between districts and USHE institutions:<br /><ul><li>Ensures streamlined data matching.
14. Sets a foundation for seamless transition from grade 12 to 13.
15. Allows for longitudinal studies on the impact of Concurrent Enrollment in student success.</li></li></ul><li>GOAL 2: Refine Course Opportunities & Pathways<br />For FY 09-10, institutions removed courses which attracted low enrollments for several years. <br />Courses which did not meet elective or required status for a program of study will be removed.<br />
16. GOAL 2: Refine Course Opportunities & Pathways<br />Review all courses in a subject area at once.<br />Promote open dialogue between USOE and district curriculum specialists and USHE academicians.<br />Increase understanding of curricular issues unique to public or higher education.<br />May<br />February<br />2009<br />
17. GOAL 2: Refine Course Opportunities & Pathways<br />Promote/distribute the General Education Pathway document to high school counselors and students.<br />Encourage students to contact campus academic advisors. <br />This document promotes academic planning for transition to college.<br />
18. Goal 3:Strengthen Academic Counseling<br />Concurrent course planning and registration<br />are part of the SEOP process.<br />Students need to:<br />Understand the direction they are going with concurrent credit. No empty credits! <br />Be encouraged to meet with college advisors to fully comprehend institution and degree requirements.<br />Be aware of the timelines required for admission, registration, financial aid and scholarship eligibility, and graduation.<br />Emphasize the importance of meeting with a<br />college advisor to plan certificate or degree pathway. <br />
19. …I was able to graduate from high school with my diploma, along with my college associates degree. I was able to fulfill my high school credits and college credits at the same time. The program was a great introduction to what college life is like. It was very challenging, but it taught me to be more responsible in my schoolwork and in time management…<br />… I think the program is a great opportunity for anybody who is looking for a challenge, and wants to get a head start on his or her college education.<br /> <br />-Devin Hatch, Provo High School<br />