Community colleges are attracting more “traditional-age” students. And, thanks to dual enrollment of high school students, more community college students are under the age of 18.
In Colorado, “early remediation” starts in eighth grade. Students who pass remedial college courses in English and math can enroll in college-level courses as early as 10th grade.
“Dual enrollment” students earn college credits in high school, but there’s no guarantee they’ve done college work, writes a university math professor. One of his students earned two years of college credit by the age of 18, but can’t solve math problems. Her “learning method” is guessing on multiple-choice tests.
In Oregon, taking college courses boosts high school students’ confidence — and the odds they’ll enroll in college. But is their confidence justified?
High school students could use MOOCS (massive open online courses) to earn college credits, Coursera cofounder Daphne Koller tells Anya Kamenetz on Hechinger Digital.
“There are so many studies that demonstrate the benefit to students in high school in having access to college-level material. It encourages them to go to college and complete college. But that opportunity has largely been available to the most advanced students at highly endowed school districts that have teachers that can teach college-level subjects. It’s been a very inequitable offering.”
With the help of a MOOC, a high school teacher who is “passionate and motivated, but not necessarily expert” can teach a college course, Knoller says.
Ohio is looking at MOOCs to prepare students for college and prevent the need for remediation.
The San Jose State Plus pilot, a partnership with Udacity, offers three remedial and entry-level math courses to high school, community college or university students. The for-credit courses cost only $150.
At the Oakland Military Institute, a charter school with predominantly low-income students, some students didn’t have the computers or Internet access at home needed for the college statistics course, reports the San Jose Mercury News. And “many needed personal attention to make it through.”
To make it work, the institute had to issue laptops to students, set aside class time for them to focus on the online course, and assign teachers to make sure they stayed on task.
. . . With more than 700 students in grades 6 through 12, the school had to devote much of its computer lab space, equipment and staffing to online courses for the roughly 45 students taking the Udacity courses. A donation paid for the course fees.
Answering questions and keeping students on task consumed much of his time, said Omar Solache, a computer teacher with two other job titles. A second teacher was assigned to help ease his load.
“They’re so used to having teachers right there with them,” Solache said.
Students watched short videos, chatted with online tutors available around the clock and moved at their own pace, reviewing what they didn’t understand. An evaluation of the pilot will be available in the fall.
Here’s a research report on San Jose State’s partnership with edX on an introductory engineering MOOC.
In the “second-chance club,” dropouts, immigrants and people trying to start over must learn to write a thesis sentence, make verbs agree with subjects and master the comma to pass remedial English and move on to college-level courses.
A Wisconsin high school now works with employers to offer 22 dual-credit career classes in business, marketing and information technology. When seniors filled out surveys, three-fourths said they planned to enroll in four-year colleges and universities. It turned out half were going straight to the workforce with minimal skills; only 20 percent enrolled in four-year institutions.
A rural North Carolina school district will offer all students the chance to take “early college” courses for credit and will try to create a “college-going culture” starting in kindergarten.
Fewer students need remediation when community colleges work with feeder high schools. South Texas College has helped set up dual enrollment programs at 68 high schools.
High schools should put “our kids on a path to a good job,” said President Obama in the State of the Union speech.
Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they’re ready for a job. At schools like P-Tech in Brooklyn, a collaboration between New York Public Schools, the City University of New York, and IBM, students will graduate with a high school diploma and an associate degree in computers or engineering.
We need to give every American student opportunities like this. Four years ago, we started Race to the Top – a competition that convinced almost every state to develop smarter curricula and higher standards, for about 1 percent of what we spend on education each year. Tonight, I’m announcing a new challenge to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy. We’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today’s employers are looking for to fill jobs right now and in the future.
Many high schools offer “dual enrollment” courses that let students earn college credits — usually through a local community college — while completing high school. (The sinister Gates Foundation has been a major funder of dual enrollment.) Moving to a German-style apprenticeship system, which explicitly prepares students for skilled jobs, not for higher education, will take a lot more than money. It will take a major attitude change from college for all to competency for all. (Competency for most?) President Obama, whose administration cut funds for career tech programs, could lead the way.
“A Race to the Top-style grant program for high school curriculum” may raise hackles, notes Ed Week. Conservatives — and some liberals — are unhappy with the administration’s use of funding power to push states to adopt Common Core standards, which was supposed to be a state initiative. Now Obama’s admitting that’s what Race to the Top did and asking for more money and power over curriculum.
A bipartisan group of legislators has introduced a bill that would require college coursework as a condition of graduating from high school. The move would increase the number of students going to college, make their degrees more affordable and encourage students not considering college to continue in higher education, said Sen. Mark Hass, a Beaverton Democrat who is the bill’s chief sponsor.
Oregon students must pass 24 high school classes to earn a diploma. In its current form, Senate Bill 222 would require six of those classes earn college credit, starting with the class of 2020. It promises funding — how much is unstated — to train high school teachers to teach college-level courses.
It’s nice to know Oregon students are so accomplished that all can be expected to complete high school work in three years and move on to college work.
North Carolina is more realistic: A bill backed by Gov. Pat McCrory would create a “career ready” diploma in addition to a “college ready” diploma. The bill passed the Senate unanimously and is headed for the House. “Career and technical teacher licensing requirements also would be revised to help develop more teachers in those fields,” reports AP. There are paths to a decent job that don’t require a bachelor’s degree, the governor believes.
Aa the fishing industry declined in New Bedford, Massachusetts, high school dropout rates rose. Now a Middle College program is attracting high-risk students by offering a chance to complete a high school diploma while earning community college credits.
About to become a father, Darius Payne explains why he enrolled in Middle College. “I don’t want to be a bum raising a child. I want to have something, show something to my child.”