Early College Partnerships

July 12, 2012Jill Regen – Chicago Public Schools

Mike Davis – City Colleges of Chicago

Many college bound high school students require remedial work

2005 – 2009 High School Cohort

• Majority of students from CPS are college bound.

• Majority of CPS students coming to CCC require remediation.

• Growing majority of jobs require post-secondary education.

• Over the past ten years, early college existed at both CPS and CCC as separate entities.

• Goal: To create a sustainable and predictable early college program that benefits high schools and CCC.

29,388 CPS 9th Grade EnrollmentFall 2005

16,398 (56%) CPS Graduates2009 - 2010

8,291 (54%) College Enrolled

Fall 2009

2,833 (33%) CCC Enrolled

Fall 2009

2,635 (93%) Students underprepared in at

least one subjectFall 2009

198 (7%) Students college ready in

English, Reading, MathFall 2009

Early College| Early College helps students earn college credit while still enrolled in high school

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Early diagnostic testing for college

readiness

Early identification of academic and career pathways

Early access to academic advising

and support services

Early access to academically

rigorous courses

Early College

Characteristics of Early College

CPS and CCC are forging a partnership around Early College focused on three related initiatives

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• HS students take a set of CPS courses which translate into specific CCC course credit

• Requires enrollment at CCC

CTE Articulation

• CPS students take CCC courses at their HS

• Receive both HS and CCC credit• Currently free for students

Dual Credit

• CPS students take CCC courses at a CCC location

• Receive CCC Credit• Currently free for students

Dual Enrollment

How it works BenefitsFour Positives from Early College Initiatives1. High school students with

college credit are more likely to persist and graduate.

2. Early college students will not require remediation.

3. CCC has a growing body of transfer agreements that could retain students.

4. Early adoption of college placement testing (COMPASS) at CPS can identify college ready students and remedial needs prior to high school graduation.

Articulated Programs| Career and technical education courses at CPS work together with CCC courses to produce more certificates

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Earn Credit towards Certificates in:

• Business• Culinary Arts• Medical Assisting • Construction• Early Childhood Education• Law & Public Safety• Broadcast Technology• Hospitality• Transportation & Logistics

Business Academy 1(Grade 10)

Business Academy 2(Grade 11)

Accounting 2(Grade 12)

W!SE Financial Literacy Certification - NFTE

Business 111

CPS

CCCBy starting CTE Certificates at CPS and completing at CCC, students will hit the workforce faster with employable skills

Example Pathway Articulation Agreements will be evaluated annually and revised based on industry partner input

Dual Enrollment| With over 320 unique students currently enrolled, the overwhelming majority of them took English and Math

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Spring 2012 Course Selection

Total Enrollment : 326

English88% took first

semester English

Math56% took general education Math

Program Features • Gives students a chance to choose

from a wide variety of courses• Open to all eligible students at CPS• CCC is donating 100 seats per

college each semester at no charge to CPS or its students

• Marketing and recruiting efforts underway at CPS hope to fill the majority of those seats for the summer and fall

Offers eligible students a true ‘college experience’ in a number of academic areas

Dual Enrollment| Harold Washington College drew nearly 100 students from 31 different high schools.

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Dual Enrollment Recruitment

99 students enrolled

Course Selection

BiologyCISCriminal JusticeEnglishHumanitiesJapanese MathPhilosophyPolitical SciencePsychologySpanishSpeech

Total Enrollment : 99

Dual Enrollment|Increased internal and external collaboration has lead to more students participating in early college programs

Gathered input from key users Short-Term Action Plan Longer-Term Action Plan

• Met with CCC advisors• Conducted counselor/coach

survey• Counselor focus group (with

CCC advisors) • Central office team brainstorm

• Simplified Registration• Aligned on course offerings• Scheduled courses to

coincide with high school schedule

• Provided enrollment/grade info to schools

• COMPASS testing at HS• Data sharing• CPS credit for course taking

Fill All A

vailable Seats

Fa 2010 Sp 2011 Su 2011 Fa 2011 Sp 2012 Su 20120

50

100

150

200

250

300

350

Stud

ents

AP PASS Rates (2010-11) # TestedPass Rate

(3+)

Biology 26 4%Calculus AB 16 0%English Language and Composition 27 15%English Literature and Composition 26 4%Spanish Language 18 50%United States History 18 11%

As a school determines which classes to offer going forward (Dual Credit or AP), they could consider current pass rates for the AP exams. In some schools it may make sense to continue

offer AP in all subjects, in some offering both AP and Dual Credit, while others may benefit from switching all courses to Dual Credit. Benchmark studies across the country show

students tend to perform strong in Dual Credit classes (75%+ success rates) where they have a full semester to show their mastery of a subject matter rather than a high stakes exam.

Math EnglishTeacher 1 Teacher 1Teacher 2 Teacher 2Teacher 3 Teacher 3Teacher 4Teacher 5Teacher 6

Qualified Teachers

Qualified Teacher data reflects those teachers within your school that may be qualified to teach Dual Credit (and thus gain adjunct status

through the City Colleges of Chicago). Note, however that the information has been pulled form PeopleSoft and may incomplete. Please verify with

each department to determine if you have teachers who qualify.

Dual Credit| As part of the application process, a Dual Credit scorecard was designed to help schools identify if they are good candidates:

Qualified TeacherQualified StudentsWeigh course options (AP vs DC)

Dual Credit| By this fall we will have moved from one to 20 CPS High Schools offering Dual Credit English and Math courses

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2010 - 2011 Spring 2012 Fall 2012

City College

CPS High SchoolOffers college eligible students college credit without transportation burden

CPS Data CCC DataCPS Data Secure Central

Repository

Though initially driven by the need to share data in order to award credit, creating sustainable data sharing infrastructure will enable CCC and CPS to better support student transitions and provide feedback to HS and college departments on program outcomes.

Data Sharing| A strong collaboration benefits from sharing information used to determine student placement and success.

• GPA• ACT Scores• COMPASS

Scores• Student grades

• Student grades

• COMPASS Scores

• Placement decisions

• Student progress

Mutually Beneficial Decision Making

Lessons Learned|Early College isn’t new to either institution, but the intentional and sustainable collaboration is new.

• Respect boundary conditions for partner institutions.• Agree to share data early on in the collaboration.• Internal and external marketing for all early college

programs.• Appoint a person at the high schools who is responsible for

Dual Credit activities.• Identify criteria for schools to participate, process for

selecting schools, and schedule for participation. • Clearly identify the metric for success.• Academic calendars and processes differ between

institutions; start early.

Early College Team and Contact Information

Chicago Public SchoolsName Email

Jill Regen jregen@cps.k12.il.us

Chadra Lang cllang@cps.edu

City Colleges of ChicagoName Email

Mike Davis mdavis@ccc.edu

Freda Richmond frichmond1@ccc.edu

Anne Brennan abrennan@ccc.edu