The Minnesota PostSecondary Enrollment Options Program: Does Participation in Dual Enrollment Progra

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The Minnesota Post-Secondary Enrollment Options
Program Does Participation in Dual Enrollment
Programs Help High School Students Obtain
Career and Technical Education Majors and Degrees
in College?

• Annual Meeting
• Council for The Study of Community Colleges
• Boston Massachusetts
• April 9, 2005

Pradeep KotamrajuSystem Director,
PerkinsMinnesota State Colleges and Universities
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Reforming Public Education in the 1980s and
1990sThe Heightened Imperative for Change

• Under-preparedness of Students required
• emphasis on the standards-based education -- core
  academics mathematics, science reading and
  writing
• An organizing system of assessment,
  credentialing, transfer, and articulation
• recognized other types of learning, including
  work-based and other contextual experiences
• not just academic degrees, diplomas, and
  certificates but
• Growing US Competitive Disadvantage meant
• educational institution graduates must be capable
  of joining a workforce that meets the emerging
  needs of the 21st economy
• Outcome-based Accountability directed
• emphasis on improved learner outcomes by publicly
  funded (P-16) educational institutions

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1998 Carl D. Perkins Vocational and Applied
Technology Act(Perkins III)

• Improving the academic skills of students in
  career and technical students (CTE) by making
  their learning an integral part of high school
  and college curricula
• Strengthening connections between secondary and
  postsecondary education with Tech Prep as the
  primary incubator for new ideas, strategies and
  methods for promoting high school to college
  transitions
• Preparing individuals for occupations in demand
  that pay family-supporting wages by requiring the
  concentration and completion of post-secondary
  certificates, diplomas and degrees
• Using data for decision making to invest in high
  quality local programming to ensure compliance

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Dual Enrollment Issues
Identified Minnesota Issues

• Identified National Characteristics
• Admission requirements
• Location
• Student mix
• Faculty qualifications
• Course content
• Method of teaching
• Credit earning
• Program intensity
• Funding
• State mandates

• Program Mix
• Program Finance
• Transcripting
• Faculty Credentials

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Figure 1High School To College TransitionThe
Dual Enrollment Model In Minnesota
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Post-Secondary Enrollment Options (PSEO)
ProgramMinnesota State Colleges and
Universities Board Policy and Procedures

• Overview
• High school students enroll at a college or a
  university and take courses for secondary and
  post-secondary credit
• College/university courses completed
• on a college or university campus, at a high
  school, or at another location (PSEO)
• taught by college faculty
• College/university course taught
• on a high school campus by a high school teacher,
  mentored by post-secondary faculty (Concurrent
  Enrollment)

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Post-Secondary Enrollment Options (PSEO)
ProgramMinnesota State Colleges and
Universities Board Policy and Procedures

• Expectations of Board
• Students admissions criteria promotes progress
  through college course work and augments
  continued academic growth consistent with board
  policies and system procedures
• Student Admission Criteria
• Meet admissions standards that test ability to
  perform college work
• High school class rank or score on a nationally
  normed-reference assessment test is at least in
  the upper 50 percent

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Profiling PSEO Students 2003

• Overall
• Male36.7 Female63.3
• White94.0 Minority 6.0 (known values)
• 17 Yr-Olds16.5 18 Yr-Olds50.8 19
  Yr-Olds32.71
• Four-Year University27.6 Two-Year
  College73.4
• Among all PSEO students, 1.3 (204) leave with a
  post-secondary credential
• Two-Year Colleges
• Male39.6 Female60.1
• White94.0 Minority 6.0 (known values)
• 17 Yr-Olds16.5 18 Yr-Olds50.6 19
  Yr-Olds32.91
• Four-Year University
• Male36.1 Female63.9
• White94.0 Minority 6.0 (known values)
• 17 Yr-Olds16.5 18 Yr-Olds51.2 19
  Yr-Olds32.31

1. Known values with 17-Yr Olds includes Ages
14,15,16 and, 19-Yr Olds includes Age 20
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Research Questions

• What is the level of the involvement of high
  school students in post-secondary education?
• To what extent do high school students engage in
  acquiring technical knowledge and skills by
  enrolling in CTE-related courses?
• Do current post-secondary students with dual
  enrollment program experience improve their
  academic performance and technical skill
  development?

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Methodology

• Minnesota high school students with PSEO
  experience between Fall 1999 and Spring 2001.
• PSEO courses - three groups
• LAGS ONLY
• BOTH LAGS and CTE
• CTE ONLY
• PSEO students classified as taking one of these
  types of courses.

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Methodology

• PSEO GPA calculated for PSEO students.
• PSEO students and a control group of students
  (those students who did have the PSEO experience)
  
• enroll in college in Fall 2002 and are enrolled
  in or graduate anytime during the period Fall
  2002 and Spring 2004.
• Both student groups take no developmental
  (remedial) courses
• Both student groups enter with no transfer
  coursework.
• PSEO students enter as a full-fledged college
  student at the same college in which they took
  their PSEO coursework.

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Methodology

• The critical variables of interest
• college performance data
• cumulative GPA
• received degree yes/no
• student gender
• 3,639 total students in sample
• 13 (461) had PSEO experience.

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Methodology

• PSEO students and control group students are
  matched to the Perkins Brio data.
• identify the Perkins status of each student in
  the data used in the analysis.
• Students within the Perkins database not
  classified as Perkins are further subdivided into
  
• those having a degree (Not Perkins Completer) and
  
• those yet to receive a degree (No Degree Not
  Perkins).

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Basic Study Sample Data

• Of the 3,639 students, nearly 13 percent (461
  students) took PSEO courses while in high school.
  
• About 54 of the 461 students received a degree
  with about 46 having no received degree

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Basic Study Sample Data

• Gender
• Of the total students with PSEO experience, men
  make up 43 and women make up 57.
• Perkins students make up 59 and the remaining
  41 are non-Perkins students.

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Basic Study Sample Data

• Received Degree
• Of those receiving a degree, 52 are Perkins
  students and 48 are non-Perkins
• Of those having no received degree, one-third are
  non-Perkins and the remaining two-thirds are
  Perkins.

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Basic Study Sample Data

• Course Type
• When distributing the number of students by PSEO
  course type, 45 are students who enrolled
  Liberal Arts and General Studies courses (LAGS
  ONLY).
• 42 enrolled in both Liberal Arts and General
  Studies courses Career and Technical Education
  (CTE) courses (BOTH LAGS and CTE).
• The remaining 13 enrolled in CTE ONLY courses.

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Table 1 Percent Distribution of PSEO Course
Taking by Degree Received and by Gender
Measure of Association between PSEO Course Type
and Degree Received Male- Chi-Square Value 7.6
(Stat. Sig. at 5 Level) Female- Chi-Square
Value 6.7 (Stat. Sig. at 5 Level)
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Table 2 Percent Distribution of PSEO Course
Taking by Degree Received and by Perkins Status
Measure of Association between PSEO Course Type
and Degree Received No Perkins- Chi-Square
Value 2.4 (Stat. Sig. Not Significant) Yes
Perkins- Chi-Square Value 26.8 (Stat. Sig. at 1
Level)
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Table 3 Percent Distribution of PSEO Experience
by Degree Received and by Gender
Measure of Association between PSEO Experience
and Degree Received Male- Chi-Square Value 11.3
(Stat. Sig. at 1 Level) Female- Chi-Square
Value 23.2 (Stat. Sig. at 1 Level)
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Table 4 Percent Distribution of PSEO Experience
by Degree Received and by
Perkins Status
Measure of Association between PSEO Experience
and Degree Received No Perkins- Chi-Square
Value 63.9 (One Percent Level) Yes Perkins-
Chi-Square Value 2.0 (Stat. Sig. Not Significant)
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Table 5 Average PSEO GPA by PSEO Course Taking
by Gender 2002-2004
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Table 6 Average College Cumulative GPA by PSEO
Experience and by Perkins Status All Students
2002-2004
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Table 7 Average College Cumulative GPA by PSEO
Course Taking and by Perkins Status All
Students 2002-2004
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Study Conclusions

• GPA
• Students with the PSEO experience tend to have
  higher mean GPAs than those without the
  experience.
• differences appear to be early in the students
  college career.
• early gains dissipate once the student
  concentrates on career and technical education
  and moves closer to receiving a degree.
• Course Type
• Taking academic courses exclusively does not by
  itself lead to a higher receiving of degrees .
• In fact it is lower in this study specifically
  for Perkins students. However
• these students may have four-year university
  degree as their eventual goal.

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Study Conclusions

• Gender
• It appears that men have a greater likelihood to
  graduate if they took a combination of academic
  and technical courses in the PSEO program.
• When women took technical courses in their PSEO
  program, they were also more likely to graduate.
• The gender differences among PSEO course taking
  and subsequent college program choice warrants
  further investigation.

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Study Conclusions

• Received Degree
• In general, a combination of technical and
  academic courses leads to a higher probability of
  graduation than if the PSEO student took either
  exclusively academic or exclusively technical
  courses.
•  Both Perkins and non-Perkins students who had
  received degrees during the time period under
  consideration appear to be choosing PSEO
  coursework that suits their future college plans.
  

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Study Conclusions

• Received Degree
• Not having any technical courses during the PSEO
  experience in high school may imply that Perkins
  students are playing catch up once they choose
  a career and technical major in college.
•  For non-Perkins students, the PSEO experience is
  more likely to lead to a received degree.
• Perkins students with the PSEO experience appear
  to receive the degree at rates similar to those
  without the experience. However.
• Among Perkins students with PSEO experience, the
  PSEO course type is strongly associated with
  receiving a degree.

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Study Conclusions

• Avenues for Further Research
• Specific gender differences among PSEO course
  taking and future career and technical education
  program choice
• Sub-sample of not receiving degrees --asking
  question Why these students failed to receive a
  degree in time despite the PSEO experience and
  the focus on academic coursework.
• Specific PSEO course taking patterns such as a
  combination of Math and Science.
• Specific career clusters such as health care
  could shed light more precisely on specific
  course patterns student might follow within the
  PSEO program.

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Study Conclusions

• Avenues for Further Research
•  Head start phenomenon which PSEO students
  encounter and why that head start dissipates as
  the students college career progresses.
• Varying levels of credit load within the PSEO
  coursework itself and subsequent college credit
  load.
• examine the impact of credit load patterns,
  separate from GPA.
• Patterns of entry and exits into the PSEO program
  and the comparative patterns of exit (prior to
  degree completion) between PSEO and non-PSEO
  students and whether the PSEO experience
  minimizes these patterns of exits.

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Contact Information

• Pradeep Kotamraju Ph.D.
• System Director, Perkins Federal Grants
• Office of the Chancellor
• Minnesota State Colleges and Universities
• 500 Wells Fargo Place, 30 E. 7th Street
• St. Paul MN 55101
• Tel No 651-282-5569 Cell 612-701-7561
• Fax [phone]