Highlights From the Collaborative Meeting

The Southern and Eastern Sierra CTE Collaborative met last Thursday, September 13th. Here is an overview for those who were unable to attend.

First the good news:  Ag students from Bard Academy in Delano placed first in the State in a recent competition and will compete, representing California in the National event.  Porterville College is planning its annual Senior’s Day event for October4.  CATEMA is beginning to fill as teachers register classes.  If you haven’t done so, now’s the time.  If any teacher, counselor, school has questions or needs training, contact me and we will provide it immediately.

The activity requirements for our current grants is attached.  We are particularly interested in projects that focus on our 5 tactical steps and impact significant numbers of students.  If you have big ideas, we want to hear them.

In order to begin work on our Dual enrollment project we need to ask once again for an inventory of high school teachers who have Masters degrees in their subject area.  This is the first step in the process to determine who is qualified.  The second step is to find out from that group who is willing.  Then we go to work to make this valuable program work.  At the request of the Collaborative, I will be sending out some research that details the positive results that accrue to students who earn college credit in high school.  Also, Santa Barbara City College, the State’s leader in this area will be holding a 2-day seminar early in January (I believe the 2nd and 3rd). I will forward details when I have them.  We will support high school/college partnerships to attend this event which will give you everything you need to duplicate their remarkable program.

Our Collaborative has come a long way and accomplished much since the Tech Prep days, but we have a long way to go.  In these tough financial times, we need to maximize the impact of our resources. Call me if you have any questions or comments.  Bob


Bob Hawkes,

Director Workforce Development
Kern Community College District
Office – 661-336-5047 Cell 661-364-6134

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College Ready by 11th Grade

A different approach to articulation:

Twenty-one high schools in four states hope to prepare students to start community college classes in 11th grade, reports Education Week.  The  Excellence for All pilot was developed by the National Center for Education and the Economy.

After two years in high school, students who pass exams could enroll in technical or academic college-level classes taught at their high school or at a nearby community college.  Those who fail will get extra help to pass on a second or third try.

The 21 schools in Arizona, Connecticut, Kentucky, and Mississippi have agreed to choose from specified packages of curricula and exams. For the lower division, in a student’s first two years, schools may use the ACT’s QualityCore program or the University of Cambridge’s International general-level program. For the upper division, schools may choose junior- and senior-level courses from ACT QualityCore, the Cambridge International A and AS level programs, the International Baccalaureate program, or theCollege Board’s Advanced Placement International Diploma Program. The programs include English/language arts, mathematics, science, social studies, and the arts.

While some students may choose career training after two years, the model doesn’t track students, says Marc S. Tucker, the NCEE’s president.

“Tracking happens when educators provide kids with different curriculums with different challenge levels based on assumptions about their capacity,” he said. “This denies them opportunities. We are finding out what it takes to be successful in community college and making sure every child can reach that standard before they leave high school, so they can choose from all available options. That doesn’t close down opportunities; it expands them.”

Partner community colleges have agreed that students who pass the lower-division exam will be able to start earning credits in college-level courses.

Preparing students for college-level classes in two years will be challenging, said Mel Riddile, the associate director of high school services for the National Association of Secondary School Principals.

As principal of JEB Stuart High School in Falls Church, Va., from 1996 to 2006, Mr. Riddile offered all students the IB program. It took years of steady work with the feeder middle schools to enable even half his students to be ready for it, he said.

“I’d guess this [pilot] will take five to seven years of work to get most kids coming into 9th grade with the needed skills,” Mr. Riddile said. “In the short term, they need massive supports in 9th grade.”

Most high schools have trouble preparing students  for college-level classes in four years.  Excellance for All is a very ambitious plan.

Via Joanne Jacobs, Community College Spotlight.

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Dual Enrollment for High School Students

Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. This guide, created in partnership with the Career Academy Support Network at the University of California, Berkeley, provides practitioners, schools, and districts with a road map for incorporating college coursework into high school academies and pathways. Included in this how-to guide is a list of steps, considerations, and resources, with examples from the Concurrent Courses Initiative—a study of eight dual enrollment programs in California.

Click here to download the report.

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Decrease Barriers to Transferring with More Articulation Agreements

Postsecondary students are highly mobile; About two-thirds attend more than one postsecondary institution, and one-quarter attend more than two institutions. Thus, student transfer between colleges must be a smooth process if students are to succeed. Unfortunately, many barriers arise for students throughout the transfer process, impeding their ability to attain a degree. A new issue brief suggests two tools to aid in this process: articulation agreements and prior learning assessments.

An articulation agreement, typically agreed upon by at least two institutions, is a policy that clearly specifies how and which credits will be accepted by another college toward a degree program. All but six states support statewide articulation agreements connecting public postsecondary institutions across the state. Though articulation agreements are becoming more common, the issue brief points out that they still do not exist among all institutions and that many of students’ credits are still lost in the transfer process.

The brief also recommends using prior learning assessments to allow more experienced students to earn credit for out-of-classroom college level experience.

Many institutions are making strides in implementing articulation agreements and prior learning assessments, but more widespread use and improvement of the tools is needed to remove barriers for transferring students.


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