🔥🔥🔥 Dual Enrollment Analysis

Thursday, July 08, 2021 7:14:29 PM

Dual Enrollment Analysis



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Dual Enrollment - My Experience + Tips

I have never been a pin hitter before so the opportunity was awesome. My coach thinks it will be a very great option come school season because one we need a setter and two she wants. My proudest achievement would be getting into Cumberland International Early College and making it oy my senior year. The three years I have spent at Cumberland International have been very difficult because of many reasons such as being on the campus of Fayetteville State University, taking almost two years of high school in only two semesters, and being pushed to excel from the beginning in order to prepare to take full level college courses by our tenth grade year.

Although I struggled during my time at CIECHS it was a truly amazing opportunity to be accepted as the third graduating class of its time. Being at a school that had only been running for two full years has both positive and negative aspects. We were changing the curriculum. I am Juwan Clayton, a current sophomore and this is my second financial aid appeal letter, since attending Lock Haven University. When first coming to Lock Haven, things we 're difficult, a lot have change since then. I have made large strides in improving my intellect, habits, character since my last financial aid appeal. My Satisfactory Academic Progress have been progressing but at a normal student pace, I believe it will take one more semester to finally even out.

So I do ask that all committee members who are reading my appeal letter, please keep a open mind and try to understand my reason for writing to you. I have a weighted GPA of 3. I received an invitation my sophomore year to apply to the NHS. In high school regular core classes I took honors and one AP class a year. I took this class to preae me for collage class becasue they are hard then the regaule ones. I have lerand more conxplet topic than those taugh in the regaulr class. This has also made a better student that works faster and impoverd the qualicted of my work. My junior and Senior year I have made excentle grades and the class have been siguemlty hard too.

I 've worked really hard for the grades especially in spring when I participate in Track I travel several times a week and it can be a challenge on my time so I. My dad would coach me on top of what the coach was teaching to make sure I was exceeding my limit. Years went by playing for different teams different coaches, and I began to get pretty well known for my athleticism. I never worked so hard in my life on something then I did on football. I started 1st string ever year at the position I was playing due to how hard I worked.

Sophomore year shows up, bout the time colleges start scouting players to join there teams. In fact, my outlook was amazing; there were three elite meets that season, each with a limit of runners on my team that would be taken. Then, tragedy struck the team; three of our fastest girls were injured and out for the season. However, loss had again followed me and I was again unsuccessful in attaining victory.

Nonetheless, I was given a second chance by the ASB advisor who gave me the opportunity to be interviewed for a spot in student government. These positions helped me better the interactions I had with other people and helped me understand the gravity of what it meant to lead other people. Looking back at my past year in Geometry Honors, I have recognized many improvements I need to make to my personal studying habits to reach my full potential and excel in this course. Last year, I was slow to ask for help, many times waiting until it was too late to come to my teacher and ask them to explain the concepts on which I was still a bit fuzzy. This year I am making it one of my personal goals to work harder to fully comprehend the mathematical concepts and ask for assistance as soon as I start noticing a problem.

I also would like to make it a goal to stay much more organized this. Dual enrollment is first and foremost a means to promote persistence and success in college. But a secondary agenda for many is simply the cost piece: Dual enrollment reduces the cost of higher education. The cost element has a natural appeal, given that public higher education is a big-ticket item for states and families alike. If high schoolers can get a jump on college credits, state lawmakers figure the state will save big later when those same kids get to college and need fewer classes to gain a degree.

To date, 47 states have laws or rules governing dual enrollment. Dual enrollment models typically involve some level of cooperation between institutions of higher education and high schools. The traditional model has high schoolers taking a college course on a college campus and the college receives some funding for those students. Our analysis of incremental costs associated with providing college credit in high school in Florida, Georgia, and Ohio not only finds zero state savings for courses taken via dual enrollment when compared to the costs of taking those courses later in college. It also shows that in two of the three states, the public cost for a high school student to take a three-credit class via dual enrollment was actually higher than if the student waited to complete high school and took the same three-credit class once she got to college.

Why no savings? To know if the reality stands up to the rhetoric on public cost savings in any given state, policymakers need to pop the hood and do the math. First, states need to take stock of all public spending on a student during the years of dual enrollment. States are effectively paying for high schoolers to be educated in two places at once. While doing this math, we found that it costs Ohio over twice as much for a high schooler to take a class at a community college via dual enrollment than for a student to simply complete high school and take the same class after graduation via direct enrollment in that same community college.

In Georgia, the state costs for a dual enrollment course were 60 percent higher than if the student took the community college course via direct enrollment after completing high school. Again, notice that in no model did the state actually save money on credits attained via dual enrollment. In all three states studied, we found that it is the student who saves in dual enrollment since the programs foot some, or all, of the tuition bill at the public college or university. In Georgia and Ohio, that savings for the student translates to an added expense for the state. In Florida, the district pays the tuition out of its high school funding meaning that no additional costs are brought to the state.

But in the other two states, the tuition is an additional cost borne by the state in a separate allocation on top of state funding for high school, thus effectively driving up state spending for any dual community college credits when taken via dual enrollment.

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