I had breakfast with a former colleague this morning. I say breakfast, but it would have been more accurately described as lunch. She was telling me about the dual-enrolment program at her local school and I confessed to being a fan although my dual-enrolment experience was different. It was for elementary students.
At the time, I was principal of a small independent PK - 5 school, with the intention of going to G8, which was running an international program. The state exepmpted non-public schools from its curriculum and from standardized tests to which I contribute the student successes. Because the program was international, and the program standards (known today as "learning objectives"!) were international, our students were performing 3 - 4 years above state standards, and in several cases, higher still. However they were still with their social-emotional peers and the teaching and learning was developmentally appropriate.
For a reason I cannot remember, I looked at the course offerings at the local community college. They had several "000" level courses, essentially remedial, and "100" level courses which were within the reach of most of our G4 . 5 students, especially math, English and science, history, geography etc type general knowledge.
I met with the dean of enrolment or similar about dual enrolment. The proposal was we would prepare students within our program using our teachers and approaches, but assessment would be by the college's faculty with a few tests, reports and assignments and an end-of-course examination. The college was interested but wary. The implications of 10 year-olds passing college courses were not discussed, he was more interested in the implications of a 10 year-old having a college transcript! Without wanting to appear cynical, I think the idea of the fees with few associated costs and the likelihood of continued future enrolment were attractive.
We did the pilot entrance or placement testing. Our G4 - 5 students scored 90 - 100% on math, and 65 - 85% on English probably due to immaturity rather than academic deficiencies. In any case, all were eligible to enroll.
So we registered four students for introductory math, something like "Math 001 Introduction to Mathematical Methods" which most had covered in G2 - 3 however as the US apporach is in some cases different from international approaches and uses inches and pints instead of metric measures, there was some revision needed. At the end of the semester, we had four As.
The intention had been to open this option up to all G4 - 5 students from the following semester with a carefully chosen menu, all supervised by classroom teachers and all included in the school's usual program rather than supplanting it. On graduating from G8, students would also have a community college AA degree, ready for university credits in High School and a BA by G12. However I left at that time and the Board decided to try and run the school without a principal and this was one of many initiatives which lapsed.
I am a fan of dual enrolment with three caveats. Firstly, the course must be appropriate for the student and within his/her capabilities. Secondly, the school must be repsonsible for teaching and learning while of course standards and assessment are within the college's demesne. Thirdly, the college course(s) must not replace the school's program but complement it.
Some students need more than the average curriculum or state standards, and dual enrolment can provide an excellent opportunity for those students.
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