Data-Informed Practices in an Urban Dual Enrollment Program

Autor/in	Kim, Jeanette
Titel	Data-Informed Practices in an Urban Dual Enrollment Program
Quelle	In: New Directions for Higher Education, (2012) 158, S.49-57 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20014
Schlagwörter	Undergraduate Study; Student Participation; Dual Enrollment; High School Students; Higher Education; College Credits; Partnerships in Education; Program Descriptions; Academic Achievement; College Preparation; Data Analysis; Benchmarking; Outcomes of Education; New York + Suchen Sie Ihr Suchwort? Grundstudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulpartnerschaft; Schulleistung; Auswertung; Lernleistung; Schulerfolg
Abstract	Serving 20,000 students annually, College Now is the nation's largest urban dual enrollment program and represents the primary programmatic partnership between The City University of New York (CUNY) and the New York City Department of Education (NYCDOE). College Now's mission is to promote college awareness and strengthen the academic preparation of New York City public high school students by providing courses and activities aligned with first-year undergraduate study. With a belief that early exposure to college-level coursework would benefit the highest academic achievers "as well as" students from the academic midrange--students on track to graduate but not excelling in high school--the university expanded dual enrollment citywide in 1999 in an effort to give more students an experience that would prepare them for college success. This article describes how program staff at seventeen two- and four-year colleges use a variety of data to set systemwide program priorities, to identify gaps in student participation, and to determine benchmarks for short- and long-term student outcomes. (Contains 1 table.) (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10