A Study of SUNY Community College Sponsorship of School-Based College-Level Learning in High School.

Autor/in	Barnes, Kenneth J.
Titel	A Study of SUNY Community College Sponsorship of School-Based College-Level Learning in High School.
Quelle	(2001), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Community Colleges; Cooperative Programs; Dual Enrollment; Educational Innovation; Educational Methods; Educational Opportunities; High School Students; Institutional Cooperation; Nontraditional Education; Shared Resources and Services; Two Year Colleges + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; Doppelstudium; Instructional innovation; Bildungsinnovation; Educational method; Erziehungsmethode; Bildungsangebot; Bildungschance; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Institute; Co-operation; Cooperation; Institut; Kooperation; Non-traditional education; Alternative Erziehung; Gemeinwirtschaft
Abstract	This paper (a summary of a dissertation) defines school-based college-level learning as when a college approves of high school teachers as "adjuncts" and of courses taught in the high school as equivalent in content and rigor to the college courses taught on the sponsoring college campus. These courses are intended to result in simultaneous--both high school and college--credit to the student. This paper reports on the author's study, which aimed to answer the question: What is the extent and nature of school-based college-level learning sponsored by the State University of New York (SUNY) community colleges? The author applied both quantitative and qualitative methodologies in the collection of data for analysis within four sectors: community colleges, high schools, SUNY, and the New York State Education Department (NYSED). An addendum questionnaire was given to the 30 SUNY community college presidents and vice-presidents to obtain data from the 30 community colleges. Twenty-nine of these questionnaires were completed and analyzed. Among the findings are that the number of high school participants has more than doubled as the number of school-based course sections increased by 60% from 1998 to 1999. New York State's funding formula encourages school-based college-level learning because FTE aid is available to community colleges, even though little or no costs are borne by them. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC