Dual Credit in Minnesota, North Dakota, and Montana: A

Comparative Policy Analysis

Gregory D. CarlsonNorth Dakota State University

• This study is a policy analysis of dual credit policy in the states of Minnesota, North Dakota, and Montana. Accompanying this analysis is a literature review addressing the fundamentals of policy analysis, state postsecondary education policy, postsecondary education finance, and state dual credit policies. Observations are provided regarding effective structure of state dual credit programs based upon analysis of these policies. Differences exist in among these states in program governance, funding, and eligibility.

Abstract

• Collaboration• Education opportunities• Program specifics vary by state • MN, ND, & MT dual credit policies• Literature Review: Dual Credit, Higher Education & Policy Analysis • Discussion: comparing policies & literature• Recommendations for dual credit policy

Introduction

• Policy variations include:

• College vs. K-12 control • Institutional latitude• Financial arrangements • Admissions criteria

• Enhance participation and effectiveness

Statement of the Problem

Reasons for Dual Credit Policies:

◦Senior year academic rigor◦College preparation◦Transition◦Collaboration ◦Financial savings◦Student motivation(State Board of Community and Technical Colleges, 2006, p. 6)

Significance of the Problem

Dual Credit: “A program through which high school students are enrolled in Advanced Placement (AP) courses, taught at their high school, that fulfill high school graduation requirements and may earn the student college credits” (IPEDS, 2007).

Policy Analysis: a social and political activity◦moral & intellectual responsibility◦plan, budget, design, evaluate, and manage ◦transparency◦values◦public relations

Definition of Terms

• Dual Credit: • state postsecondary policy • postsecondary finance• state dual credit policies

• Administration: • political & bureaucratic

• Policy Analysis: • fundamentals• postsecondary application

Literature Review

Economics keeps institutions alive Root of participation Funding: help first-generation and low-income Benefits to: families, cities, states, nation, & world Cultural, & political life Bridge socio-economic gaps Social mobility

Postsecondary Finance

Access

Technology

Accountability

Efficiency

Investment

State Policy

Community College-Secondary Relationships

Enhancing senior year & reducing time to degree

Little federal involvement

Quality, Consistency, & Portability

Part of pathway

Technology

K-16 Initiatives

State Dual Credit/Enrollment Policy

Birnbaum (1988): Collegial (Consensus) Political (Peace) Bureaucratic (Rationality) Anarchical (Making Sense) Cybernetic (Balance)

Political: (Legislatures) Bureaucratic: (Agencies)

Postsecondary Administration

Bargain, compromise, & reach agreements Dramatic circumstances required for drastic action Power Is fluid, requires coalition management Leaders: intuition, experience, & sense of situation Legislature: “a supercoalition of subcoalitions with

diverse interests, preferences, and goals” (p. 132). Groups “change, overlap, are created and fall apart”

(p. 140). Power is negotiated “Art of the possible” (p. 148) Individual & Group Interests

Political Institutions

Coordination to accomplish large tasks Administration based on merit Hierarchical control system Legitimacy: stability, regularity, & performance Divide: labor, rights, & responsibilities Exist “in all parts of all institutions” (p. 118) Created by same processes

Bureaucratic Institutions

8 Steps (Bardach, 2005): Defining the problem Assembling the evidence Constructing the alternatives Selecting the criteria Projecting the outcomes Confront the trade-offs Decide Tell your story

Policy Analysis

Deficit or Excess

Contributing Factors

Opportunities

Defining the Problem

End Game

Literature

Best Practices

Assembling the Evidence

Comprehensive to Focused

Models ◦Market◦Production◦Evolutionary

Simplify

Design Problems◦Managing Cases◦Managing Arguments

Constructing the Alternatives

Selecting the Criteria

Scenarios

Projecting the Outcomes

Outcomes

Compare

Simplify

Confront the Trade-Offs

“Twenty-Dollar Bill Test”

Decide

“Grandma Bessie Test”

“What’s the answer?”

Consider the Audience

Tell Your Story

• Procedures in Bardach (2005)

• Birnbaum (1988): Political & Bureaucratic

• Examples can provide guidance

• MN, ND, and MT

• MN and ND: proximity, history, & design

• MT: proximity, structure, & faculty experience

Methodology and Procedures

Minnesota: Office of the Revisor of Statutes (1985, 2008); Mazzoni, (1986); Mullin (1997); Nathan, Accomando, & Fitzpatrick (2005)

North Dakota: Century Code (2008); Legislative Assembly (2009); NDUS (2003, 2005, 2007); Decker (2006)

Montana: State of Montana (2001); Office of Public Instruction (2006); Moe (2007a, 2007b); Office of the Commissioner of Higher Education (2009)

Data Collection

Criteria:

◦State vs. Institutional Control

◦K-12 vs. Postsecondary Control

◦Access

◦Funding Considerations

◦Licensure Requirements

Data Analysis

1985: Postsecondary Enrollment Options Act Gov. Rudy Perpich and Rep. Connie Levi Open-enrollment debate Grades 11 & 12: college courses FT or PT Tuition & book funds follow students

Purposes:◦Rigorous academic pursuits◦More academic options

Postsecondary Enrollment Options Act in Minnesota

http://www.state.mn.us/portal/mn/jsp/content.do?id=8542&subchannel=null&sc2=null&sc3=null&contentid=536879490&contenttype=EDITORIAL&programid=9227&agency=NorthStar (9-23-2009)

Information: Grades 10-11

College student services

Accelerated courses

92% continued education (Mullin, 1997: Porter, 2003)

$10.9 M. saved: tuition, fees, & books (Boswell, 2001)

Noted for cost, HS & college credit, & course variety

Areas for growth: males, minorities, & information

MN PSEO, Continued

http://www.leg.state.mn.us/ (9-23-2009)

1995: defeated PSEO: paying tuition from K-12 aid

PSEO (1997): DPI, NDUS, & Board of Voc. & Tech Ed.

College Courses: Grades 11 & 12

No licensure

Fees: students & parents

Postsecondary Enrollment Options Act in North Dakota

http://www.nd.gov/content.htm?parentCatID=74&id=State%20Flag (9-23-2009)

Decker (2006):◦FINDET◦Enrollment increasing 1997-2004 (except -9

students in 2002-03)◦Above 3.0 GPA in NDUS

2009: HB 1273: Grade 10◦WSC 2009: 220 dual credit

students (185 in 2008)

PSEO in ND, Continued

http://www.nd.gov/fac/historyinfo/flowerbed.htm (9-23-2009)

2001: “Running Start”: Grades 11 & 12

Secondary-Postsecondary Partnerships

Tuition paid by students or district

P-20 Dual Credit Task Force (2006):◦High School & College Credit◦College syllabus & design◦State Coordination◦Reduced cost

Dual Credit in Montana

http://mt.gov/tourism.asp (9-23-2009)

Moe (2007a, 2007b):◦Online◦Financial savings◦Degree completion in less time◦Students “get lost in the maze of interests” (2007b)

Board of Public Education ◦Class 8 Licensure (2008)

Dual Credit in MT, Continued

http://www.leg.mt.gov/css/default.asp (9-23-2009)

MN: (1985)Debate and robust participation

ND: (1997)2009: Grade 10

MT: (2001)2008: Class 8 License

Results

• Bardach (2005)

• Birnbaum (1988)

• MN: spirited debate, funding follows students, higher participation

• ND: agency support, student funded, Grades 10-12

• MT: K-12 role in availability, funding, and licensure

Discussion

• Common policy?

• MN & ND: Mandate

• ND: Funding?

• MN: Grade 10?

• MT: Access?

• MT resembling ND or MN?

Conclusions

Technology to enhance access

Consider state policy guidance

Consider financial incentives

State data collection

Research on time to degree

Recommendations

Consequences of Inaction

Alternatives to Policy Analysis…

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Gregory D. Carlson Graduate Research Assistant North Dakota State University gregorydcarlson@yahoo.com