Suchen

... INDIANA EARLY COLLEGE RESEARCH BRIEF THE IMPACT OF ENDORSED EARLY COLLEGE HIGH SCHOOLS Early College High Schools open doors of opportunity for Indiana students by allowing them to earn a high school diploma AND the Indiana College Core, an associate degree, a technical certificate, or 15+ dual credits while in high school. COLLEGE-GOING: Early College graduates are 1.4 times more likely to go to college than their peers. Percent of students who go to college: Early College Graduates 76% Indiana Average 53% Based on data from the Indiana Commission for Higher Education COLLEGE SUCCESS: Early College graduates more likely to succeed in college. Percent of students who didnt need remediation in college: 97% 92% Early College graduates non-Early College graduates from the same schools Based on data from the Indiana Commission for Higher Education GROWTH OF THE EARLY COLLEGE MODEL: Demand for Early College training and endorsement continues to grow Number of endorsed Early College High Schools: 60 50 40 30 20 10 0 55 20 22 25 30 38 45 2017 2018 2019 2020 2021 2022 2023 By design, Early College High Schools target students who are typically under-represented in higher education - including first-generation, low-income, and minority students - increasing college access and success. INDIANAS ENDORSED EARLY COLLEGE HIGH SCHOOLS AND STUDENT OUTCOMES CELL.UINDY.EDU/EARLYCOLLEGE Early College Research Brief 1 College Going Success with Indianas Endorsed Early College High Schools Carey J. Dahncke, Ed.D. Center of Excellence in Leadership of Learning, University of Indianapolis. I n 2012, Indiana set a goal that 60% of working-age Hoosiers will have a college degree or postsecondary credenal. The state is also involved in a signicant eort to rethink high school. A key strategy in supporng both goals is the states policy and scal support, encouraging colleges and high schools to collaborate around delivering dual credit opportunies. With their ability to oer dual credit and focus on removing barriers between high school and college, Early College High Schools are a proven soluon to improve postsecondary success. This brief looks at recent achievement data to understand the impact of Early College High Schools. What Are Early College High Schools? Early College High Schools allow students to earn a high school diploma and an associate degree, the Indiana College Core, or a technical credenal while in high school. A unique feature of Early College High School (ECHS) programs is the emphasis on ensuring underrepresented students from stascally disadvantaged backgrounds are included and supported. In this way, ECHS programs oer the opportunity to expand access to advanced-level coursework for a student populaon that would not otherwise have access and support to succeed. In Indiana, an increasing majority of these advanced-level coursework opportunies involve dual credit in partnership with a higher educaon instuon. Naonal Research on Early College High Schools Recent large-scale research into dual credit programs has demonstrated an increase in student grade point averages, college enrollment, college persistence, and degree atainment (Schaller et al., 2023), supporng the merit of Indianas policy agenda and iniaves like ECHS programming that increase access to dual credit. Over the last decade, extensive research has shown Early College High Schools oer an eecve school improvement strategy, increasing both college enrollment and college compleon rates (Haxton et al., 2016). Indianas Early College and College-Going Progress Data from the Indiana Department of Educaon and the Indiana Commission for Higher Educaon oer insight into the impact of ECHS programs by comparing Early College graduatesdened as graduates from a CELLendorsed Early College High School who earned 15 or more dual credit hourswith other groups of students. For the 2021 cohort, 53% of Hoosier students went on to college aer high school, while 76% of Early College graduates transioned into college, a 23% dierence in the college-going rate. Early College graduates are 1.4 mes more likely to atend college than the rest of Indianas students. For low-income students who are not 21st Century Scholars, 59% of Early College graduates transioned to college, while only 25% of other students from the same high schools went on to college. This is a marked 34% dierence. This means that low-income Early College graduates are 2.36 mes more likely to atend college. When looking at lowincome Early College graduates who are 21st Century Scholars, 86% of those students atended college aer high school, compared to 78% of 21st Century Scholars who were not Early College graduates. Early College and College Success The Early College High School impact is not simply limited to college enrollment. Once enrolled, approximately 8% of non-Early College graduates needed remediaon during their freshman year in college. However, for Early College graduates, that remediaon rate dropped to 3%. Early College Research Brief Growth of the Early College Model The Early College High School model gained tracon in 2002, when the Bill and Melinda Gates Foundaon iniated a naonal eort to develop and promote Early College programs. The goal of this eort was to increase high school graduaon rates and college atendance for historically unrepresented students, making higher educaon more accessible and more aordable. At that me, there were no Early College High Schools in Indiana. In April of 2003, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis was awarded a $13.7 million grant from the Gates Foundaon to support the creaon of new public and private high schools in Indiana, which included the development of Early College High Schools. By 2005, in partnership with the Naonal Governors Associaon, CELL had incubated 10 Early College High Schools around the state. Three years later, Indianas rst class of Early College High School students graduated from high school, with 100% of the 12 students accepted into four-year colleges and universies. As the popularity of Early College programs grew, CELL launched a framework and evaluaon process in 2008 to ensure that high schools adhered to a set of standards, leading to designaon as a CELL-endorsed Early College High School. While any school can oer an Early College program, endorsed Early College High Schools demonstrate their program quality through a rigorous applicaon and evaluaon program conducted by CELL. Acknowledging CELLs work at the forefront of the Early College landscape, the Indiana Commission for Higher Educaon has authorized CELL as the only organizaon in Indiana to designate schools as Endorsed Early College High Schools. As of January 2024, more than 50 Indiana high schools have undergone the training and evaluaon process, earning the designaon of being called a CELL-endorsed Early College High School. 2 Conclusion The Early College High School model, and endorsed Early College High Schools in parcular, have demonstrated tangible results to advance the state's goals of increasing college readiness and college-going rates. Through rigorous research and analysis, it is evident that Early College programs have posively impacted student outcomes, parcularly college enrollment and compleon rates, with an emphasis on supporng marginalized and economically disadvantaged students. By providing opportunies for students to earn a high school diploma alongside the Indiana College Core, an associate degree, or a technical credenal, Early College High Schools eecvely bridge the gap between high school and college, increasing college-going, reducing the need for remediaon, and enhancing overall postsecondary success. As a proven model, Early College High Schools stand as a crical component of Indiana's strategy to achieve its educaonal objecves, ensuring that more students have access to advanced level coursework and the opportunity to pursue and succeed in higher educaon. References Haxton, C., Song, M., Zeiser, K., Berger, A., TurkBicakci, L., Garet, M. S., Knudson, J., & Hoshen, G. (2016). Longitudinal ndings from the early college high school iniave impact study. Educational Evaluation and Policy Analysis, 38(2), 410-430. htps://doi.org/10.3102/016237371664286 1 Schaller, T. K., Routon, P. W., Partridge, M. A., & Berry, R. (2023). A systemac review and meta-analysis of dual enrollment research. Journal of College Student Retention: Research, Theory & Practice. htps://doi.org/10.1177/152102512311703 31  ...

... Expanding Early Access to College And Careers: Recommendations for Prioritizing and Growing Indianas Pipeline of Dual Credit Teachers through Incentives and Supports In collaboration with: With support from: Tracy B. Butler, M.A. Center of Excellence in Leadership of Learning at the University of Indianapolis Sam Riggs, Ph. D. Education Northwest I About Center of Excellence in Leadership of Learning Created in 2001, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis believes all children should graduate from high school fully prepared for success in postsecondary education and the 21st century workforce. The Center has generated $57 million in funding to support its work as the leader for innovative education change in Indiana. CELL provides leadership that is both cutting-edge and action-oriented. Via partnerships with international, national, and local education leaders and organizations, CELL unites districts, schools, communities, universities, and businesses to build a sense of urgency and form innovative collaborations for statewide educational and economic improvement. Education Northwest Founded as a nonprofit corporation in 1966, Education Northwest builds capacity in schools, families, and communities through applied research and development. We collaborate with public, private, and community-based organizations to address educational inequities and improve students success. Although much of our work focuses on the Pacific Northwest, our evaluations, technical assistance, and research studies have national impact and provide timely and actionable results. Contact Center of Excellence in Leadership of Learning Education Northwest Esch Hall 212 1400 E. Hanna Ave. 1417 NW Everett Street, Suite 310 Indianapolis, IN 46227 Portland, OR 97209 Main: 317-788-3777 Main: 503-275-9500 cell.uindy.edu educationnorthwest.org Suggested Citation Butler, T. B., & Riggs, S. (2022). Expanding early access to college and careers: Recommendations for prioritizing and growing Indianas pipeline of dual credit teachers through incentives and supports. Center of Excellence in Leadership of Learning. II III Preface On behalf of the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis, in collaboration with Education Northwest, we are pleased to offer the following report- Expanding Early Access to College and Careers: Recommendations for Prioritizing and Growing Indianas Pipeline of Dual Credit Teachers through Incentives and Supports. CELL has been an early adopter and a longstanding advocate of dual credit and early college programming in Indiana as an avenue to increase college readiness and postsecondary success for a wide range of students, particularly those traditionally underrepresented. Many studies have pointed toward the long-term positive effects dual credit has on college enrollment and completion rates. In 2016, the Higher Learning Commission announced accreditation changes that would impact the ability of many high schools to continue offering dual credit courses. This change enacted new academic credentialing requirements for teachers that put Indianas dual credit system at-risk. The Indiana Commission for Higher Education (ICHE) negotiated an extension of the credentialing requirement to September 2023, yet school and state leaders have continued to raise the alarm about this issue. Ivy Tech Community College, Indianas largest provider of dual credit, projected that within its Priority Liberal Arts dual credit courses, the new credentialing requirements could displace approximately 350 dual credit faculty and 700 courses. Responding to these concerns, the State has invested aggressively to remove barriers for secondary school teachers to obtain the appropriate academic credential, offering tuition-free graduate classes though programs like STEM Teach or Teach Dual Credit Indiana administered by CELL and funded through the ICHE and Indiana Universitys Dual Credit Pipeline Project. However, Indianas high school administrators have continued to project a significant shortage of qualified teachers, limiting the ability of high schools to offer dual credit programming. It is important to note that while other dual credit stakeholders may be engaged in conversations regarding the merits and consequences of the HLC requirements, that is not the intent or scope of this report. Expanding Early Access focuses only on responding to educators request for a greater understanding of the landscape and actionable recommendations for preventing their anticipated decline of dual credit instructors and courses. Anecdotally, CELL witnessed a growing disparity across schools regarding the incentivization of the teacher workforce to prepare and deliver dual credit coursework at the secondary level. Thanks to the support of the Joyce Foundation, CELL was engaged to research and collect data to better understand the statewide status of teacher compensation related to dual credit delivery. This led to the development of this report that seeks to better explain the current status, challenges, and opportunities for education leaders and policymakers to diversify and expand the dual credit workforce. Our hope is that while the findings of the report are specific to Indiana, the recommendations and considerations are also informative to regional and national partners working to expand the pipeline of dual credit teachers. I would like to thank the high school teachers and administrators, district leaders, higher education representatives, and state government officials who invested their time in this project. Their insights helped us contextualize these challenges and offer considerations to support Indianas continued effort of expanding equitable access to dual credit opportunities for all high school students. Carey J. Dahncke, Executive Director Center of Excellence in Leadership of Learning at the University of Indianapolis IV Executive Summary V Additionally, the findings provide more insight into how and when schools leverage financial incentives to grow their supply of dual credit teachers and how these practices vary by school characteristics such as location, student population, and/ Dual credit courses are a proven model for helping more Indiana students graduate from high school prepared to succeed in college and the workforce (Indiana Commission for Higher Education [ICHE], 2021; U.S. Department of Education, 2019). However, these vital opportunities are at risk due to a statewide shortage of or engagement with the Indiana College Core.1 teaching credential and to teach dual credit. scale is the most common incentive offered for becoming credentialed, and a limited supply of teachers is projected to significantly decrease in September 2023, Commission take effect. Building a sustainable pipeline of dual credit teachers is imperative if Indiana hopes to grow, or even sustain, the positive outcomes these opportunities provide for Hoosier students, including increased rates of high school graduation and postsecondary enrollment, persistence, and completion (ICHE, 2021). The goal of this report is to build the capacity of Indiana's schools to develop a robust and diverse supply of dual credit teachers in order to preserve, prioritize, and grow dual credit opportunities and outcomes for students. Findings: Current School Practices to Engage and Support Dual Credit Teachers Three key themes of current school practices emerged from qualitative and quantitative research conducted with more than 136 Indiana educators, including K12 administrators and teachers as well as higher education partners. 1. Indiana educators face five barriers to engaging more teachers in dual credit: time, cost, navigating the process, feelings of isolation, and limited awareness of the impact of dual credit on students. 2. Some Indiana schools are working to address these barriers through innovative practices that provide dual credit teachers with non-financial supports, such as mentoring and teacher recognition. 3. Seventy percent of schools offer some sort of financial incentives to teachers to Incentives vary by stage: Tuition reimbursement is the most common incentive offered for taking courses toward becoming credentialed, a step on the salary teachers who are credentialed to deliver dual credit courses. Further, the already when new dual credit teacher credentialing guidelines from the Higher Learning Schools are more likely to offer educators incentives to complete a dual credit stipend is the most common incentive offered for teaching dual credit. Schools that offer the middle range of dual credit courses (1019 courses) are more likely to provide incentives than schools that offer fewer or more dual credit courses. School-based Recommendations for Growing Indianas Pipeline of Dual Credit Teachers The recommendations below identify effective strategies schools can use to grow their local pipeline of dual credit teachers. Recommendations were informed by educators and education stakeholders involved with the research for this project: 1. Prioritize offering dual credit opportunities to yield positive college and career outcomes for students and strengthen the schools accountability performance, finances, community support, and teacher recruitment and retention. 2. Partner with higher education institutions to build a comprehensive and sustainable dual credit teacher pipeline with intentional strategies for four distinct phases: recruit, credential, activate, and retain (see Figure ES-1). 3. Diversify the pipeline of dual credit teachers to benefit all students and expand equity and postsecondary readiness among students of color. 4. Ensure financial incentives, provided through a model of teacher advancement and increased compensation, are the foundation of the schools strategies to build a pipeline of dual credit teachers and are provided through a model of teacher advancement and increased compensation. participate with dual credit. 1. The Indiana College Core is a program in which high school students complete a set of 30 credit hours for general education that transfer across Indiana public colleges and universities. Indiana College Core is currently offered in approximately 20 percent of Indiana high schools (Indiana College Core, n.d.) VI Figure ES-1: Model for Developing a Dual Credit Teacher Pipeline VII 9. Offer flexible scheduling options to emerging or current dual credit teachers to provide more time to complete required coursework, professional development, and course delivery. 10. Facilitate connections and peer learning among emerging or current dual credit Recruit Credential Activate Retain teachers. 11. Collaborate with higher education partners to streamline communications and procedures for teachers who are becoming credentialed or already teach dual credit courses. Administrators and current dual credit teachers reach out to new teachers (both on staff or potential hires) to teach dual credit and (if needed) pursue their credential. Emerging dual credit teachers earn their credential to teach dual credit courses, including through the completion of a masters degree or 18 additional graduatelevel credits. Credentialed teachers begin teaching dual credit classes and fulfill the ongoing credentialing requirements of higher education partners (including professional development). Administrators work to retain credentialed dual credit teachers and the curriculum they make possible, including the Indiana College Core and Next Level Programs of Study. 5. Provide permanent salary adjustments as a financial incentive for teachers to Considerations for Moving Forward The findings and recommendations set forth in this report are focused largely on dual credit and yet are not offered in a vacuum. The considerations below offer suggested priorities for continued research and local- and state-level strategy. Grow local capacity with resources and technical support. Develop a robust Indiana teacher workforce, including among dual credit teachers. Develop a more diverse Indiana teacher workforce, including among dual credit teachers. earn their credential. The increased salary will be structured differently across Expand equity by expanding dual credit. districts due to locally negotiated contracts, but may include steps on a salary Align local and state postsecondary readiness systems within the ecosystem scale or multipliers off the base. 6. Pay stipends as the main financial incentive for dual credit teachers and calculate that stipend amount based on the number of courses being taught. 7. Help teachers access funding to pay for credentialing tuition costs by leveraging third-party tuition resources (such as STEM Teach or Teach Dual Credit Indiana administered by CELL and funded through ICHE, or Indiana University's Dual Credit Pipeline Project and re-allocating funds previously used for tuition support to salary adjustments and/or reallocate. 8. Prioritize the schools needs related to graduation pathways curriculum when deciding where to grow the supply of dual credit teachers, such as the Indiana College Core and Next Level Programs of Study. supporting dual credit. Explore the implementation of career ladders as a promising approach for offering educators who prefer to remain in the classroom ample opportunities, such as dual credit credentialing, to advance professionally and financially. VIIII Table Of Contents LIST OF FIGURES About I Preface II Executive Summary IV Introduction: Preserving Early Access to Dual Credit in Indiana Through a Pipeline of Credentialed Educators X 1 6 Recommendations: Growing and Sustaining Indianas Pipeline of Dual Credit Teachers Considerations for Moving Forward Figure 1. Framework for Developing a Dual Credit Teacher Pipeline Figure 2. The Type of Incentives Provided Varies with Stages of the Dual Credit Pipeline Figure 3 Early College High Schools and RECN Participants Are Most Likely to Provide Incentives Figure 4. Schools That Offer 10-19 Dual Credit Courses Are More Likely to Provide Incentives LIST OF TABLES Findings: Understanding the Landscape of Barriers and Incentives for Dual Credit Teachers Figure ES-1. Framework for Developing a Dual Credit Teacher Pipeline Table A1. Characteristics of High Schools That Responded to the CELL: Compensation for Dual Credit survey Table B1. Resources With Potential to Support Indiana College Core Attainment 16 25 References 28 Appendix A: Data Sources 29 Appendix B: Indiana Comission for Higher Education - Indiana College Core Survey 32 Appendix C: Survey Results 34 Appendix D: Work Group Members 38 Table C1. Number and Percentage of Schools That Provide Incentives for Dual Credit Table C2. Number and Percentage of Institutions That Provide Incentives for Dual Credit, by Select School Characteristics and Attributes, All Schools Table C3. Number and Percentage of Institutions That Provide Incentives for Dual Credit, by Select School Characteristics and Attributes, Excludes Rural Early College Network Participants and CELL Early College High Schools Table C4. Schools Confidence in Continuing to Provide Non-Career and Technical Education Dual Credit Classes After Higher Learning Commission Credentialing Deadline Table C5. Schools Confidence in Continuing to Provide Career and Technical Education Dual Credit Classes 1 Introduction: Preserving Early Access to Dual Credit in Indiana Through a Pipeline of Credentialed Educators Schools primarily provide dual credit opportunities because of their positive impact on students, but dual credit programs also benefit a range of schools related goal areas. Specifically, delivering dual credit can strengthen a schools: opportunities are at risk due to a shortage of teachers in the state with credentials (including the emerging Graduates Prepared to Succeed model), Indianas Next Level Programs of Study, and the postsecondary ready competencies within Graduation Pathways. diplomas that are supported by dual credit, and grants made possible due to Department of Education, 2019). In its 2021 Early College Report, ICHE, in partnership made four concluding recommendations, one of which was to strengthen the the school's results with dual credit and associated pathways. observed that dual credit teachers tend not to leave because they enjoy Indianas pipeline of dual credit educators and safeguard the early access to The Opportunity: Why Preserving Dual Credit is a Priority for Indiana Dual credit completion is associated with a wide range of essential outcomes for students and their schools. National and state research indicates that students who earn dual credit are more likely to graduate from high school and succeed at the postsecondary level with higher levels of enrollment, persistence, and completion (ICHE, 2021; U.S. Department of Education, 2019). The benefits of dual credit hold true for groups of students who experience equity gaps, including students from low socioeconomic backgrounds and students of color (National Alliance of Concurrent Enrollment Partnerships, n.d.). Beyond postsecondary attainment, dual credit provides financial benefits to students and families by saving money they would otherwise spend on tuition required to earn their degree and/or certification. In Indiana, the ICHE estimates that the total cost savings for students statewide who go to Indiana public college is $81.9 million, which includes $20 million to roughly 9,000 low-income students (ICHE, 2021). Indiana students rely on and value dual credit opportunities: the rate of students taking dual credit courses is increasing, and the majority of Indianas high school graduates have earned dual credit (60%) or dual credit and/or Advanced Placement (64%)(ICHE, 2021). Teacher recruitment and retention: Dual credit can support a schools efforts to recruit and retain teachers. Administrators who provided input into this research educator pipeline (ICHE, 2021). Similarly, this report seeks to help strengthen postsecondary attainment and savings they provide for students. Finances: Offering dual credit courses can help schools leverage additional funding associated with growth in enrollment, earned Academic Honors to teach dual credit (Indiana Commission for Higher Education [ICHE], 2021; U.S. with the Indiana Department of Education and the Governors Workforce Cabinet, Accountability and alignment with state-level policy: Students dual credit completion is embedded within Indianas school accountability systems Dual credit courses are a proven model for helping more Indiana students graduate high school prepared for college and the workforce. However, these 2 teaching at that level so much (CELL administrator focus group, 2021). Community support and partnership development: Educators who participated in discussions for this report said that dual credit opportunities can help build community support for and pride in the school. Additionally, the structure of dual credit inherently requires collaboration with higher education institutions. For some schools, it also facilitates closer partnerships with local businesses, particularly in the career and technical education pathways. Our dual credit program has helped us leverage a lot of opportunities for grant funding and maintain an increase in enrollment over the past few years. These financial gains have helped make it possible to continue to invest in our students and teachers to make the program a success. Jody French, Principal - Perry Central Jr./Sr. High School 3 The Threat: A Shortage of Teachers Credentialed to Deliver Dual Credit The current shortage of dual credit teachers in Indiana threatens the states ability to grow, or even sustain, pivotal dual credit opportunities for Hoosier students. Through the research conducted for this report, schools explained that their current bench of dual credit teachers is slim to non-existent, particularly in some core content areas such as math and science. Many administrators who participated in this research reported staffing shortages, specifically in dual credit, at the start of the 202122 school year. These administrators were scrambling to replace dual credit teachers who left due to retirement, moves to other districts, and/or other challenges related to the COVID-19 pandemic. The vacancies of highest concern were those that limited a schools ability to continue providing a pathway their students were already on, such as the Indiana College Core or a Next Level Program of Study. A recent survey conducted by the Indiana Commission of Higher Education also found that a lack of credentialed dual credit teachers was inhibiting students from pursuing the Indiana College Core (see appendix B). The dual credit teacher shortage is projected to significantly worsen in September 2023, when new credentialing guidelines from the Higher Learning Commission take effect. The new requirements stipulate that in order to teach academic dual credit courses, a teacher (or qualified faculty member) must have earned either a masters degree or higher in the subject area being taught or any masters degree or higher plus eighteen hours of graduate-level coursework in the subject area being taught (Higher Learning Commission, 2020). Anecdotally, school-based research participants shared that they fear the cliff coming in 2023, when they anticipate losing some current dual credit teachers. Ivy Tech Community College, Indianas largest provider of dual credit, has assessed the potential impact of the new credentialing requirements on its Priority Liberal Arts dual credit courses, projecting that roughly 68% of dual credit faculty within liberal arts and sciences will be credentialed come Fall 2023, which will displace approximately 350 dual credit faculty and an estimated 700 courses (Ivy Tech Community College, 2021). Note this projection only includes Priority Liberal Arts dual credit courses, as the new HLC requirements will not impact teachers delivering career and technical education dual credit courses. 4 The need for greater diversity among Indianas dual credit instructors continues to undermine the states capacity to leverage dual credit to close equity gaps among students of color. Within Indiana's K-12 schools, the percentage of students of color (31.2%) far exceeds the percentage of teachers of color (7.6%) who are providing their education (Indiana Department of Education [IDOE]2020). Further, data indicates an even greater disparity may exist between students' and teachers' race and ethnicity within dual credit classrooms. Only 5 percent of Indiana's dual credit courses delivered in 2020 were taught by teachers of color (IDOE, 2020), while a higher percentage of students earning dual credit were students of color (19% of priority liberal arts dual credit earners and 24% of technical dual credit earners) (ICHE, 2020). As schools and the state seek to close equity gaps, in part by engaging more students of color in dual credit, it is essential for students to see more diversity represented among their dual credit instructors. Roadmap to this Report This report presents findings related to Indiana schools current practices for building dual credit teacher pipelines and offers a framework of recommendations to inform ongoing efforts to sustain and grow these local pipelines. Educators, including both teachers and administrators, are the primary focus in this report. They are the research participants who provided the core insights and learnings as well as the primary audience for the recommendations. Without their contributions, this reportand indeed dual credit opportunities for Indiana studentswould not be possible. This report includes four main sections: introduction, findings, recommendations, and considerations for moviing forward. The bolded headers, executive summary, and key takeaways section provide the essential themes. The findings section provides an in-depth look at schools current experiences with building their dual credit teacher workforce, including their financial incentive practices and the barriers to securing enough dual credit instructors. The recommendations section offers actionable strategies schools can use to build their pipeline with financial 5 incentives and non-financial supports. Lastly, the appendix includes more detail on the quantitative finding and analyses generated by this research. 6 Findings: Understanding the Landscape of Barriers and Incentives for Dual Credit Teachers Throughout the report, a framework organizes the dual credit teacher pipeline into four distinct phases: recruit, credential, activate, and retain (see Figure 1.) This framework is used to both summarize findings of current practices and barriers and present recommendations for engaging more dual credit teachers. The intent of this framework is to provide schools with a model that supports strategies that are both comprehensive (to build the full pipeline) and targeted (to assess and prioritize specific areas of greatest need within their pipeline). Figure 1: Model for Developing a Dual Credit Teacher Pipeline Secondary schools throughout Indiana are working to understand and address the barriers experienced by dual credit teachers by providing financial incentives and additional non-financial supports. As the state works to expand students dual credit opportunities through a stronger pipeline of educators who are credentialed to teach these courses, it is important to understand the current landscape of school and educator experiences in this area. Their experiences provide essential insights into the barriers to engaging more teachers in dual credit as well as promising solutions to mitigate those challenges. The summary below provides an overview of schools experiences through the perspectives of educators who participated in the surveys, focus groups, and/or working groups convened for this Recruit Credential Activate Retain project. Barriers to Building a Pipeline of Dual Credit Teachers Through focus groups, school administrators and teachers identified five barriers Administrators and current dual credit teachers reach out to new teachers (both on staff or potential hires) to teach dual credit and (if needed) pursue their credential. Emerging dual credit teachers earn their credential to teach dual credit courses, including through the completion of a masters degree or 18 additional graduatelevel credits. Credentialed teachers begin teaching dual credit classes and fulfill the ongoing credentialing requirements of higher education partners (including professional development). Administrators work to retain credentialed dual credit teachers and the curriculum they make possible, including the Indiana College Core and Next Level Programs of Study. experienced by those who teach, or are considering teaching, dual credit courses: time, cost, navigating the process, feelings of isolation, and limited awareness of the impact of dual credit teachers. These barriers are experienced individually (by teachers), systemically (by schools working to build their pipeline of dual credit teachers), and persistently (at every stage of the dual credit teacher pipeline, from recruitment through retention). The prospect of investing time toward credentialing is daunting for educators trying to simply survive and meet students escalating needs, particularly during the COVID-19 pandemic. Not having enough time was one of the most common concerns and realities among teachers deciding whether to become credentialed or teach dual credit. Particularly now, teachers are working to simply survive as they try to meet their students escalating academic and social and emotional needs. Teachers considering becoming credentialed to teach dual credit worry about the time commitment of going back to school to earn their masters degree 7 8 and/or additional graduate-level credits. Credentialed teachers also must invest Engaging with dual credit can feel like a lonely experience for educators, time above and beyond their standard teaching duties to fulfill the additional particularly those who were drawn to their profession because they value curriculum and training requirements associated with delivering dual credit. Further, connection and community. Educators report that becoming involved with dual dual credit teachers often teach several dual credit and non-dual credit courses, credit can, at times, lead to isolation from their school and peer community. Those which can exceed the teaching load of college-based faculty. working toward their credential may feel disconnected as they take required graduate coursesparticularly if they are the only one in their school working I have several teachers in my building who have said theyre not prepared to go back to school, so were going to lose at least 3 classes because the teacher says I just cant go back (to school) and do the same amount of work, be a parent and grade papers, and do lesson plans. I just cant. Tami Wuest, Teacher- Blufton High School The direct and indirect costs associated with teaching dual credit classes can leave teachers feeling forced teachers to choose between investing in their own financial well-being or their students futures. The direct costs of tuition and supplies place an additional financial burden on teachers, many of whom already struggle with relatively low salaries. For some teachers, the opportunity costs associated with becoming credentialed can be an even greater challenge; teachers who pursue the credential may have less personal time or miss out on supplemental income available through higher paying school-based opportunities or external jobs that offer higher hourly wages. The process to become credentialed to teach dual credit, maintain a credential, and satisfy dual credit curriculum requirements can be complicated and unclear. While many educators demonstrate a strong understanding of the reasoning behind credentialing requirements, the process to fulfill the requirements can be overwhelming and prevent some teachers from participating. This is especially true for schools and teachers working with multiple higher education partners. K-12 educators expressed a need for clearer, more streamlined communication and requirements with individual partners and across all potential higher education partners. toward their credential or are taking online asynchronous courses. Those already teaching dual credit may feel like they are on an island by themselves because they are often the only ones teaching a specific course at a specific level within their building. Due to the unique time commitments of engaging with dual credit teaching and credentialing, these teachers may also have less capacity to connect with on-site professional learning communities. A lack of awareness of the positive impact of dual credit experiences for students is a barrier to recruiting new teachers and recognizing the contributions of current dual credit teachers. Although dual credit is an evidence-based model demonstrated to have a significant and lasting impact on students, teachers can feel disconnected from those positive effects. Prospective teachers may not be fully aware of how dual credit improves students outcomes and thus not understand the impact they can have by teaching dual credit classes. While current dual credit teachers are more likely to see the immediate positive effects, they may not be acknowledged for their role in helping students earn college credits that will save them money and improve their likelihood of persisting toward a postsecondary degree. 9 School Practices to Leverage Financial Incentives to Build a Pipeline of Dual Credit Teachers Many Indiana schools are working to address the barriers to building a dual credit teacher pipeline by offering educators a range of financial incentives and non- financial supports. Practices related to financial incentives are summarized in this section, and promising examples of non-financial support appear in the following recommendations section. To understand the current landscape of dual credit incentives and supports in Indiana, we analyzed data collected through CELLs Compensation for Dual Credit survey, which was administered to all public and private high schools in Indiana during spring 2021. Our sample includes 131 partial and complete unique school-level responses from across the state.2 For characteristics of survey respondents and all Indiana high schools, see table A1 in appendix A. About 70 percent of schools in the sample offer some incentive to take courses toward becoming credentialed to teach dual credit, earn a credential, or teach dual credit. The following findings outline what types of incentives are most common and what types of schools are most likely to offer incentives. Overall, schools are most likely to offer incentives to earn a credential or to teach dual credit. Among 108 respondents who answered questions about dual credit incentives, schools are most likely to offer educators incentives to become credentialed to teach dual credit (49%) and to teach dual credit (49%). A smaller share of respondents (19%) offer incentives for educators to take courses toward becoming credentialed (see Table C1 in Appendix C)3, 4 2. Ten of the 131 responses are from other educational entities that do not match to a unique public or private Indiana school in the NCES Common Core of Data or Private School Survey. We retained these responses in our analysis to present the most complete picture of the provision of dual credit incentives in Indiana. Three of the schools that provide something else indicated through open-ended responses that they hope or plan to provide incentives in the 2021/22 school year. Other schools that provide something else did not provide an open-ended response. 3. Three of the schools that provide something else indicated through open-ended responses that they hope or plan to provide incentives in the 2021/22 school year. Other schools that provide something else did not provide an open-ended response. 4. While the survey allowed respondents to select more than one type of incentive provided at each stage, the majority of schools selected only one type. There are, however, some exceptions to this. Among the 53 schools that provide incentives to become credentialed, three offer both a step on the salary scale and tuition assistance. Additionally, of the 53 schools that provide incentives to teach dual credit, three schools provide tuition assistance, a step on the salary scale, or something else (unspecified) in combination with a stipend. 10 Schools providing incentives in one area are likely to do so in another area. Among schools that offer incentives to take courses toward becoming credentialed, 90 percent also provide incentives to earn a credential and 75 percent also provide incentives to teach dual credit. Fifty-eight percent of schools that offer incentives to become credentialed also offer incentives to teach dual credit (see Table C2 in Appendix C). Incentives vary by pipeline stage: Tuition reimbursement is the most common incentive to take courses toward becoming credentialed, a step on the salary scale is the most common incentive to become credentialed, and a stipend is the most common incentive to teach dual credit. Among the 20 schools that provide incentives to take courses toward a credential, 11 (55%) offer tuition assistance, five (25%) offer a stipend, and the remaining four (20%) offer another incentive that was not defined in the data. Of the 53 schools that provide incentives to become credentialed, a step on the salary scale is the most common incentive (33 schools; 62%). A smaller share of schools provide tuition assistance (11; 21%) or stipends (10; 19%), and three schools (6%) provide something else. Of the 53 schools that provide incentives to teach dual credit, the vast majority (37; 70%) provide a stipend, eight (15%) provide tuition assistance, seven (13%) provide a step on the salary scale, and the remaining four (8%) provide something else (see Table C1 in Appendix C). 12 11 Figure 2: The Type of Incentives Provided Varies with Stages of the Dual Credit Pipeline Schools with an Early College Endorsement and Rural Early College Network participants are more likely to provide incentives than other schools. 53 Other 53 Early College High Schools and RECN participants are more likely than all other schools to provide incentives to take courses toward becoming credentialed (33% Tuition assistance 56% compared to 44%), and to provide incentives to teach dual credit (71% and 88% 37 33 and 31% compared to 14%), to provide incentives to become credentialed (71% and Stipend compared to 39%; see Tables C1 and C2 in Appendix C). Step on the salary scale Figure 3: Early College High Schools and RECN Participants Are Most Likely to 20 Any incentive 11 0 0 5 10 11 4 Number of schools that provide incentives to take courses toward becoming credentialed to teach dual credit 3 Number of schools that provide incentives to become credentialed to teach dual credit 7 8 4 Number of schools that provide incentives to teach dual credit To consider howanalysis incentives vary across schools, we examined a set of schools that Source: Authors of CELL Compensation for Dual Credit survey. Provide Incentives 1.0 88% 0.8 71% might provide incentives at higher rates than others. Specifically, we examined the provision of incentives among schools that have received the CELL Early College High School Endorsement, Rural Early College Network (RECN) participants, and 0.4 schools that currently provideor aspire to providethe Indiana College Core. Data for the Early College5 and RECN6 schools was disaggregated for a number of reasons including: CELL works closely with Early College schools as their 0.2 endorsement entity, CELL leads a federal EIR-Mid-Phase grant that includes funding for RECN schools, and Early College and RECN schools are known to prioritize dual credit offerings as an element of their early college models. 5. The Early College High School model gives students a head start on the rest of their lives. These small schools allow students to earn both a high school diploma and up to two years of credit toward a bachelors degree, or an associate degree through different curricular pathways. The Indiana Commission for Higher Education designated CELL as the sole organization in the state to train, support, and endorse Early College High Schools. 6. In the fall of 2019, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis was awarded a MidPhase EIR federal grant of $7.9 million from the US Department of Education to launch a Rural Early College Network (RECN) project. This project focuses on helping rural high schools implement high quality, sustainable Early College (EC) programs through a system of supports, coaching and a network approach. 0.0 RECN Participants 71% CELL Early College High Schools 56% 0.6 44% 33%31% All other schools 39% 14% Percentage of Schools that provide incentives to take courses toward becoming credentialed to teach dual credit Percentage of schools that provide incentives to become credentialed to teach dual credit Percentage of schools that provide incentives to teach dual credit CELL is Center of Excellence in Leadership of Learning. RECN is Rural Early College Network. Note: Sample includes 24 CELL Early College High Schools, 16 RECN participants, and 77 schools that are neither CELL Early College High Schools nor RECN participants. CELL Early College High Schools and RECN categories are not mutually exclusive, as nine schools are included in both. Source: Authors analysis of CELL Compensation for Dual Credit survey. 14 13 Schools that currently offer or would like to offer the Indiana College Core provide incentives at higher rates than schools that do not. Schools that currently offer or aspire to offer the Indiana College Core provide incentives to teach dual credit at higher rates than schools with no interest in offering the Indiana College Core. For example, 8 percent of schools that are not interested in offering the Indiana College Core provide incentives to take courses toward becoming credentialed to teach dual credit, 31 percent provide incentives to become credentialed, and 23 percent provide incentives to teach dual credit. These rates are 1.5 to 3 times higher among schools that already offer, or want to offer, the Indiana College Core (see Table C2 in Appendix C). Rural schools are more likely than nonrural schools to provide incentives to teach dual credit but less likely to provide other incentives. Whether a school provides incentives varies with school locale. Schools in nonrural areas are slightly more likely than schools in rural areas to provide incentives to take coursework toward becoming credentialed to teach dual credit (20% compared to 15%) and to become credentialed to teach dual credit (55% compared to 43%). However, nonrural schools are less likely than rural schools to provide incentives to teach dual credit (38% compared to 64%). These descriptive patterns continue to hold in analyses that remove Early College High Schools and RECN participants as well as regression analyses that account for other school differences (see Tables C2 and C3 in Appendix C).7 Schools that offer 1019 dual credit courses are more likely to provide incentives than schools offering fewer or more dual credit courses. Schools that offer the middle range of dual credit courses (1019) are somewhat more likely to provide incentives than schools offering fewer or more dual credit courses. When we remove Early College High Schools and RECN schools from the analysis, schools with 1019 DC courses remain more likely than schools that offer fewer or more dual credit courses to provide incentives to become credentialed to teach dual credit and to teach dual credit (see Tables C2 and C3 in Appendix C). 7. Regression models that examine the relationship between school locale and the provision of incentives account for the following school characteristics: student enrollment in grades 912; student-to-teacher ratio; the number of academic and career and technical education dual credit courses offered; the share of students who identify as Black, Indigenous, or people of color; school control; whether the school is an endorsed CELL Early College High School; whether the school is a RECN participant; the schools engagement with the Indiana College Core; and the share of students who are eligible for free or reduced-price lunch (public school analyses only). By including these variables in the model, we conceptually compare the likelihood that two schools (rural and nonrural) that otherwise possess the same school characteristics provide incentives to take courses toward becoming credentialed to teach dual credit, incentives to become credentialed to teach dual credit, and incentives to teach dual credit. Schools that offer 10-19 dual credit courses may be most likely to provide incentives because 'they want to be sure they have enough teachers to comfortably offer the ICC versus those schools [offering more courses] that have plenty of teachers for their students to get the ICC pathway or those schools [offering fewer courses] that aren't even close to being able to offer the ICC. Troy Byler, Director, Advance College Project - Indiana University Educators participating in the practitioner workgroup offered two explanations for why schools that offer the middle range of dual credit courses may be more likely to offer financial incentives. First, schools in the middle range may be working most actively to build a dual credit teacher pipeline to more comfortably offer the ICC pathway to students. In comparison to schools that offer fewer courses, middle range schools may be closer to achieving this goal. Second, middle range schools may be more likely to prioritize growing their dual credit offerings than schools with a higher number of dual credit courses. Discussing schools that offer more dual credit courses, Dr. Kevin Mowrer with Vincennes University said, Through conversations with colleagues offering ICC programs, I learned that the excitement of building something new seems to wane or that these schools have gotten to the point where they have a good number of courses and are on the maintenance level [for the ICC]. Figure 4: Schools That Offer 10-19 Dual Credit Courses Are More Likely to Provide Incentives 60% 43% 18% 48% 60% 42% 20+ dual credit courses 10-19 dual credit courses 35% 1-9 dual credit courses 15 16 Recommendations: Growing and Sustaining Indianas Pipeline of Dual Credit Teachers Strategies to grow and sustain Indianas workforce of dual credit teachers must be driven by student- and educator-centered practices, sustainable models for funding and implementation, and innovative solutions that address the unique context of assets and needs within each school. These objectives drive 23% the recommendations below and offer a framework for K12 schools, higher 16% education institutions, and state-level institutions that are working to build a more robust, stable, and diverse workforce of dual credit teachers for students Percentage of schools that provide incentives to take courses toward becoming credentialed to teach dual credit Percentage of schools that provide incentives to become credentialed to teach dual crediT in Indiana. Recommendations were informed by examples of effective practices Percentage of schools that provide incentives to teach dual credit underway at schools throughout Indiana and developed by invested educators and partners who participated in focus groups with K12 teachers and administrators; a practitioner workgroup of teachers, K12 administrators, and higher education All Schools partners; and a state leader workgroup of systems leaders who represent CELL is Center of Excellence in Leadership of Learning. ECHS is Early College High Schools. RECN is Rural Early College Network. Source: Authors analysis of CELL Compensation for Dual Credit survey. 57% 20+ dual credit courses 48% 40% 39% 40% 10-19 dual credit courses 1-9 dual credit courses 29% 16% 15% 12% Percentage of schools that provide incentives to take courses toward becoming credentialed to teach dual credit Percentage of schools that provide incentives to become credentialed to teach dual credit Percentage of schools that provide incentives to teach dual credit Remove RECN and CELL ECHS Schools CELL is Center of Excellence in Leadership of Learning. ECHS is Early College High Schools. RECN is Rural Early College Network. Source: Authors analysis of CELL Compensation for Dual Credit survey. education, government, and state legislature. 16 Overarching Recommendations 17 particularly to expand equity and postsecondary readiness among students Seven overarching recommendations can inform a schools comprehensive of color. Schools can work to diversify their pipeline of dual credit instructors strategy to develop a sustainable pipeline of dual credit teachers. While these on two levels. First, broadly increase diversity among the full teaching staff by recommendations are broad, they apply universally to building out any stage of the implementing evidence-based strategies for recruiting, hiring, and retaining dual credit teacher pipeline. diverse teachers (that are) data-driven and targeted (REL Northwest, 2019). District and school leadership teams prioritize offering dual credit opportunities Second, more narrowly focus some of these overarching strategies on increasing to yield positive college and career outcomes for students and strengthen the diversity among dual credit teachers. For example, a school could begin by schools accountability performance, finances, community support, and teacher selecting three of the nine broader evidence-based strategies offered by REL recruitment and retention. The first critical step to building a pipeline of dual Northwest on their dual credit teacher pipeline such as: using data effectively, credit teachers is deciding, as an administrative team, that providing students ensuring strategies are relationship-based, and connecting teachers to high with dual credit courses and the pathways they make possible is a high priority. This decision is essential to moving forward the remaining recommendations that require the school to develop strategy and invest targeted time, financial incentives, and additional supports. Participating educators shared that as schools prioritize dual credit, they must be clear about both the why of their dual credit programming and how it fits within their broader set of curriculum and staff development goals. Partner with higher education institutions to build a comprehensive and sustainable dual credit teacher pipeline with intentional strategies for the four distinct phases: recruit, credential, activate, and retain (see figure 1). Many schools reported struggling with building a deeper bench of dual credit instructors that would enable them to continue offering priority classes when other dual credit teachers leave. The more teachers a school can engage at all points along the pipeline, the fewer interruptions in quality dual credit course content their students will experience. Across conversations, administrators commonly expressed that although their school is currently in good shape, they worry about sustaining that stability. Effective sustainability strategies for a dual credit teacher pipeline occur on three fronts: finances, systems (moving from informal practices to formal policy), and personnel (including continuity in leadership and instruction). Diversify the pipeline of dual credit teachers to benefit all students and quality professional development and growth opportunities. Ensure financial incentives are the foundation of the schools strategies to build its pipeline of dual credit teachers, and are provided through a model of teacher advancement and increased compensation. At every point along the pipeline, financial incentives play a critical role in a schools ability to engage and retain dual credit teachers. While non-financial supports are also important, financial incentives emerged as the most valuable strategy to both teachers and administrators. It is important to recognize that while financial incentives are critical to expanding the DC teacher pipeline, schools cannot and do not consider this strategy within a vacuum. It must be included in a broader model of teacher advancement and compensation that balances the talent and needs of all teachers and all students. Career ladders offer a promising approach for developing a comprehensive model that build(s) the internal capacity of the school district to positively affect student achievement by using its most underutilized resource: its people (AFT, n.d.). Specifically, districts can develop career ladders, also referred to as teacher-leader models (American Institutes for Research [AIR], 2015), that are innovative, strategic, and sustainable by advancing these objectives: For our purposes, incentives are everything. If it werent for those incentives, we would not have teachers working toward those masters. But what we see long term is that those incentives are getting increasingly harder to fund. Especially for smaller school districts [that may not be growing]. Joshua Blossom, Principal, Wabash High School 17 Provide teachers who wish to stay in the classroom with ample opportunities recruitment, classroom shadowing, buddy systems for teachers pursuing their to grow professionally and financially and move up without moving out (AIR, credential, mentoring between veteran and emerging dual credit teachers, and 2015). collaborating with educators from other districts who teach the same content. Offer multiple avenues for advancement (AIR, 2015) for teachers throughout all levels of K-12 to grow their careers. 18 Create a sustainable budget model using existing funds (AIR, 2015) to build teacher confidence that earned credentials and expertise will continue to be higher education partner(s) can directly support the development of a more compensated. robust supply of dual credit teachers. To strengthen collaboration, schools can Target all of the districts priorities for teacher credentialing and content-area ensure that administrators and teachers are aware of all existing supports expertise in areas such as special education, STEM, and dual-credit. available from the higher education partner(s) and stay in close communication Prioritize the schools needs related to graduation pathways curriculum when regarding areas for improvement. Examples of practices to strengthen the deciding where to grow the supply of dual credit teachers, such as the Indiana partnership include establishing a memorandum of understanding that identifies the core commitments and points of alignment by the respective gaps in their pipeline. With limited resources, it is important to prioritize which partner, scheduling regular meetings between frontline partners, and inviting gaps to fill first based on each schools dual credit and related curriculum needs. the higher education partner to spend time at the high school to understand the For example, two important considerations are the schools capacity to provide needs of dual credit teachers and students. the Indiana College Core and classes required for their Next Level Programs of Study. With the new Higher Learning Commission requirements taking effect in September 2023, schools can assess which teachers will likely be credentialed at that time and then project where gaps will be. Offer flexible scheduling options to emerging or current dual credit teachers to provide more time to complete required credentialing, professional development, and course delivery. Even with limited financial resources, schools can be innovative with their master schedule to address the barrier of teachers having limited time. For example, emerging or existing dual credit teachers can benefit from open periods at the end of the day, flex scheduling to complete exams or professional development, and/or teaching fewer different classes at once to lighten the preparation load while pursuing credentialing or taking on additional dual credit classes. and procedures for teachers who are becoming credentialed or already teach dual credit courses. A strong partnership between the high school and its College Core and Next Level Programs of Study. Most, if not all, schools will have Collaborate with higher education partners to streamline communications Facilitate connections and peer learning among emerging or current dual credit teachers. Build a community of support and camaraderie that builds shared identity, purpose, belonging, and effective teaching practices. Schools can strengthen these connections through peer-to-peer outreach and Recruitment Recommendations Financial Incentives While financial incentives do not play a direct role in recruiting dual credit teachers, they can offer motivation and assurance. With defined and formal school policies regarding financial incentives for prospective dual credit teachers, educators can feel confident that they have all the information they need to make an informed decision and that, if financial incentives are currently offered, they will still be available by the time the teacher reaches the corresponding stage in the pipeline. Recommendation: Strengthen the schools articulation and assurance of later financial incentives to prospective dual credit teachers. Examples: Summary page of incentives and supports with contact information for questions; defined incentives policy in staff handbook, school board policy, and teacher contract. 19 20 Non-Financial Supports and Incentives Credentialing Recommendations available, including those that are non-financial, when making the decision to Financial Incentives Prospective dual credit teachers will consider the full package of supports pursue their credential. At the recruitment stage, a schools goal is to build the teachers confidence in their ability to teach dual credit effectively, their capacity to complete the process, and the schools commitment to support and value them throughout the experience. Below are recommendations of promising practices schools can use to achieve these objectives, organized by the key barrier each recommendation addresses. Cost: Provide clear and consistent communication regarding available financial support and/or incentives as well as resources to alleviate some or all costs associated with credentialing (such as STEM Teach or Teach Dual Credit Indiana administered by CELL and funded through ICHE). Time: Provide clear and consistent communication regarding the timeline for earning and maintaining a dual credit credential, the schools practices and policies that provide teachers with additional time during the dual credit and credentialing stages, and the timing requirements of higher education partners. Providing financial incentives can reduce the financial burden emerging dual credit teachers take on to earn their credential and maintain a competitive edge in attracting and retaining emerging dual credit teachers who know they can earn this financial support at other schools. In our analysis of data from CELLs Compensation for Dual Credit survey, we found that 19 percent of respondents offer educators incentives to take coursework toward becoming credentialed and 49 percent offer incentives to become credentialed. The most common type of incentive offered for taking coursework is tuition assistance, and the most common type of incentive offered for earning a credential is a step on the salary scale. Financial incentives at the credentialing stage might also include supplies for graduate-level courses, compensation for time spent completing coursework, and a stipend. for teachers to earn their credential. Compensate credentialed teachers for Process: Simplify and streamline communications about the dual credit process the additional value they offer the school through salary adjustments such as within the high school and the partnering higher education institution. To the higher steps on the salary scale. extent possible, align messaging across partnering higher education institutions and include an overview of the similarities and differences in the credentialing processes. Connection: Build one-on-one connections between prospective dual credit teachers and influencers who can provide support during the decision-making process, including a dual credit teacher within the school (ideally one who teaches the same content area) and an administrator who will personally encourage them to teach dual credit and affirm their capacity to be successful. Valuable messaging points include the positive impact each teacher could have on their students as well as the opportunity for their career advancement. Recommendation: Provide sustained salary adjustments as a financial incentive Non-Financial Supports and Incentives Of the four stages in the dual credit teacher pipeline, credentialing can be the most stressful for teachers as they balance going to back to school with full-time work and personal responsibilities. Even if schools have limited financial resources to invest in teachers going through this stage, several non-financial incentives and supports have emerged as promising practices to support teacher well-being and credential completion. These recommendations appear below, organized by the key barrier each one addresses. Cost: Connect teachers with third-party tuition support to defray the cost of courses while minimizing the impact on the schools incentives budget. Examples include STEM Teach or Teach Dual Credit Indiana, administered by CELL and funded through ICHE. 21 Time: Provide teachers with extra time in their schedule to complete required 22 Recommendation: Compensate educators for teaching dual credit classes with coursework. Creative schedule practices include offering teachers an end-of- the level of award calculated based on the number of dual credit courses being day prep period, fewer unique classes they need to prepare for, one half day off delivered. every nine weeks to complete coursework, and a flexible schedule during their Examples: Stipends provided to teachers at the end of the semester or year. courses final exams. Process: Simplify and streamline communications about dual credit processes within the high school and the higher education institution. Connection: Create a community of support for teachers by pairing them with at Non-Financial Supports and Incentives Dual credit educators reported a high level of satisfaction with teaching these courses as well as unique challenges related to making this intensive least one other teacher who is pursuing their credential and/or by facilitating the commitment to their students and school community. Schools can support dual formation of study groups among teachers who are taking the same classes. credit teachers in this stage through several promising practices for non-financial Impact: Recognize emerging dual credit teachers for pursuing and earning their assistance, organized below by the key barrier that each addresses. credential through schoolwide communication channels such as newsletters or Cost: Reduce the opportunity cost of teaching dual credit by narrowing the gap staff meetings. Individually, encourage each teacher to complete coursework between the compensation dual credit teachers receive and the stipends other with reminders of how the credential will help their students earn college credit staff members receive for their supplemental staff roles. and support the teacher in advancing their career, increasing their salary level, college-level coursework (e.g., through an extra study hall), meet individually and building their ability to teach more rigorous coursework. with students (e.g., through advisories), and fulfill the requirements of Activation Recommendations higher education partners (e.g., by allowing teachers to complete some of their mandated higher education professional development during school Financial Incentives Financial incentives at the activation stage are an effective and increasingly necessary strategy schools can use to compensate teachers for their willingness to teach more time-intensive dual credit classes. These incentives can yield significant returns for students and for the schools curriculum, accountability professional development time). Compensation for Dual Credit survey, we found that 49 percent of respondents offer an incentive for educators to teach dual credit courses and that the most common type of incentive provided at this stage is a stipend. Less common incentives provided at this stage include a step on the salary scale and tuition assistance. Connection: Onboard new dual credit teachers with mentorship, shadowing, and support from an existing dual credit teacher (ideally in the same content area) and connect dual credit teachers to others who teach the same content will vary across unique school contexts, they should, to the extent possible, be through renewable, secure funding sources. In our analysis of data from CELLs Process: Streamline communications and, wherever possible, align processes and collaboration across higher education partners. measures, finannces and community engagement. While incentive structures formalized in school policy, including the teacher contract, and be sustainable, Time: Provide teachers with extra time in their schedule to prepare and grade area. Impact: Acknowledge and celebrate the impact that dual credit teachers have on students and the school by announcing the number of dual credits and cost savings they have made possible for students (e.g., during an end-of-year ceremony for seniors). 23 24 Retention Recommendations Funding Strategies for Dual Credit Teacher Incentives Financial Incentives Funding for dual credit teacher incentives can come from a variety of sources. Promising practices to retain dual credit teachers largely mirror those to retain all teachers. Financially, the essential strategy to prevent attrition among dual credit teachers is to offer a competitive and sustainable incentives package. In our analysis of data from CELLs Compensation for Dual Credit survey, we found that schools that provided incentives were more likely to have high confidence in their ability to continue to provide dual credit courses. This suggests that financial incentives are an effective strategy for a school to retain its dual credit teachers (see tables C5 and C6 in appendix C). To set the level of stipends and/or salary increases for dual credit teachers, schools can compare their compensation to what neighboring school districts offer. Such market research helps identify a meaningful incentive amount and strengthens the case for competitive incentives to those who need to approve them, including the school board. An additional strategy to reduce attrition among dual credit teachers is to provide awards when teachers reach milestones in their dual credit service to the school (e.g., 5 years, 10 years) Non-Financial Supports and Incentives The promising practices for non-financial supports that retain dual credit educators are similar to those that apply to the activation stage. Implementing those recommendations will not only support educators as they teach dual credit courses but also reduce their likelihood of leaving by increasing their feelings of being valued and supported. Presently, across many schools, grant or discretionary funding is utilized to compensate teachers when they engage in dual credit instruction. Title II funds are also used to provide financial incentives and tend to be a fairly predictable source of ongoing soft-funding. However, as highlighted in this report, the task to complete the necessary coursework under the HLC rules, is significant. Despite various tuition reduction/elimination programs, many teachers report a reluctance to invest so much time (particularly during more challenging times in schools) for the possibility of later discretionary compensation. Additionally, many dual credit teachers shared current compensation practices are relatively low, compared to numerous other extracurricular employment opportunities. Further, school administrators voiced concern over the ability to continue to support dual credit compensation practices, with no dedicated funding sources. District leaders also raised the challenges related to employee equity issues, if only a subgroup of employees were eligible for meaningful compensation increases, such as those associated with dual credit. While opportunities exist for districts to build in a dual credit compensation plan that offers fiscal incentives comparable to extracurricular opportunities, a broader view of compensation practices may be warranted. As schools consider the renegotiation of salary agreements, an opportunity exists to more broadly incentivize teacher qualifications that are of value to schools and aligned with student needs. The expansion of dyslexia programming, elevated numbers of autistic students, growing numbers of English language learners, amplified attention on trauma and specialized behavioral supports could be adressed and be paired alongside dual credit credentialing qualifications to craft a compensation ladder for all teachers that extends past longevity steps on a salary scale. The practice could offer schools a method for ensuring more expansive qualifications and growth opportunities within the teacher workforce. 25 Considerations for Moving Forward The findings and recommendations set forth in this report are focused largely on dual credit and yet are not offered in a vacuum. The ultimate goal of this report is to preserve, prioritize, and expand dual credit opportunities for Indiana students by building the capacity of school districts to 26 To preserve and expand dual credit opportunities, Indiana must employ strategies that both focus on dual credit and address the states broader context of systemic and teacher workforce needs related to education and college and career pathways. The considerations below offer suggested priorities for continued research and local- and state-level strategy. and state systems, build upon on this reports findings and recommendations grow their pipeline of credentialed instructors. The national and state research is to grow schools capacity to provide sustainable dual credit with practical clear earning dual credit in high school yields powerful outcomes for students, including those populations experiencing equity gaps such as students of color and low-income students. The forecasts are also clear. If the state is not able to expand resources and technical support? the supply of dual credit instructors, Indiana students will have more limited access However, this report also acknowledges that dual credit exists within a broader pathways for themselves within dual credit programming? Expand equity by expanding dual credit: How can Indiana close the equity gaps in dual credit attainment by accelerating the upward trend of increasing percentages of students of color and students from low-income households who educator who shares the same race, ethnicity, or background (Indiana Youth stakeholders to prioritize having equitable representation within their dual credit credit teachers: How can the state develop a more diverse teacher workforce advanced courses and postsecondary attainment, see representation and demonstrates that students of color benefit in numerous ways from having an Institute [IYI], 2021). Through this report, we challenge the local and state dual credit Develop a more diverse Indiana teacher workforce, including among dual to ensure that students from groups that have been inderrepresented within but vital to, the states ability to leverage dual credit as an opportunity for both benefit of all Indiana students including those accessing dual credit. Research teachers: How can efforts to grow a more robust dual credit teacher pipeline teacher workforce in Indiana? environment of educational priorities in Indiana that are not separate from, students and teachers. Chief among these priorities is the need to diversify the teacher workforce for the Develop a robust Indiana teacher workforce, including among dual credit intersect with and support broader efforts to achieve the same goals for the full to these opportunities, outcomes, and the pathways that rely on them including the Indiana College Core and Next Level Programs of Study. Grow local capacity: How can education stakeholders, including school districts take dual credit courses (ICHE, 2021)? teaching force that parallels the population of the schools and states student Align local and state postsecondary readiness systems within the ecosystem supporting dual credit: How can Indiana strengthen alignment within and across systems involved with the delivery of dual credit, particularly with respect to population. expanding the statewide pipeline of a robust and diverse dual credit teacher pipeline. Explore the implementation of career ladders as a promising approach for offering educators who prefer to stay in the classroom ample opportunities to advance professionally and financially. How can Indiana leverage career ladders to grow and retain our teacher workforce? What framework of expanded opportunities can be available to students throughout K-12? "Having representation in our teachers is critical when looking at dual credit equity. Our cultural, linguistic, economic, and gender minority students need to be able to see themselves in their dual credit instructors to break down barriers and show them that representation matters in our schools, their fields of interest, and throughout dual credit programming." Christy Diehl, Assistant Principal of Curriculum and Instruction/Dual Credit Teacher - Logansport High School 27 28 References Appendices Indiana College Core. (n.d.). Indiana College Core [Infographic]. Appendix A: Data Sources https://www.in.gov/che/files/2021_ICC_Info_One-Pager_03_11_21.pdf Indiana Commission for Higher Education. (2021). Indiana early college credit report 2021. https://www.in.gov/che/files/2021_Early_College_Credit_ Report_01_28_2021.pdf Indiana Department of Education (2020). Data request. Indiana Youth Institute (2021). 2021 Indiana KIDS COUNT Data Book: A profile of Hoosier youth. https://www.iyi.org/wp-content/uploads/2021/03/2021_IYI_ Databook_FINAL.pdf National Alliance of Concurrent Enrollment Partnerships. (n.d.). Fast facts [Infographic]. https://nacep.org/docs/resources/Fast%20Facts-FINALpdf.pdf Regional Education Laboratory Northwest (2019). 9 Strategies for Recruiting, Hiring, and Retaining Diverse Teachers [Infographic]. https://ies.ed.gov/ncee/edlabs/ regions/northwest/pdf/teacher-attrition.pdf U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2019). Dual enrollment: participation and characteristics [NCES 2019-176]. https://nces.ed.gov/pubs2019/2019176.pdf Our analysis draws from survey data, focus groups with high school teachers and high school administrators, working group meetings with dual credit practitioners and state leaders, and publicly available school-level data from the National Center for Education Statistics (NCES) Common Core of Data and Private School Survey. These sources are described in more detail below. Center of Excellence in Leadership of Learning: Compensation for Dual Credit Survey The Center of Excellence in Leadership of Learning (CELL) administered this survey to principals and superintendents at all accredited public and private Indiana high schools in spring 2021. One hundred seven individuals completed the survey and an additional 24 partially completed the survey for a total of 131 partial and complete responses. The survey contains school-level information about the provision of dual credit, incentives for teachers to become credentialed and to teach dual credit, and funding for dual credit incentives. Indiana Commission for Higher Education: Indiana College Core Survey The Indiana Commission for Higher Education administered this survey to high school and postsecondary faculty and administrators across Indiana. A total of 105 high school educators and 55 postsecondary educators responded to the survey. The survey contains individual-level responses about the Indiana College Core, including familiarity with the Indiana College Core, messaging to promote it, resources to support engagement, and challenges to overcome to increase the number of students who earn the Indiana College Core. 29 30 characteristics, we merged school-level data from the NCES Common Core of National Center for Education Statistics: Data and Private School Survey with individual responses to the CELL survey. Of Common Core of Data and Private School Survey the 131 responses to the CELL survey, 121 matched with NCES school-level data. The The NCES Common Core of Data contains publicly available school-level data remaining 10 responses came from educational entities that are not represented about public (Common Core of Data) and private (Private School Survey) primary within NCES data. These responses were retained in all analyses that do not include and secondary schools. These data include information about school locale, school-level data. In addition to descriptive analysis, we also estimated regression enrollment, student-to-teacher ratio, teacher FTE, and the share of students who models to test the relationships between school characteristics and the provision of are eligible for free or reduced-price lunch (public schools only). We use the most dual credit incentives. This approach allowed us to determine if and how a change recent years of data available in our analysis, 2019/20 (public) and 2017/18 (private). in one school characteristic (e.g., school locale) relates to the provision of dual credit incentives while holding all other school characteristics at their mean value Focus groups for the sample. Two focus groupsone with high school administrators and one with high school teacherswere conducted by CELL in November 2021. Participants were asked to Table A1 contains characteristics for all public and private high schools in Indiana speak to the barriers and promising practices for expanding the dual credit teacher as well as the subset of high schools that responded to the CELL survey. CELL survey workforce in Indiana. respondents are similar to the overall Indiana high school population across most school characteristics. The exceptions are schools with the Early College High Workgroup meetings School Endorsement, Rural Early College Network participants, and schools that Workgroup meetings with dual credit practitioners and state leaders were offer the Indiana College Core. Schools that belong to any of these groups were far convened in November and December 2021 and January 2022. Participants more likely to complete the survey than other schools. provided feedback and guidance to develop the recommendations and considerations described in this report. Analysis We analyzed administrator and teacher focus group data to identify common barriers facing schools as well as the promising practices they are either leveraging and/or would recommend to grow dual credit teaching staffs. The common themes identified by the research team were reviewed and refined with input from workgroup meeting participants. Using data from the CELL: Compensation for Dual Credit survey, we conducted descriptive analysis to examine the landscape of dual credit incentives across Indiana. To explore whether the provision of incentives varies with school 31 Appendix B: Indiana Commission for Higher Education Indiana College Core Survey Table A1. Characteristics of High Schools That Responded to the CELL: Compensation for Dual Credit survey All Indiana public and private high schools Characteristic Number of schools with non-missing data Mean value for schools with nonmissing data High schools that responded to the CELL: Compensation for Dual Credit survey Number of schools with nonmissing data 32 Mean value for schools with non-missing data A recent survey conducted by the Indiana Commission for Higher Education on the Indiana College Core provides additional context to some of the barriers and challenges that inhibit students from pursuing dual credit opportunities as well as some potential resources that could address these barriers and support dual credit attainment. Retaining students in dual credit courses can in turn support retention of dual credit teachers. While the survey focuses on the Indiana College Core, the findings and recommendations could be generalized to other dual credit opportunities. Total high schools 610 131 Public high school 610 78% 121 80% Private high school 610 22% 121 20% Rural high school 610 48% 121 44% Nonrural high school 610 52% 121 56% CELL Early College High School Endorsement N/A 7% 121 22% Rural Early College Network participant N/A 3% 121 13% High school offers Indiana College Core N/A 20%* 131 40% Grades 912 student enrollment 609 561 116 724 Share of students eligible for free or reduced-price lunch (public high schools only) 425 47% 95 44% Share of students who identify as Black, Indigenous, or people of color 560 24% 119 24% Number of academic dual credit courses offered (not career and technical education) N/A N/A 115 15 Number of career and technical education dual credit courses offered N/A N/A 102 9.5 The following main themes emerged from respondents perceptions of the challenges that inhibit students from pursuing the Indiana College Core. These include a lack of credentialed dual credit teachers, the cost of course registration for students, and communicating and managing expectations around credit transfer, especially for students who choose to attend private postsecondary institutions. Respondents also identified several resources that hold potential to support Indiana College Core attainment. More than three-quarters of respondents (77%) said that general resources about what the Indiana College Core is and how it works would help to support attainment. The majority of high school respondents (74%) and postsecondary respondents (60%) also wanted better guidance from Indiana postsecondary institutions in selecting Indiana College Core courses that would apply directly to different academic majors. About two-thirds of respondents (64%) thought that short videos explaining the Indiana College Core would help reduce barriers to engagement. See table B1 for full results. CELL is Center of Excellence in Leadership of Learning. N/A is not applicable. *Approximately 20 percent of Indiana high schools currently offer the Indiana College Core (Indiana College Core, n.d.). Note: Ten of 131 CELL survey respondents did not match with National Center for Education Statistics school data; therefore, school characteristic data are not available. Source: Authors analysis of CELL Compensation for Dual Credit survey and National Center for Education Statistics Common Core of Data and Private School Survey. 33 Table B1. Resources With Potential to Support Indiana College Core Attainment All Respondents Resource High school respondents Postsecondary respondents 34 Appendix C: Survey Results Table C1. Number and Percentage of Schools That Provide Incentives for Dual Credit Number Percentage Number Percentage Number Percentage General resources about hat the Indiana College Core is and how it works 123 77% 84 80% 39 Guidance from the Indiana institutions to help students choose Indiana College Core courses that will apply directly to different academic programs (majors) 111 Short videos explaining the Indiana College Core 103 64% 66 63% 37 67% A digital toolkit with resources for high school and college faculty who interact with students 101 63% 65 58% 28 51% Social media toolkit with key facts, messages, and images 89 56% 61 58% 28 51% Plug and play content (including boilerplate language and logos) to put on your organizations website about the Indiana College Core 88 55% 61 58% 27 49% Success stories with real life students who used the Indiana College Core 79 All above resources 29 18% 17 16% 12 22% Other resources 14 9% 8 8% 6 11% All Schools 71% Incentive 69% 78 74% 33 60% Number 45 43% 34 Source: Authors analysis of Indiana Commission of Higher Education Indiana College Core Survey. 62% Percentage Number Percentage Total schools 108 100% 77 100% Provide incentives to take courses toward becoming credentialed to teach dual credit 20 19% 9 13% Provide incentives to become credentialed to teach dual credit (credential) 53 49% 31 44% Provide incentives to teach dual credit (activate) 53 49% 28 39% Of schools that provide incentives to take courses toward becoming credentialed to teach dual credit Step on the salary scale 0 0% 0 0% Stipend 5 25% 2 22% Tuition assistance 11 55% 5 56% Other 4 20% 2 22% Step on the salary scale 33 62% 20 65% Stipend 10 19% 6 19% Tuition assistance 11 21% 7 23% Other 3 6% 1 3% Step on the salary scale 7 13% 6 21% Stipend 37 70% 17 61% Tuition assistance 8 15% 4 14% Other 4 8% 3 11% Of schools that provide incentives to become credentialed to teach dual credit Of schools that provide incentives to teach dual credit 49% Remove RECN Participants and CELL Early College High Schools CELL is Center of Excellence in Leadership of Learning. RECN is Rural Early College Network. Source: Authors analysis of CELL Compensation for Dual Credit survey. Sample includes all schools who responded to survey questions about the provision of incentives. Table C2. Number and Percentage of Institutions That Provide Incentives for Dual 35 Credit, by Select School Characteristics and Attributes, All Schools Provide any incentive to take courses toward becoming credentialed to teach dual credit Grouping Provide any incentive to take courses toward becoming credentialed to teach dual credit Category No Provide any incentive to become credentialed to teach dual credit (credential) Number of Number Percentage Number Respondents of Category in Category Total 88 0 0% 35 Provide any incentive to become credentialed to teach dual credit (credential) 40% 38 20 20 100% 18 90% 15 75% 2 4% 0 0% 22 40% Yes 53 18 34% 53 100% 31 58% Provide any incentive to teach dual credit (activate) No 55 5 9% 22 40% 0 0% Yes 53 15 28% 31 58% 53 100% Does your high school offer the Indiana College Core? We are currently pursuing the Indiana College Core. 6 0 0% 1 17% 2 33% We are not interested in offering the Indiana College Core. 13 1 8% 4 31% 3 23% We would like to offer the Indiana College Core, but are not able to at this time. 39 7 18% 18 46% 21 54% Yes, we are currently offering the Indiana College Core. 50 12 24% 30 60% 27 54% No 78 10 13% 33 42% 34 44% Number of academic dual credit courses offered (no career and technical education) NCES high school locale: Nonrural vs. rural College Network Participants and CELL Early College High Schools Provide any incentive to take courses toward becoming credentialed to teach dual credit Grouping 55 Rural Early College Network participant Credit, by Select School Characteristics and Attributes, Excludes Rural Early 43% No CELL Early College Endorsement Table C3. Number and Percentage of Institutions That Provide Incentives for Dual Percentage Number Percentage of Category of Category Total Total Yes Provide any incentive to become credentialed to teach dual credit (credential) 36 Yes 24 8 33% 17 71% 17 71% No 86 13 15% 41 48% 37 43% Yes 16 5 31% 9 56% 14 88% 0 dual credit courses offered 2 0 0% 0 0% 2 100% 19 dual credit courses offered 40 7 18% 17 43% 16 40% 1019 dual credit courses offered 35 8 23% 21 60% 20 57% 20+ dual credit courses offered 31 5 16% 15 48% 15 48% Nonrural 55 11 20% 30 55% 21 38% Rural 47 7 15% 20 43% 30 64% CELL is Center of Excellence in Leadership of Learning. NCES is National Center for Education Statistics. Source: Authors analysis of CELL Compensation for Dual Credit survey. Sample includes all schools who responded to survey questions about the provision of incentives. Provide any incentive to take courses toward becoming credentialed to teach dual credit Category Number of Number Percentage Number Respondents of Category in Category Total 0 0% 24 36% Yes 11 11 100% 10 No 43 1 2% 0 Yes 34 10 29% Provide any incentive to teach dual credit (activate) No 47 4 Yes 30 Does your high school offer the Indiana College Core? We are currently pursuing the Indiana College Core. 4 We are not interested in offering the Indiana College Core. 13 We would like to offer the Indiana College Core, but are not able to at this time. Number of academic dual credit courses offered (no career and technical education) NCES high school locale: Nonrural vs. rural Provide any incentive to become credentialed to teach dual credit (credential) Percentage Number Percentage of Category of Category Total Total 66 Provide any incentive to become credentialed to teach dual credit (credential) No Provide any incentive to become credentialed to teach dual credit (credential) 23 35% 91% 7 64% 0% 13 30% 34 100% 17 50% 9% 17 365 0 0% 7 23% 17 57% 30 100% 0 0% 0 0% 1 25% 1 8% 4 31% 3 23% 35 6 17% 17 49% 19 54% Yes, we are currently offering the Indiana College Core. 25 4 16% 13 52% 7 28% 0 dual credit courses offered 2 0 0% 0 0% 2 100% 19 dual credit courses offered 38 6 16% 16 42% 15 39% 1019 dual credit courses offered 20 3 15% 12 60% 8 40% 20+ dual credit courses offered 17 2 12% 6 35% 5 29% Nonrural 46 8 17% 22 48% 16 35% Rural 25 1 4% 9 36^ 12 48% CELL is Center of Excellence in Leadership of Learning. NCES is National Center for Education Statistics. Source: Authors analysis of CELL Compensation for Dual Credit survey. Sample includes all schools who responded to survey questions about the provision of incentives. 37 38 Appendix D: Work Group Members Table C4. Schools Confidence in Continuing to Provide Non-Career and Technical Education Dual Credit Classes After Higher Learning Commission Credentialing Deadline We would like to thank the following partners for serving on one of the work Incentives to take dual credit credentialing courses Confidence school will continue to provide non-career and technical education dual credit classes after credentialing deadline Not provided Provided Incentives to become credentialed to teach dual credit Not provided Provided Incentives to teach dual credit Not provided Provided invested and their ongoing commitment to preserving and expanding dual credit opportunities for Indiana students. While their perspectives were vital to informing the report's content, their participation should not be interpreted as an individual or organizational endorsement of the report or its content therein. No Confidence 3% 0% 4% 0% 2% 2% Low Confidence 10% 5% 9% 9% 9% 9% Moderate Confidence 33% 30% 36% 28% 42% 23% High Confidence 55% 65% 51% 62% 47% 66% Total 100% 100% 100% 100% 100% 100% Source: Authors analysis of Center of Excellence in Leadership of Learning Compensation for Dual Credit survey. Sample includes 108 schools who responded to survey questions about confidence in offering dual credit and provision of incentives. Practitioner Work Group Troy Byler, Director, Advance College Project - Indiana University Josh Blossom, Principal Wabash High School Christy Diehl, Assistant Principal of Curriculum and Instruction, Dual Credit teacher Logansport High School Table C5. Schools Confidence in Continuing to Provide Career and Technical Education Dual Credit Classes Jody French, Principal - Perry Central Jr./Sr. High School LaKisha Hillard, M. Ed, Director of K-14 Initiatives Ivy Tech Community College Valparaiso Incentives to take dual credit credentialing courses Confidence school will continue to provide non-career and technical education dual credit classes after credentialing deadline groups that provided input into this report. We appreciate and value the time they Incentives to become credentialed to teach dual credit Incentives to teach dual credit Not provided Provided Not provided Provided Not provided Provided No Confidence 2% 0% 3% 0% 0% 3% Low Confidence 4% 0% 6% 0% 0% 5% Moderate Confidence 18% 8% 17% 15% 16% 16% High Confidence 77% 92% 74% 85% 84% 76% Total 100% 100% 100% 100% 100% 100% Source: Authors analysis of Center of Excellence in Leadership of Learning Compensation for Dual Credit survey. Sample includes 69 schools who provide at least one career and technical education dual credit course and responded to survey questions about confidence in offering dual credit and provision of incentives. Eric Howe, Dual Credit Teacher Center Grove High School Valerie Miller, Assistant Principal Ben Davis University High School Kevin Mowrer, Ph.D., Assistant Dean of Instruction - Vincennes University at New Palestine Michael Thompson, Business Department Chair and Early College High School Director Connersville High School State Leader Work Group Mike Beam - Assistant Vice President - Indiana University Flora Jones, Director of Student Pathways - Indiana Department of Education Tari Lambert, Director, Transfer Indiana - Indiana Commission for Higher Education Tim McRoberts, Associate Executive Director - Indiana Association of School Principals Rebecca L. Rahschulte, Ph.D., Vice President of K-14 Initiatives & Statewide Partnerships Office of K-14 Initiatives/Provost Office - Ivy Tech Community College Dr. Ken Sauer, Senior Associate Commissioner and Chief Academic Officer Indiana Commission for Higher Education Dr. Nicole Shankle, Dean of Academic Early College Vincennes University the collaboration of: with support from: Whitepaper Creative Designer Payton Gross, M.S. Public Relations Manager - Center of Excellence in Leadership of Learning February 2022  ...

... Emerging professional identity mapping (EPIM) PART 1 "Man, through the use of his hands, as they are energized by mind and will, can influence the state of his own health" (Peloquin, 2005) Mary Reilly, OTR, EdD What is it? Emerging professional identity mapping (EPIM) is a sense-making process that invites students to describe, examine and graphically represent who they are, what they value, and the ultimate purposes of their work. The identity under examination in this activity is ones professional identity. In addition to considering our holistic identity as students, for the Capstone, we will also give attention to our identities as developing professionals. EPIM consists of two parts, includes a mix of reflective activities including directed readings, guided writing, and the production of two kinds of identity maps: one dedicated to values and a second that integrates values with our perceptions of the means and ultimate ends of our work across our roles as students and emerging practitioners (EP), leaders, research/scholars, and advocates. Emerging professional identity mapping is used to clarify understanding of EP identities and the integrative roles that values and public engagement play in their work as occupational therapists. There are three steps to Part 1, described in detail below. [Step 4 is the end result] STEP 1 STEP 2 STEP 3 STEP 4 Guided Reading Reflection Values and Labels Value Mapping For best results: Make reflective work a priority. Invest in yourself! Reclaim time! Setting aside regular blocks of time to work on you. Dont rush the process! Break up the work to allow yourself adequate time to mull over and process your ideas. Dont feel guilty about it. Treat this time just like you would time spent to work on a project or for an exam. It is that important! 2 Steps 1 and 2: Guided Reading/Reflection [Total time needed: 1 hour] During the first step in mapping, read Embracing our Ethos, Reclaiming Our Heart by Suzanne M. Peloquin (2005). Respond to the article by answering the following questions: 1. What personal values did you identify within this article? List them out. Why did you identify with the values you selected. 2. What professional concepts did you find that resonated with you? Explain. 3. The article listed some challenges to an integrative ethos. Explain which challenges you think you may face as an emerging practitioner. 4. Which challenge(s) resonated with you? 5. There are several reflections at the end of the article, which one fit most with your view of occupational therapy? [We are artists & scientists; We are pathfinders; We reach for hearts as well as hands; We cocreate daily lives; We enable occupations that heal] Why? Jot down your thoughts and reactions so you can draw from them later in the activity and for use over the next module. Step 3: Pre-Mapping Work [total time needed: 30 minutes] Instructions: Complete items A and B. Record your responses on scratch paper. A. Values are central to the work we conduct as occupational therapists. What are your values as an emerging professional? These are the values that inform all your work across various roles as a student, in your fieldwork (practitioner), leader, advocate (profession/clients/populations) and researcher/scholar. Drawing on the list below, identity 34 essential values you hold as an emerging practitioner. Note: The list is intended as a guide to spur thinking. If a value you want to list is not included in the printed list, please feel free to add it. Accuracy Competition Community Independence Collaboration Rigor Trustworthiness Humility Expertise Discipline Dialogue Justice Inclusiveness Equity Reciprocity Generativity Entrepreneurialism Innovation Democratic Objectivity Participatory Fairness Safety Practicability 3 B. Which descriptions best encapsulate your work and values as a student/emerging practitioner? Using the list below to spur your thinking, select 2-3 that best describe who you are professionally. If none of the labels below adequately capture who you are, add your own. Entrepreneur Researcher Scholar Intellectual Public Educator Organizer Community-based Community-engaged Servant Translational Practitioner Activist Administrator Leader Justice Equity Scientist Step 4: Draft your map [total time; 30 45 minutes] Using your responses to questions A & B, draft a map that encapsulates who you are as an EP in terms of your values and the descriptors you would use to describe yourself. Your maps should include and establish relationships between the following: Your preferred labels for yourself as an EP: practitioner, leader, advocate, and research/scholarship. The relationship between your connection to your work in practice, leading, advocacy, research/scholarship [i.e. the degree to which you identify with your each of the roles] Your Student values. In addition to listing all your values, your map should also highlight which of your core values you view as central to you as an emerging practitioner. [center of Venn] MAP CONVENTIONS: Use circles to represent the roles of Practitioner, Leader, Advocate, and Researcher/Scholar Adjust sizes of the circles to indicate relative importance of Practitioner, Leader, Advocate, and Researcher/Scholar in your work (student, EP/fieldwork). Use the degree of overlap of the circles to indicate how strongly you perceive the degree of overlap in your work in Practitioner, Leader, Advocate, and Researcher/Scholar [ex. Venn Diagram, Concentric Circles, etc.] List your EP identity [i.e. your descriptors] at the center for your map Include your values on your map. One strategy is to draw a diamond around your interlocking circles and locate the values there. Place circles around each of the values that your view as essential to who are you as an EP. Make sure to include your name on your map To draft the map, use the map template provided: Option 1: Print the pdf version of the worksheet and mark it up in pen; scan it. Option 2: Use the PPT version of the template and edit it yourself directly. Option 3: Draft your own unique layout, in PPT. Step 5: Online Discussion Discussion of the maps and your responses to Peloquin (2005) will be the focus of the Forum Discussion 4 EPIM Part 1 Values Map Template Leader Practitioner Professional Identify Research/Scholar Context/How to do? Advocate What ends? Professional Goal 5 Emerging professional identity mapping (EPIM) PART 2 For best results: What is the focus of Part 2? In Part 1 of Emerging professional identity mapping [EPIM], you had the opportunity to describe your values as an emerging professional (EP) and to name your professional identity. You also spent additional time considering your Student values in relationship to your role as an emerging professional. In Part 2, you will revisit your Values Map to examine how your EP values intersect with the public purposes of your work, and specifically, how you situate justice and social responsibility as a dimension of who you are, how you work and the ends your work. As a result of Part 2 of EPIM, you will transform your EP Values Map into a completed EP Identity Map. [2nd map] Make reflective work a priority. Invest in yourself! Reclaim time! Setting aside regular blocks of time to work on you. Dont rush the process! Break up the work to allow yourself adequate time to mull over and process your ideas. Dont feel guilty about it. Treat this time just like you would time spent to work on a project or for an exam. It is that important! There are five steps to Part 2. Step 1 Step 2 Step 3 Guided Reading Reflect Respond Step 4 Step 5 Identify Public Purposes Draft Identity Map Step 1: Guided Reading [approx. total time needed: 45 minutes 1 hour] We will read Justice and U.S. Occupational Therapy Practice: A Relationship 100 Years in the Making. Find a quiet spot and take some time to read the article, found in files and linked in the module. The article discusses the question: "Why is it important for U.S. occupational therapy practitioners to conceptualize their practices more strongly as justice-oriented endeavors?" (Aldrich, Boston, & Daaleman, 2017, p. 2-3) 6 Steps 2 and 3: Reflect and Respond [approx. total time needed: 30 45 minutes] After reading the article, develop your response to the following questions. Keep your comments accessible so you can draw from them later in the activity as well as for use during upcoming learning community meetings. The article points out that the U.S., where occupational therapy was founded, is not where the conversation regarding occupational justice is taking shape. Why do you feel this is the case? How does occupational justice fit within occupational therapys ethos? Consider the previous article by Peloquin (2005) in your answer. Be specific. How does this knowledge affect your view of yourself as an EP? As a student? As a future educator (academic or fieldwork)? How does occupational justice fit with your value map and with your professional descriptions? Step 4: Pre-Mapping Questions [approx. total time needed: 15-20 minutes] Review the Emerging Professional Values Map you completed in Part 1 of EPIM, then respond to the following prompts. 1. List what you view to be the essential outcomes or public purposes of your work (clients/institutions/populations). NOTE: In answering question 4.1, consider the following: As professionals, some of the reasons we do our work may be viewed as private and personal. Here are some examples couched as private or individual purposes: Get paid to do the work I love Share my love of learning with others Make new discoveries Live out a life of the mind By contrast, other ends that guide our work as professionals may be better construed as public purposes in that they serve the work of sustaining and enriching a democratic society. Some illustrative examples include: Ensure the safety of the client Reduce discord and increase community cohesion Improve quality of life (clients, communities, populations) Reduce the influence of powerful interests in the funding of science/health care Use of evidence-based practice to improve client outcomes Adaptation of client/activity/community to reduce barriers to full participation in occupation(s) Ensure that all members of society have equitable access to high quality healthcare Remove barriers to participation in occupation as a means of empowerment, engagement, and quality of life The list above is not exhaustive nor fully representative. Elaborate as needed to articulate what you see as your public purposes. 2. Consider the work [public purposes] you do across roles as an EP, leader, advocate, researcher/scholar, cite 2-3 examples that illustrate: 7 a. How your work may influence the world closer to achieving the public purposes you cite. b. How you engage your EP values in support of the public purposes of your work. Make sure to identify relevant values. [NOTE: You may end up revising the values on your map]. c. Place an (*) next to any cited items related to your role as an EP. Here are some illustrative examples to stimulate your thinking. Co-develop a program to crowd source data collection and interpretation of community development project o Values: Accuracy, Transparency, Rigor, Trustworthiness, Participatory, Humility, Inclusiveness Implement a community review board in addition to IRB to vet population health research proposals o Values: Rigor, Trustworthiness, Reciprocity, Transparency, Collaboration, Dialogue o Values: Independence, Rigor, Trustworthiness, Objectivity, Collaboration Conduct an Ergonomic Impact Assessment for a public entity or community group Develop a program for cognitive/sensory engagement for an adult day care program o Values: Independence, Expertise, Safety 3. Select one example from your list. If you have one related to your role as an EP, please use that example. Briefly describe how this particular example engages your EP values and serves the public purposes of your work. Step 5: Draft your Emerging Professional Identity Map. [approx. total time needed: 30 minutes] Revisit your EP Values Map. Make note of any features that you wish to change or omit. You will make these adjustments as you draft your EP Identity Map. Use your Values Map, your reflection on the readings and your responses to the questions in STEP 4 as the basis for to create a map a map that includes and establishes relationships among the following: Carry over/revisions based on emerging professional value mapping- Pt. 1: o Your preferred labels for yourself as an emerging professional o The relationships between the connection to your work as a practitioner, leader, advocate, and researcher/scholar [i.e., the degree to which you identify with your roles as a researcher versus that of a practitioner, leader, or advocate. o Your EP values. In addition to listing all of your values, your map should also highlight which of your core values you view as central to you as an EP. New additions: o What you identify as the public purposes of your work [i.e., Response to STEP 4, Question 1] o One example that illustrates how you engage your EP values to advance one of the public purposes you cite [i.e., Response to STEP 4, Questions 2/3] o If the example relates to your practitioner role, make it with (*). 8 To draft your Student Identity Map, you have three options: Option 1: Print the pdf version of the worksheet and mark it up in pen; scan it. Option 2: Use the PPT version of the template and edit it yourself directly. Option 3: Draft your own unique layout, in PPT. Map Conventions: Please use these conventions as you draft your map. Use circles to represent the domains of Practitioner, Leader, Advocate, Researcher/Scholar. Adjust sizes of the circles to indicate relative importance of Practitioner, Leader, Advocate, Researcher/Scholar in your work. Use the degree of circle overlap to indicate how strongly you perceive the degree of integration in your work as a Practitioner, Leader, Advocate, Researcher/Scholar [ex. Venn Diagram, Concentric Circles, etc.] List your EP identity [i.e. your descriptors] at the center for your map Include your values on your map. One strategy is to draw a diamond around your interlocking circles and locate the values there. Place circles around each one of the values that you view as essential to who you are as an EP. Use bullets or other features to concisely list your public purposes and your illustrative example [refer map template] Post copies of your Emerging Professional Identity Map to the forum for final discussion. References Aldrich, R. M., Boston, T. L., & Daaleman, C. E. (2016). Justice and U.S. Occupational Therapy Practice: A Relationship 100 Years in the Making. American Journal of Occupational Therapy, 71(1), 7101100040p7101100041-7101100040p7101100045. doi:10.5014/ajot.2017.023085 Peloquin, S. M. (2005). Embracing our ethos, reclaiming our heart. Am J Occup Ther, 59(6), 611-625.  ...