Center of Excellence in Leadership of Learning (CELL)
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Last Updated: 2024-03-27
Collection Details
Created in 2001, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis focuses on helping educators transform learning, teaching, and leadership across all of Indiana’s K-12 schools and universities. CELL's work has set them apart by being the leading convener and advocate for innovative education change in Indiana. By providing leadership that is both cutting-edge and action-oriented, CELL is able to foster change across the entire educational ecosystem. Through strategic public and private partnerships, CELL enables high-quality innovations and opportunities for all of Indiana’s schools, educators, and students.
- Total items
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2
Works (2)
1. Early College Research Brief: College Going Success with Indiana’s Endorsed Early College High Schools
- Title Tesim:
- Early College Research Brief: College Going Success with Indiana’s Endorsed Early College High Schools
- Abstract Tesim:
- Early College High Schools are a model allowing students to earn college credit in high school. Indiana utilizes an endorsement model to recognize Early College High Schools that adhere to 8 core principles, with the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis authorized to designate endorsed Early College High Schools based on an extensive evaluation process. This research brief examines student outcomes for Early College High Schools and shows that a higher proportion of Early College graduates from endorsed Early College High Schools go to college and succeed in college compared to their peers.
- Creator:
- Carey Dahncke
- Description:
- Early College High Schools are a model allowing students to earn college credit in high school. Indiana utilizes an endorsement model to recognize Early College High Schools that adhere to 8 core principles, with the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis authorized to designate endorsed Early College High Schools based on an extensive evaluation process. This research brief examines student outcomes for Early College High Schools and shows that a higher proportion of Early College graduates from endorsed Early College High Schools go to college and succeed in college compared to their peers.
- Rights statement:
- http://rightsstatements.org/vocab/InC/1.0/
- License Tesim:
- https://creativecommons.org/licenses/by-nc-nd/4.0/
- Publisher:
- Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis
- Identifier:
- https://doi.org/10.60573/5b1r-6n16
- Type:
- Article
- Keyword:
- dual credit, early college, early college high school, postsecondary education, early college high school models, high school redesign, effective model early college high school, and early college in indiana
- Date Created:
- 2024-04-23
2. Expanding early access to college and careers: Recommendations for prioritizing and growing Indiana’s pipeline of dual credit teachers through incentives and supports
- Title Tesim:
- Expanding early access to college and careers: Recommendations for prioritizing and growing Indiana’s pipeline of dual credit teachers through incentives and supports
- Creator:
- Butler, Tracy and Riggs, Sam
- Description:
- 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 teachers who are credentialed to deliver dual credit courses. Further, the already limited supply of teachers is projected to significantly decrease in September 2023, when new dual credit teacher credentialing guidelines from the Higher Learning 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.
- Rights statement:
- http://rightsstatements.org/vocab/InC/1.0/
- Type:
- Article
- Keyword:
- Dual Credit, Careers, and Early Access