"Concurrent enrollment is entering a new era of greater visibility and popularity. However, concurrent enrollment programs exist in an astounding variety. If we are to make certain that the ideals of quality and equity are not lost in this rich but wild diversity, we need big-picture overviews of the field. This book tackles our current need by addressing a myriad of issues that a program could face, presenting the reader with diverse perspectives, instructive models, and pertinent research."—Michael Giazzoni, director, College in High School, University of Pittsburgh
"This book can assist practitioners, policy makers, and researchers in understanding the value of concurrent enrollment and the operation of high-quality programs that provide post-secondary learning outcomes. It demonstrates the significance of concurrent enrollment and the steps that go into operating a successful program."—Kent Scheffel, Vice President of Enrollment Services, Lewis & Clark Community College
Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.
Gerald S. Edmonds is assistant provost of academic programs at Syracuse University and executive director of Syracuse University Project Advance.
Tiffany M. Squires is a specialist for Research, Evaluation, and Assessment with Syracuse University. She has fifteen years of experience in K–12 education as teacher, principal, and professional development facilitator.
6 x 9, 396 pages, 10 figures illustrations