Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways

Institution	Advance CTE: State Leaders Connecting Learning to Work; JPMorgan Chase & Co.; Education Strategy Group (ESG)
Titel	Intentional Acts of Dual Enrollment: State Strategies for Scaling Early Postsecondary Opportunities in Career Pathways
Quelle	(2021), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Career Pathways; Educational Quality; State Programs; Vocational Education; Secondary Education; State School District Relationship; Educational Policy; State Policy; Tennessee; Ohio; Utah + Suchen Sie Ihr Suchwort? Doppelstudium; Quality of education; Bildungsqualität; Regierungsprogramm; Ausbildung; Berufsbildung; Sekundarbereich; Staatliches Schulamt; Politics of education; Bildungspolitik
Abstract	While about three-fourths of all public school districts offer dual credit opportunities in Career Technical Education (CTE) courses, many programs face gaps in alignment between secondary and postsecondary CTE programs that lead to quality and equity inconsistencies in early postsecondary opportunities (EPSOs) across career pathways, ultimately keeping learners from fully leveraging these valuable opportunities. This policy brief by Advance CTE, in partnership with Education Strategy Group through JPMorgan Chase & Co.'s "New Skills ready network" is the second of a series of policy briefs centered on building better pathways, and offers best practices for designing strong statewide policies for removing barriers for participation in EPSOs in postsecondary credential and degree programs that lead to high-skill, high-wage and in-demand careers. When states build more cohesive systems where early postsecondary opportunities (EPSOs) such as dual enrollment are fully counted, valued and portable, learners have more equitable paths to college and career success. This brief provides four key strategies to achieve this goal and highlights effective programs in Ohio, Tennessee and Utah: (1) Advancing buy-in and systems alignment through institutional partnerships; (2) Building robust and streamlined state policy that builds EPSOs into career pathways; (3) Funding EPSOs on the margins through state incentive to remove financial barriers for learners; and (4) Prioritizing equity and removing burdensome admission and administrative barriers to participation. [For the first brief in this series, "Practical Guidance for Aligning Career Pathways to Labor Market Data in the Time of COVID-19," see ED613575.] (As Provided).
Anmerkungen	Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01