States' varying policies regarding dual enrollment programs.

States' varying policies regarding dual enrollment programs. Policymakers and educators are always looking at ways tosuccessfully transition students from secondary to postsecondaryeducation. Dual enrollment programs, which are becoming increasinglypopular, give high schools and colleges an opportunity to work togetherto better link secondary and postsecondary education. A growing body of research suggests that many students enteringcollege are unprepared for postsecondary education. Nearly half of allpostsecondary students need at least one remedial REMEDIAL. That which affords a remedy; as, a remedial statute, or one which is made to supply some defects or abridge some superfluities of the common law. 1 131. Com. 86. The term remedial statute is also applied to those acts which give a new remedy. Esp. Pen. Act. 1. course when they entercollege, according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. data from the National Center for EducationStatistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies (NCES NCES National Center for Education StatisticsNCES Net-Centric Enterprise Services (US DoD)NCES Network Centric Enterprise ServicesNCES Net Condition Event Systems ). Consequentially con��se��quen��tial?adj.1. Following as an effect, result, or conclusion; consequent.2. Having important consequences; significant: , students spend more time and moneyearning their associate or baccalaureate degrees because of remediation.Also, those who need remediation are more likely to drop out of collegebefore receiving their degrees, according to NCES data. This has createda dilemma for educators and policymakers on how to give students thefoundation they need at the secondary level, so that they are betterprepared for postsecondary education and training. One approach is the dual enrollment model, which allows high schoolstudents to enroll in college courses, earning both college and highschool credit simultaneously. These programs are getting a lot ofattention at the state policy level because of research that suggestssuch programming can result in postsecondary success. Traditionally, dual enrollment programs have targeted the mostacademically proficient pro��fi��cient?adj.Having or marked by an advanced degree of competence, as in an art, vocation, profession, or branch of learning.n.An expert; an adept. high school students. But there is growinginterest to give a broader range of students--particularly middle- andlow-achieving students--access to dual enrollment and other credit-basedtransition programs. Credit-based transition programs include middlecollege high schools, tech prep, the Advanced Placement program and theInternational Baccalaureate. But while dual enrollment programs arebeing widely implemented, programming varies greatly. A new report from the U.S. Department of Education's Office ofVocational and Adult Education The Office of Vocational and Adult Education (OVAE) is a subdivision of the United States Department of Education. OVAE falls under the supervision of the Undersecretary, who oversees policies, programs and activities related to vocational and adult education, postsecondary (OVAE) finds that dual enrollmentprogramming can vary widely on a number of issues ranging from targetpopulation and admission requirements to method of credit earning andprogram intensity. State policy also varies: 12 states have nolegislation governing gov��ern?v. gov��erned, gov��ern��ing, gov��ernsv.tr.1. To make and administer the public policy and affairs of; exercise sovereign authority in.2. dual enrollment programs, and of the remainingstates that do have policies, none address the 10 programming issuesidentified by OVAE. The least governed area is program structure, according to thereport, while student admissions and program finances are most oftenaddressed by state policy. But as states try to provide a broader rangeof students with equal access to dual enrollment programs, they willhave to ensure that their financial investment in programs is usedwisely, and that academic standards are maintained so that the integrityof programming is not compromised. So in its report, OVAE makes a number of recommendations forprogram regulators and policymakers to consider, including: clarifyingprogram goals so that policies and regulations support those goals;identifying student needs beyond academic course-taking; developing waysto ensure the rigor rigor/rig��or/ (rig��er) [L.] chill; rigidity.rigor mor��tis? the stiffening of a dead body accompanying depletion of adenosine triphosphate in the muscle fibers. of dual enrollment courses; and meeting the needs ofstudents interested in technical courses as well as academic courses.