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• W2993824048 abstract "ABSTRACT This article reviews history, models, and benefits of credit-based transition programs between high schools and institutions of higher education. The goal of these programs is to enable high school students to take courses and earn credit while still in high school, thereby easing the transition to through a variety of strategies and activities including rigorous academic instruction, counseling and mentoring, and preparation and application assistance. A primary purpose of credit-based transition programs is to increase the numbers of students that graduate from high school and go on to college, a result that is cost effective for all stakeholders. Two disturbing trends have emerged to cause a severe crisis in education in the state of Arizona. The first trend is that there are far too many students dropping out of high school. Arizona has one of the nation's highest high school dropout rates; 27% of the class of 2002 failed to graduate within four years (Maricopa Colleges Foundation, 2003, * 2). The second disturbing trend is the decline in the percentage of Arizona high school graduates immediately enrolling in some form of post-secondary education. A typical ninth grade student in Arizona has only a 29.6% chance of being enrolled in by age 19 (Maricopa Colleges Foundation, 2003, * 2). Arizona's participation rate is 47th out of 50 states in the nation. The president of Arizona State University, Dr. Michael Crow, described the college-going rate in Arizona using four numbers: 12 5 2. From the average group of 20 Arizona ninth-graders, 12 will graduate from high school, five will enroll in college, and only two will graduate from college (Maricopa Colleges Foundation, 2003, * 3). One way that high schools, colleges, and communities have responded to these two disturbing trends is by establishing partnerships whose collaborative efforts have created credit-based transition programs (Helfgot, 2001). The principal goal of partnerships is to increase the number of students making successful transitions to college. Credit-based transition programs aim to promote challenging academic pursuits by encouraging students to take courses in order to earn credits while still attending high school (Chapman, 2001). Such transition programs offer select juniors and seniors with options to take courses that specifically meet their needs (Boswell, 2001a). HISTORY OF CREDIT- BASED TRANSITION PROGRAMS From their inception, credit-based transition programs have focused on easing the transitions and accelerating the passage of students through the educational system into college. The earliest actual credit-based transition program to be documented was the 1 972 Project Advance at Syracuse University, developed when local high school principals and superintendents collaborated with university staff to challenge high school seniors, many of whom had completed the requirements for graduation by the end of the 1 1th grade. Project Advance served as a model for similar programs in following years (Syracuse University, 2005). Known as credit- based transition programs, these cooperative programs enabled high school students to take courses and earn credit while still in high school (Bailey & Karp, 2003, p. 1). Advocates explained that properly designed and supervised credit-based transition programs could reduce senior-year boredom and change students' sense of senioritis by maintaining their enthusiasm for learning. Wilber and LaFray (1978) suggested that such cooperative programs would have the following impacts: (a) eliminate unnecessary course duplication and course remediation, (b) give students a taste of before large financial or time commitments to were made, (c) enable high schools and colleges to adjust their curricula to ensure a smooth transition between the two educational systems, and (d) allow seniors the opportunity to earn credit while still in high school (pp. …" @default.
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• W2993824048 title "High School and College Partnerships: Credit-Based Transition Programs" @default.
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