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Strengthening Concurrent Enrollment through NACEP Accreditation

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Title: Strengthening Concurrent Enrollment through NACEP Accreditation
Language: English
Authors: Scheffel, Kent, McLemore, Yvette, Lowe, Adam
Source: New Directions for Community Colleges. Spr 2015 (169):93-102.
Availability: Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 10
Publication Date: 2015
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Postsecondary Education
Descriptors: Dual Enrollment, Accreditation (Institutions), Academic Standards, Secondary Education, Postsecondary Education, Educational Benefits, Program Implementation, Partnerships in Education
DOI: 10.1002/cc.20136
ISSN: 0194-3081
Abstract: This chapter describes how implementing the National Alliance of Concurrent Enrollment Partnerships' 17 accreditation standards strengthens a concurrent enrollment program, enhances secondary-postsecondary relations, and benefits students, their families, and secondary and postsecondary institutions.
Abstractor: As Provided
Number of References: 10
Entry Date: 2015
Accession Number: EJ1053084
Database: ERIC
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  Value: <anid>AN0101314369;0yg01mar.15;2018Jun27.13:09;v2.2.500</anid> <title id="AN0101314369-1">Strengthening Concurrent Enrollment Through NACEP Accreditation. </title> <p>This chapter describes how implementing the National Alliance of Concurrent Enrollment Partnerships' 17 accreditation standards strengthens a concurrent enrollment program, enhances secondary–postsecondary relations, and benefits students, their families, and secondary and postsecondary institutions.</p> <p>Concurrent enrollment, known as dual credit in Illinois, has played a key role in Lewis and Clark Community College achieving the longest continuous growth trend in Illinois. The college experienced its 18th consecutive fall semester enrollment increase in 2013, establishing a record high enrollment of 8,520 students. While Lewis and Clark's overall enrollment stood at 8,179 in 2009 and grew 4.1% by 2013, concurrent enrollment at the college grew 36.8% during the same period and increased from 2,137 in fall 2009 to 2,923 in fall 2013. The growth has resulted in the college's concurrent enrollment program being one of the largest in Illinois. In 1996, 442 students earned 5,849 concurrent enrollment credit hours. The annual number of credit hours grew to 29,182 in 2012–2013, averaging 6.7 credit hours per student. Courses are offered to students at no charge at the 16 public and two private high schools in the college district, and, based on Lewis and Clark's tuition rates, students and their families have saved more than $26 million since fall 1996.</p> <hd id="AN0101314369-2">History</hd> <p>Like many colleges around the country, Lewis and Clark's credit in escrow program was an articulated credit system that grew under Tech Prep in the late 1980s to enable students to continue on their chosen course of study without needing to duplicate coursework after matriculating to Lewis and Clark. As documented by researchers at the University of Illinois (Bragg, [<reflink idref="bib3" id="ref1">3</reflink>] ), students did not fully benefit from these articulated credits as they were often unaware that they had accumulated college credit, lacked confidence that their high school classes had sufficiently prepared them for more advanced courses, and received credit only if they enrolled in a specific degree program at Lewis and Clark and succeeded in subsequent courses in that program of study.</p> <p>Building on the experience with credit in escrow, Lewis and Clark strengthened its offerings when it converted to concurrent enrollment by credentialing high school instructors to offer the college's courses in the high schools. This conversion enabled a student to earn transcripted college credit at the time the student successfully completed the course and broadened the program to include academic courses. During this period of transition and growth, the college recognized the need to establish systems to ensure that it maintained sufficient control over the credentials of high school instructors, the curriculum, and the methods of assessment. The National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation standards (NACEP, [<reflink idref="bib6" id="ref2">6</reflink>] ) provided a blueprint for the college to enhance its quality and operation.</p> <p>NACEP was founded in 1999 by some of the nation's oldest and most prominent concurrent enrollment partnerships during a period of rapid growth both in the number of programs and participating students. A key concern of the leaders who established NACEP was the quality of college classes offered to high school students by concurrent enrollment partnerships, and they shared a common belief that institutions of higher education should follow best practices to ensure the quality of college classes taught by high school teachers. In 2002, NACEP adopted national standards, and in 2004, the first four concurrent enrollment programs were accredited after a team of peers carefully reviewed documentation on how each program met NACEP's standards. Lewis and Clark began working on its NACEP accreditation application in 2005 and was awarded accreditation in 2007. The program was one of the first 25 in the United States to earn accreditation and continued to be the only accredited program in Illinois at the time of Lewis and Clark's successful reaccreditation in 2014. As of May 2014, there were 92 concurrent enrollment partnerships nationwide that hold NACEP accreditation. NACEP's accreditation standards cover the areas of curriculum, faculty, students, assessment, and program evaluation, and promote policies and practices to ensure that college courses offered in the high school are consistent with the courses offered on campus at the sponsoring college or university.[<reflink idref="bib1" id="ref3">1</reflink>]</p> <hd id="AN0101314369-3">Implementing the NACEP Standards at Lewis and Clark</hd> <p>This section outlines the process of implementing the NACEP standards as they apply to the following five areas: curriculum, faculty, students, assessment, and evaluation.</p> <hd id="AN0101314369-4">Curriculum</hd> <p>While accreditation has proven valuable, implementation of the standards created challenges and concerns at the college and high schools. The curriculum standards focus on ensuring that concurrent enrollment courses feature the same curriculum as taught on campus, with high school visits by postsecondary faculty to ensure alignment. Challenges in implementing the standards include identifying college faculty who are interested in working with their high school counterparts; ongoing collaboration between instructors to ensure that courses reflect the pedagogical, theoretical, and philosophical orientation of the specific academic department of the college; and the willingness of high school faculty to alter their curriculum and undergo a review by college faculty.</p> <hd id="AN0101314369-5">Faculty</hd> <p>The faculty standards require college approval of high school instructors and discipline‐specific training and orientation prior to teaching a concurrent enrollment course, annual discipline‐specific professional development, and procedures for addressing instructors who fail to comply with the college's expectations. It is common for high school administrators to be frustrated by the college's decisions on who can teach concurrent enrollment. While instructors may produce positive outcomes in their classrooms, they may not have the necessary credentials to teach for the college. Postsecondary institutions can become frustrated with the cost and faculty hours necessary to provide discipline‐specific training and ongoing professional development. Instructors who fail to comply with the college's expectations, and the need to remove these instructors from concurrent enrollment courses, create a challenge for both the high school and college.</p> <hd id="AN0101314369-6">Students</hd> <p>Standards related to student selection and registration can prove challenging for the college but are critical so that students fully benefit from their early experience with college. The standards focus on officially registering students, ensuring students meet course prerequisites, and informing students and secondary schools of their rights and responsibilities. Conducting placement testing, reviewing for prerequisite courses, and enrolling large numbers of high school students create logistical issues. College personnel visit individual high schools and conduct placement testing in computer labs. Any prerequisite requirements are then reviewed and eligible students are registered by Lewis and Clark staff. The process can become labor intensive and time consuming for the college, and high schools prefer to see the process completed as quickly as possible to keep lost instructional time to a minimum. The alternative is to have high school students come to the campus for placement testing and enrollment. However, that practice results in a greater amount of lost instructional time or evening or weekend staff hours.</p> <p>Informing students of their rights and responsibilities related to enrollment results in additional work for staff as well. The college sends letters to students and their parents, and policies and guidelines are included in information sent to the high schools and are available in the student handbook. Families, school districts, and the college benefit in the long run if students and parents understand the impact of registering for a transcribed college course, and the importance of withdrawing from the course if the student is not making satisfactory progress.</p> <hd id="AN0101314369-7">Assessment</hd> <p>Assessment and learning outcome standards help to ensure that high school students are evaluated in the same fashion as students receiving the instruction on campus. The standards focus on holding high school and college students to the same academic standards of achievement and ensuring that both groups are assessed with the same degree of rigor and methods. Lewis and Clark's academic program coordinators have diligently tracked student outcomes and success.</p> <p>For example, the coordinator for English and literature uses matrices to track the outcomes of concurrent enrollment students in comparison to on‐campus students. She ensures consistency in assignments and grading by requiring the same writing assignments for both groups of students, with college and high school faculty collaborating on the grading to ensure that they are evaluating students in a similar manner.</p> <p>Several courses require common assessments that are prepared by on‐campus faculty. The assessments aid in the requirement to cover the same course content and assist in determining whether concurrent enrollment and college students are achieving at comparable levels. In programs such as Computer‐Aided Design (CAD) Drafting and Computer Graphics and Design, students are required to complete identical projects. The college and high school courses use the same software, which enables Lewis and Clark faculty to determine whether concurrent enrollment students understand the material and are able to implement various design features within the software. The corresponding projects also aid in determining whether grading is aligned.</p> <hd id="AN0101314369-8">Evaluation</hd> <p>Standards related to program evaluation aid the college in understanding the overall viability and success of the program. NACEP's guidelines call for end‐of‐term student course evaluations, a survey of concurrent enrollment alumni who have been out of high school for one year, a survey of alumni four years after graduation from high school, and a survey of high school instructors, principals, and guidance counselors.</p> <p>The end‐of‐term evaluations create multiple challenges. Lewis and Clark offers approximately 600 concurrent enrollment course sections annually. While the evaluations are completed online through Scantron's Course Climate system, it is still necessary to disseminate the results to more than 130 instructors in 18 high schools. The academic program coordinators at Lewis and Clark review the surveys, and teachers are informed when the surveys are available. For courses offered in computer labs, completing the evaluation is relatively easy, but the completion process is more difficult for courses taught in a traditional classroom. Students must be reminded to complete the survey while outside of class. Some students are very responsive in completing the evaluation, while others receive several reminders and still fail to respond. Receiving feedback from students can prove very valuable in the college's ongoing efforts to strengthen the concurrent enrollment program. However, the logistics involved in coordinating and distributing the evaluations with a limited staff is a hurdle.</p> <p>NACEP standards require surveying concurrent enrollment students one year and four years after high school graduation, and surveying former concurrent enrollment students presents both unique challenges and opportunities. Obtaining a satisfactory response rate is a concern due to frequent changes in the contact information of high school graduates.</p> <p>Surveying students who are enrolled in or have graduated from a postsecondary institution can provide valuable feedback. These students have had the opportunity to experience whether and how concurrent enrollment was beneficial to their postsecondary education. We have found that many students saw the value of concurrent enrollment after one year, and the students appreciate earning college credit even more four years after graduation. At this later date, students have had the opportunity to evaluate whether their concurrent enrollment courses have saved them time, money, or both. They are also able to reflect on whether concurrent enrollment courses helped better prepare them for college. Among the most recent four‐year survey results, 92% of the respondents rated their overall satisfaction with the concurrent enrollment program as either excellent or good, 72% strongly agreed or agreed that they were better prepared academically for college, and 100% stated that they would recommend concurrent enrollment courses to their peers.</p> <p>Feedback from secondary instructors, principals, and guidance counselors is also a valuable tool in measuring the effectiveness of the program. These individuals are in daily contact with the concurrent enrollment students and witness the program's strengths and opportunities for improvement. Responses from high school personnel are reviewed by the college and appropriate steps are taken if needed. It is the college's goal to make sure that the concurrent enrollment classes continue to function as a high‐quality program.</p> <hd id="AN0101314369-9">Accreditation Benefits and Challenges</hd> <p>This section details the benefits of NACEP accreditation to four stakeholders: students, secondary schools, instructors, and the college. It also presents the challenges encountered by each of these stakeholders.</p> <hd id="AN0101314369-10">Benefits to Students</hd> <p>NACEP accreditation signals to students that the concurrent enrollment instruction and learning outcomes they experience are comparable to college courses on the college campus. Common syllabi and assessments, professional development, and site visits to the high schools are critical components in ensuring a high‐quality learning experience. The rigorous curriculum also proves beneficial to students when they enter a postsecondary institution. They have a better understanding of what is expected in a college course and are better prepared to make the necessary commitment to achieve success.</p> <p>For many students, experiencing the expectations of college coursework while in high school aids in the transition to their postsecondary career, allowing them to envision themselves as college goers and practice the role of being a college student, with research showing that it can change students’ beliefs about their ability to succeed in college (Karp, [<reflink idref="bib5" id="ref4">5</reflink>] ). However, the benefits of concurrent enrollment are unlikely to be fully realized unless programs implement practices to ensure the authenticity of the college courses and experiences (Borden, Taylor, Park, & Seiler, [<reflink idref="bib2" id="ref5">2</reflink>] ; Karp [<reflink idref="bib5" id="ref6">5</reflink>] ). Many new community college and university students can be overwhelmed with living on their own, adapting to the freedoms that come with college, and adjusting to more rigorous courses. Experiencing the rigor prior to exposure to other aspects of college life lessens the adjustment for students.</p> <p>Transcribing the grades earned through concurrent enrollment aids students as they enroll in various postsecondary institutions. A national study of chief academic officers at 540 colleges and universities found that 92% of public postsecondary institutions award credit for transcribed dual and concurrent courses, similar to the rate of awarding credit for student performance on Advanced Placement exams (91%) and significantly higher than for International Baccalaureate exams (40%). Only 78% of private institutions accepted dual and concurrent enrollment credit, consistent with the lower rates of awarding credit by these institutions for transfer students (Western Interstate Commission for Higher Education, [<reflink idref="bib10" id="ref7">10</reflink>] ). For a few years, the University of Illinois placed added restrictions on the transfer of certain concurrent enrollment courses due to a perception that the community colleges issuing concurrent enrollment were not upholding the academic integrity of the courses. To regain the university's trust, the Illinois Community College System demonstrated that its administrative rules—based on NACEP's standards—mandated that colleges impose effective academic controls and the system office provided sufficient oversight of the implementation of those rules. Similarly, university systems in Minnesota and South Dakota have recognized NACEP's standards and accreditation, enacting policies that require public colleges and universities to award transfer credit for concurrent enrollment offered by an NACEP‐accredited program (South Dakota Board of Regents, [<reflink idref="bib8" id="ref8">8</reflink>] ; State of Minnesota, [<reflink idref="bib9" id="ref9">9</reflink>] ). Reflecting states’ concerns that their investment in concurrent enrollment is well spent and that students benefit from high rates of credit transfer, NACEP's standards serve as a model for statewide quality standards in 16 states. State policies in nine of these states additionally require, provide incentives, or encourage colleges to obtain NACEP accreditation (NACEP, [<reflink idref="bib7" id="ref10">7</reflink>] ).</p> <hd id="AN0101314369-11">Benefits to Secondary Schools</hd> <p>Critics of concurrent enrollment contend that college rigor and learning outcomes are not necessarily achieved in courses offered in high schools. NACEP accreditation provides school district administrators and faculty with the assurance that students are receiving a learning experience that corresponds to on‐campus classes. Adherence to the NACEP standards also enables district personnel to express confidence in the program, resulting in parental support and a positive public perception of concurrent enrollment.</p> <p>The close relationships with the high schools have led to Lewis and Clark providing the newest software in high school computer labs, including the newest versions of Microsoft operating systems and Office, as well as CAD, web design, and computer graphics software. The ongoing software updates help ensure that high school students receive the same software training as on‐campus students. Close collaboration with the high schools has also resulted in high school students coming to the campus and earning Certified Nursing Assistant (CNA) certificates. The certification enables students to begin working as a CNA immediately following their high school graduation.</p> <hd id="AN0101314369-12">Benefits to Instructors</hd> <p>Teachers recognize the value of accreditation through the professional development that is required by NACEP accreditation. High school teachers were initially apprehensive when they learned that they would be required to take part in professional development on an annual basis. Some teachers were also concerned about Lewis and Clark being involved with decisions about instruction in the high school. However, most teachers now appreciate the professional development and understand the need for Lewis and Clark's curricular oversight of its courses. Many districts have made cuts to their professional development budgets and generally focus on pedagogy rather than continued discipline‐specific training. The sessions offered at the college are an opportunity to meet with college faculty in the shared discipline and colleagues teaching the same courses in other schools to share ideas and gain information that aids student instruction. A majority of high school teachers now look forward to the meetings and value the time spent at the college. They also receive professional development credits that apply toward their recertification.</p> <p>Another benefit of the professional development is the collaboration that occurs between the high school and college faculty. The instructors work together to align curriculum and evaluate outcomes, enabling high school instructors to learn college expectations from college faculty in their discipline and observe firsthand the skills that students need to succeed in college courses. Conversely, college faculty have become better informed about the specific skills and content knowledge their students are taught during high school. This collaboration is critical to overcome the gap in perceptions regarding college readiness. While 89% of high school teachers nationwide report that students are well prepared for college‐level work in their content area, only 26% of college faculty agree with that statement (ACT, Inc., [<reflink idref="bib1" id="ref11">1</reflink>] ).</p> <hd id="AN0101314369-13">Benefits to the College</hd> <p>NACEP accreditation has proven to be valuable to Lewis and Clark. Approximately 33% of the high school graduates in the Lewis and Clark district enroll at the college. However, 40% of the students who participate in concurrent enrollment or in the Early Start program, which enables seniors to enroll in two courses on campus at half the normal cost, matriculate at Lewis and Clark following their high school graduation. Since 2007, an average of 70% of all new enrollees at Lewis and Clark have concurrent enrollment credit. Students and parents involved with concurrent enrollment gain an understanding of how accreditation has been beneficial. Their understanding and their appreciation of the quality education offered at Lewis and Clark have been rewarded by an increased percentage of concurrent enrollment students enrolling at the college.</p> <p>While Lewis and Clark has always enjoyed a strong relationship with its high schools, NACEP accreditation has helped strengthen the relationships. Districts now view concurrent enrollment as an important part of their curriculum and take steps to enhance the program in the same way they work to enhance other elements within the district. For example, it is common for high schools to contact Lewis and Clark prior to making hiring decisions that could impact concurrent enrollment offerings. Districts have narrowed the field of potential candidates for a teaching position and have then contacted Lewis and Clark to determine which, if any, of the remaining candidates have the appropriate credentials to teach concurrent enrollment courses.</p> <p>When new teachers have questions or become hesitant regarding curriculum alignment or learning outcomes, the accreditation standards aid in demonstrating the reasoning for various actions. The standards are clear on what actions are necessary and thus it becomes clear to the teacher that the district and college are working together on all concurrent enrollment courses, and the instructor soon realizes the expectations for a concurrent enrollment course.</p> <p>An unexpected benefit to Lewis and Clark came recently when the college began preparing for institutional reaccreditation by the Higher Learning Commission (HLC). In 2012, the Commission adopted revised Criteria for Accreditation (HLC, [<reflink idref="bib4" id="ref12">4</reflink>] ) that explicitly established standards related to concurrent enrollment for the first time. These minimum standards will raise the expectations for many concurrent enrollment programs across the HLC region now that site review teams have begun to specifically ask questions about concurrent enrollment programs. For Lewis and Clark, however, our adherence to the more extensive NACEP standards meant the college was already meeting HLC's concurrent enrollment requirements and had the documentation necessary to demonstrate this to peer reviewers during the site visit.</p> <p>The close collaboration with the school districts that is a part of accreditation has also resulted in other programs and activities that have benefited the college and students. A unique aspect of our work with school districts is the Silver Medallion Banquet. The top 8% of seniors at all high schools in the college district are recognized at the banquet that is sponsored by Lewis and Clark, the local newspaper, and area businesses, with the event being held at the college. The newspaper prints a supplement that includes a photo of each recipient, and each student is recognized individually at the event. Many of the districts now make note of Silver Medallion recipients at their graduation ceremonies.</p> <hd id="AN0101314369-14">Challenges</hd> <p>The primary challenges the college continues to encounter associated with NACEP accreditation are related to faculty and budgets. The faculty obstacles take multiple forms and can occur at both Lewis and Clark and the high schools. When the college is initially developing course partnerships within a discipline, or when a new program coordinator assumes responsibility for an academic program, the coordinator at times is reluctant to support NACEP's standards. A new coordinator often faces many time demands and feels a site visit to a high school is something that can be delayed or ignored. At times it is necessary for the appropriate dean to become involved and point out the importance of site visits. As the program has grown, so has the importance of college staff who coordinate and monitor the faculty's role in professional development and curricular oversight. Lewis and Clark as an institution needs to ensure consistent faculty oversight over academic matters across all courses taught in all disciplines and not allow this academic oversight to fall by the wayside due to changes in faculty coordinators.</p> <p>From a high school standpoint, budget constraints make it difficult for school districts to hire faculty with the required credentials. These constraints can also lead some teachers to feel overwhelmed when they are required to accomplish more in the same amount of time and can result in reluctance to attend professional development activities. After attending the professional development sessions, new teachers join veteran instructors in placing value on the training sessions. Budgets become an issue as well in meeting curriculum requirements. School districts frequently struggle to provide the textbooks and software that are necessary for concurrent enrollment courses.</p> <hd id="AN0101314369-15">Summary</hd> <p>Students and parents realize that high‐quality instruction is provided and transcribed, and the credit will transfer to two‐ or four‐year institutions and result in a more successful postsecondary career. High school instructors and administrators understand the importance of accreditation and the fact that it helps drive quality into the concurrent enrollment program. For other postsecondary institutions, NACEP accreditation is a signal that Lewis and Clark treats concurrent enrollment in a serious manner and focuses on college learning outcomes, thereby providing transfer students with the knowledge they need to be successful. Lewis and Clark benefits through an enhanced public image, a strong program that has led to increased enrollment, and the assurance that students in the program are receiving true college courses and outcomes. The accreditation has also increased the concurrent enrollment program's on‐campus stature. It is recognized with other accredited programs at the college such as Nursing and Dental Hygiene, resulting in additional administrative support and more respect on campus.</p> <ref id="AN0101314369-16"> <title>Footnotes</title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext>The standards can be found at <ulink href="http://www.nacep.org/accreditation/standards">www.nacep.org/accreditation/standards</ulink></bibtext> </blist> </ref> <ref id="AN0101314369-17"> <title>References</title> <blist> <bibtext>ACT, Inc. ( 2013 ). National curriculum survey 2012: Policy implications on preparing for higher standards. Iowa City, IA : Author. </bibtext> </blist> <blist> <bibl id="bib2" idref="ref5" type="bt">2</bibl> <bibtext>Borden, V., Taylor, J., Park, E., & Seiler, D. ( 2013 ). Dual credit in U.S. higher education: A study of state policy and quality assurance practices. Chicago, IL : The Higher Learning Commission of the North Central Association. </bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext>Bragg, D. ( 2001 ). Promising outcomes for Tech Prep participants in eight local consortia: A summary of initial results. Columbus, OH : National Research Center for Career and Technical Education. </bibtext> </blist> <blist> <bibl id="bib4" idref="ref12" type="bt">4</bibl> <bibtext>Higher Learning Commission (HLC). ( 2012 ). Criteria for accreditation. Chicago, IL : Author. </bibtext> </blist> <blist> <bibl id="bib5" idref="ref4" type="bt">5</bibl> <bibtext>Karp, M. M. ( 2012 ). “I don't know, I've never been to college!” Dual enrollment as a college readiness strategy. In E. Hofmann & D. Voloch (Eds.), New Directions for Higher Education: No. 158. Dual enrollment: Strategies, outcomes, and lessons for school–college partnerships (pp. 21 – 28 ). San Francisco, CA : Jossey‐Bass. doi: 10.1002/he.20011 </bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext>National Alliance of Concurrent Enrollment Partnerships (NACEP). ( 2012 ). National concurrent enrollment partnership standards. Chapel Hill, NC : Author. </bibtext> </blist> <blist> <bibl id="bib7" idref="ref10" type="bt">7</bibl> <bibtext>National Alliance of Concurrent Enrollment Partnerships (NACEP). ( 2014 ). NACEP in state policy. Chapel Hill, NC : Author. Retrieved from <ulink href="http://www.nacep.org/research‐policy/legislation‐policy/">http://www.nacep.org/research‐policy/legislation‐policy/</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext>South Dakota Board of Regents. ( 2010 ). “Section 2:5 transfer of credit” in policy manual. Pierre, SD : Author. </bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext>State of Minnesota. ( 2005 ). “124D.09 postsecondary enrollment options act, subdivision 12. Credits” in Minnesota statutes. St. Paul, MN : Office of the Revisor of Statutes, State of Minnesota. </bibtext> </blist> <blist> <bibl id="bib10" idref="ref7" type="bt">10</bibl> <bibtext>Western Interstate Commission for Higher Education. ( 2006 ). Accelerated learning options: Moving the needle on access and success. Boulder, CO : Author. </bibtext> </blist> </ref> <aug> <p>By Kent Scheffel; Yvette McLemore and Adam Lowe</p> <p></p> <p>Kent Scheffel serves as vice president of enrollment services at Lewis & Clark Community College.</p> <p>Yvette McLemore is the director of High School Partnerships & Community Education Centers at Lewis & Clark Community College.</p> <p>Adam Lowe serves as executive director of the National Alliance of Concurrent Enrollment Partnerships (NACEP).</p> </aug>
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  Data: This chapter describes how implementing the National Alliance of Concurrent Enrollment Partnerships' 17 accreditation standards strengthens a concurrent enrollment program, enhances secondary-postsecondary relations, and benefits students, their families, and secondary and postsecondary institutions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 10
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1053084
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1053084
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/cc.20136
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 93
    Subjects:
      – SubjectFull: Dual Enrollment
        Type: general
      – SubjectFull: Accreditation (Institutions)
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
    Titles:
      – TitleFull: Strengthening Concurrent Enrollment through NACEP Accreditation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Scheffel, Kent
      – PersonEntity:
          Name:
            NameFull: McLemore, Yvette
      – PersonEntity:
          Name:
            NameFull: Lowe, Adam
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      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 0194-3081
          Numbering:
            – Type: issue
              Value: 169
          Titles:
            – TitleFull: New Directions for Community Colleges
              Type: main
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