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THE EDUCATION WORKFORCE COMMITTEE.
[1. Roll Call - Announcement of a Quorum]
CALL TO ORDER. WE DO HAVE A QUORUM.IN ACCORDANCE WITH CHAPTER 5.5, ONE OF THE TEXAS OPEN MEETINGS ACT, I CALL TO ORDER.
THE EDUCATION WORKFORCE COMMITTEE IS BEING BROADCAST OVER THE INTERNET ON AUDIO RECORDING AND TRANSCRIPT IS BEING ARE BEING MADE AND WILL BE MADE AVAILABLE TO THE PUBLIC TO HAVE THE BOARD'S WEBSITE AFTER THE MEETING.
CHANCELLOR, CAN YOU PLEASE GIVE THEM TO ME AS OPPOSED TO A COURT OF LAW?
[2. Certification of Notice Posted for the Meeting]
MR. CHAIR, I CAN CERTIFY THIS MEETING HAS BEEN POSTED ACCORDING TO SECTION 551.054 OF TEXAS GOVERNMENT CODE.THANK YOU. NO, NO, NO ONE HAS SIGNED UP FOR THIS IS NOT A REFLECTION ON YOU GUYS.
[4.1. Educational Partnerships Overview]
OF IMPACT FOR FOR STUDENTS AND IMPACT ON WHAT WE DO.FOR YOU THERE WILL BE EXACTLY RIGHT.
THANK YOU SO MUCH FOR THIS OPPORTUNITY.
MAYOR. CHANCELLOR LADEN AND BOARD OF TRUSTEES.
TIFFANY KIRKSEY WITH US TODAY TO PROVIDE OUR DUAL CREDIT UPDATE.
SO WITHOUT FURTHER ADO, TIFFANY, THANK YOU.
AND AGAIN, THANK YOU FOR TRUSTEES.
DR.. AND WE'RE EXCITED FOR THIS OPPORTUNITY TO TALK ABOUT EDUCATIONAL PARTNERSHIPS.
WE'LL THEN SPEND SOME TIME TALKING ABOUT THE PROGRAM MODELS WITHIN DUAL CREDIT.
THERE ARE SOME VERY UNIQUE PROGRAMS THAT WE SUPPORT AND SO WE'LL SPEND SOME TIME THERE.
SO JUST TO GIVE A REALLY QUICK OVERVIEW OF OUR ORGANIZATION AND WHERE WE STAND WITHIN EDUCATIONAL AND EDUCATIONAL PARTNERSHIPS WITHIN ACADEMICS, WE ARE A PART OF ACADEMICS, BUT REALLY WORK COLLABORATIVELY AMONGST ALL DEPARTMENTS WITHIN THE COLLEGE AND WE'LL TALK ABOUT THAT AS WE GO FURTHER THROUGHOUT TODAY'S TODAY'S PRESENTATION. BUT CERTAINLY IT'S IMPORTANT TO ACKNOWLEDGE THAT WE ARE PART OF ACADEMICS AND REALLY FOCUS ON THAT ACADEMIC EXPERIENCE, BOTH AT THE COLLEGE AND ALSO AT THE HIGH SCHOOL CAMPUSES.
WITHIN OUR AREA, WE HAVE A TOTAL OF 40 TEAM MEMBERS WHO ARE SUPPORTING OUR DUAL CREDIT STUDENTS AT EARLY COLLEGE, HIGH SCHOOL STUDENTS AND PARTNERS. AND WE HAVE A BUDGET OF ABOUT $4.7 MILLION, WHICH IS PRIMARILY SALARIES AND ALSO SOME INSTRUCTIONAL COSTS THAT ARE PART OF THAT.
NOW, I'LL TAKE A MOMENT HERE TO TALK A LITTLE BIT ABOUT OUR STRUCTURE, BECAUSE I DO WANT TO HIGHLIGHT WITHIN ALL SEVEN CAMPUSES, WE DO HAVE AN EDUCATIONAL PARTNERSHIPS OFFICE, SO THERE ARE STAFF ON SITE AT ALL SEVEN LOCATIONS TO ENGAGE WITH THE PARTNERS WHO ARE BRINGING STUDENTS TO THE COLLEGE CAMPUS TO GO OUT TO THE HIGH SCHOOLS WITHIN THOSE REGIONS TO SUPPORT THEIR HIGH SCHOOLS.
WE ARE DIVIDED INTO REGIONS AND THIS REPRESENTS KIND OF HOW THE CAMPUSES ARE ASSIGNED.
AND I WILL NOTE HERE THAT OUR CENTRAL AND SOUTHERN REGION DO HAVE A SLIGHTLY LARGER PERCENTAGE OF OUR STAFF ASSIGNED BASED ON THE NUMBER OF PARTNERS THAT ARE AT THOSE TWO CAMPUSES. QUESTION.
SO THERE'S NO DUAL CREDIT OR IN COLLEGE OR HIGH SCHOOL WORK THAT'S DONE IN THE COMMUNITY CAMPUSES? THAT'S A GREAT QUESTION.
AND WE'VE TRIED SOME OF THAT AT OUR COMMUNITY COLLEGE CENTERS.
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AND REALLY HAVING A MORE HOLISTIC EXPERIENCE PRESENTED SOME CHALLENGES AT THE CENTERS.SO WE FOUND THAT IT WORKS BEST WHEN WE HAVE THEM CENTRALLY LOCATED ON ONE OF OUR MAIN CAMPUSES.
THANK YOU. SO I WANTED TO SPEND SOME TIME TALKING ABOUT DUAL CREDIT BECAUSE WE OFTEN THINK ABOUT DUAL CREDIT AS ONE TYPE, BUT THERE'S A COUPLE OF VERY SUCCINCT AND SPECIFIC PROGRAMS THAT ARE A PART OF WHAT WE DO.
NOW, IF WE ALL KNOW DUAL CREDIT IS THAT INTERSECTION WHERE HIGH SCHOOL AND COLLEGE OVERLAP, WE'RE WORKING WITH INDEPENDENT SCHOOL DISTRICTS, PRIVATE SCHOOLS, CHARTER SCHOOLS AND HOME SCHOOLS TO PROVIDE STUDENTS WHO ARE OFTEN AT RISK AND POTENTIALLY UNDERSERVED WITH AN OPPORTUNITY TO HAVE EARLY ACCESS TO COLLEGE CREDIT.
WE WANT TO FOCUS ON DEVELOPING THEIR TECHNICAL SKILLS.
KIND OF JUST QUICKLY, IF YOU CAN, WHAT IS THE PERCENTAGE OF OUR DUAL CREDIT PROGRAMS THAT INVOLVE CHARTER AND HOME SCHOOL? YEAH, ACTUALLY IN THIS PRESENTATION WE'LL GO SPECIFICALLY INTO THAT.
THAT'S. SO WITH OUR PROGRAMS, WE'VE GOT THREE TYPES OF DUAL CREDIT.
THE FIRST IS THAT TRADITIONAL IDEA OF COMPREHENSIVE DUAL CREDIT.
A STUDENT MIGHT GO INTO THEIR HIGH SCHOOL AND SAY, I'D LIKE TO TAKE DUAL CREDIT, OR PERHAPS A HIGH SCHOOL COUNSELOR MIGHT IDENTIFY A STUDENT WHO WOULD BE A GOOD FIT FOR DUAL CREDIT OR WHO MIGHT BE INTERESTED IN TAKING SOME DUAL CREDIT CLASSES.
BUT COMPREHENSIVE DUAL CREDIT IS TYPICALLY AT A 1 TO 1 RATIO OF STUDENT, AND THAT INDIVIDUAL COUNSELOR IS WORKING WITH DALLAS COLLEGE AND PARTNERING WITH US TO FIGURE OUT A DUAL CREDIT OPPORTUNITY FOR THE STUDENT.
WE BUILD ON THAT IDEA OF COMPREHENSIVE DUAL CREDIT.
WHEN YOU START LOOKING AT EARLY COLLEGE, HIGH SCHOOLS AND TECHS AND EARLY COLLEGE HIGH SCHOOL IS BASICALLY A FORM OF DUAL CREDIT THAT FOCUSES MORE ON A COHORTED EXPERIENCE FOR OUR STUDENTS, WHERE YOU'RE TAKING A COHORT OF STUDENTS, PUTTING THEM ON A SPECIFIC PATH THAT'S FOCUSED ON EARNING AN ASSOCIATE'S DEGREE OR UP TO 16 CREDITS.
NOW, THAT MODEL WE BUILT ON, WHEN YOU TALK ABOUT OUR TECH, OUR PATHWAYS IN TECHNOLOGY OR OUR COLLEGE HIGH SCHOOL AND IN THAT PROGRAM, IT'S AN EARLY COLLEGE HIGH SCHOOL, BUT IT INTRODUCES THIS ELEMENT OF INDUSTRY.
SO IN EACH TECH THAT WE HAVE, YOU'VE GOT A PARTNERSHIP OF A HIGH SCHOOL, THE COLLEGE, BUT ALSO AN INDUSTRY PARTNER, BECAUSE THE IMPORTANT PART OF THE TECH IS NOT ONLY ARE THESE STUDENTS TAKING COLLEGE CREDIT, THAT IS GOING TO GIVE THEM THAT OPPORTUNITY, BUT THEY ARE ALSO GETTING WORKPLACE EXPERIENCES THAT MAY BE INTERNSHIPS, THAT MAY BE SITE VISITS, THAT MAY BE MENTORING.
BUT THE IDEA IS THAT THEY ARE GETTING EXPOSED TO CAREER EXPERIENCES IN THE TECH.
AND WE'VE REALLY SEEN A SHIFT WHERE THE FOCUS IS BECOMING A GROWTH IN OUR TECH PROGRAMS. AGAIN TO THAT NUMBER. AS WE GO FORWARD IN THE SLIDES, YOU'LL SEE THAT PRESENTED.
QUESTION. SO YOU SAID YOU HAD 40 STAFF MEMBERS UNDER YOU TO WORK THESE PROGRAMS. HOW COMFORTABLE ARE YOU THAT HOW MANY ISDS ARE WE IN TO BEGIN WITH? HOW MANY HIGH SCHOOLS ARE WE IN? WE'RE IN 150 HIGH SCHOOLS RIGHT NOW.
WE'RE WELL, WE'RE IN 150 HIGH SCHOOLS AND WE HAVE 140 HIGH SCHOOLS.
OKAY. AND THAT'S 17 DIFFERENT INDEPENDENT SCHOOL DISTRICTS.
SO HOW MANY PUBLIC HIGH SCHOOLS IN DALLAS COUNTY? SO OUR BASIC AND I WOULD HAVE TO KIND OF GO BREAK OUT THE NON BECAUSE WE DO SERVE A FEW WHO ARE OUT OF COUNTIES SUCH AS FORNEY AND WE HAVE COOPER ISD CHARTER.
EXACTLY. BUT THE VAST MAJORITY OF OURS ARE OUR PUBLIC INSTITUTIONS.
OKAY. SO DO YOU FEEL AND I GUESS IT'S UNREALISTIC FOR THEM TO HAVE A RELATIONSHIP WITH YOU, BUT DO YOU FEEL THAT THEY HAVE A COMFORT LEVEL NOW THAT WE'VE HAD A CHANGE IN LEADERSHIP IN THIS AREA? I THINK THAT'S A GREAT QUESTION.
AND SO WE'RE REALLY INTENTIONAL ABOUT THAT.
CERTAINLY FOR MYSELF, I'VE WORKED ACTUALLY BEFORE THIS ROLE AS A DEAN WITHIN DUAL CREDIT.
BUT AS YOU ALL KNOW, WE'VE HAD A LOT OF TURNOVER IN THE K THROUGH 12 SPACE NEW SUPERINTENDENTS ENTERING MANY OUT OF THAT 150, I WOULD PROBABLY GATHER AT LEAST 25% OF THEM ARE NEW PRINCIPALS THIS YEAR.
SO REALLY WE NEVER QUITE ARRIVE AT THE RELATIONSHIP IS BUILT.
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ONBOARDING NEW ADMINISTRATORS WHO THE PROGRAM HAS EXISTED FOR FIVE YEARS OR SEVEN YEARS.BUT FOR THAT PRINCIPAL OR FOR THAT CHIEF OF SCHOOLS, THIS IS THEIR FIRST YEAR.
AND, YOU KNOW, OFTEN I'M SITTING DOWN SAYING, OKAY, LET ME TALK TO YOU ABOUT WHAT DUAL CREDIT IS.
AND THIS IS WHY IT'S IMPORTANT.
AND THEN YOU'RE 40 STAFF MEMBERS.
WHAT ARE THEIR PRIMARY RESPONSIBILITIES? SO AND WE'LL KIND OF GO THROUGH SOME OF THAT.
SO I APPRECIATE YOUR QUESTION.
YOUR QUESTION. EACH HIGH SCHOOL REQUIRES A SIGNIFICANT AMOUNT OF MANAGEMENT IN TERMS OF KEEPING THAT RELATIONSHIP GOING, BECAUSE WHAT WE RECOGNIZE IS THAT THIS DEPARTMENT CREATES A STREAMLINED EXPERIENCE FOR THE PARTNER SO THAT WE CAN CREATE A STREAMLINED EXPERIENCE FOR THE STUDENT.
WE DON'T WANT OUR STUDENTS TO BE AT THE HIGH SCHOOL AND WONDERING WHAT THEY NEED TO DO.
AND SO WE WORK VERY DILIGENTLY TO ENSURE THAT THAT AWARENESS UNDERSTANDING IS IN PLACE AND IT'S MANAGING HUNDREDS OF RELATIONSHIPS. SO IF WE HAVE 150 HIGH SCHOOLS, NOT EVEN INCLUDING HOME SCHOOLS, THERE ARE ISD STAFF, PRINCIPALS, COUNSELORS, FACILITATORS, WORKPLACE COORDINATORS, I MEAN THE LIST GOES ON AND ON.
AND SO WE ARE CONSTANTLY ENGAGING THESE INDIVIDUALS AT THE SCOPE THAT MAKES SENSE FOR WHATEVER THEIR ROLES TO ENSURE THAT THEY UNDERSTAND THESE PROGRAMS. BUT NOT JUST THAT THEY UNDERSTAND THAT THEY CAN ALSO BE OUR ADVOCATES, THAT THEY CAN ADVOCATE FOR AND HELP US TO SUPPORT THE PROGRAMS AT THE HIGH SCHOOL.
WE'VE GOT MANAGERS AND SENIOR MANAGERS THAT ARE ASSIGNED KIND OF CASELOADS OF HIGH SCHOOLS.
SO THEY GET TO START TO CREATE THOSE RELATIONSHIPS AND THOSE CONNECTIONS.
AND AGAIN, IT BECOMES, I'M GOING TO CONTACT TIFFANY BECAUSE THAT'S MY PERSON WITH DALLAS COLLEGE.
I MEAN, I KNOW EVERYONE IN THE COLLEGE, BUT I KNOW IF I'M AT ADAMSON HIGH SCHOOL, TIFFANY IS MY INDIVIDUAL AND I CAN GO IN HER OFFICE OR I CAN GIVE HER A CALL AND SHE'S GOING TO KIND OF HELP ME NAVIGATE THAT EXPERIENCE.
BUT CERTAINLY IT HELPS TO BE VERY INTENTIONAL WITH THE WAY WE MANAGE THOSE RELATIONSHIPS.
WE'VE GOT 150 DIFFERENT SCHOOLS THAT WE'RE SUPPORTING.
WITHIN THAT, THERE ARE 20 EARLY COLLEGE HIGH SCHOOLS.
SO THEY DON'T HAVE AN OFF SITE LOCATION.
WE INDEED ARE THEIR HOME AND THEY BASICALLY LIVE AT OUR LOCATION.
IN ADDITION TO THAT, WE HAVE 43 P-TECH PROGRAMS THAT WE SUPPORT AND THEN 140 HOME SCHOOLS.
SO HELP ME UNDERSTAND THE 16, 20, EARLY COLLEGE HIGH SCHOOLS ARE LOCATED ON THE ISD PROPERTY AND FULLY STAFFED BY THE ISD.
I'LL USE ONE EXAMPLE AT NORTHLAKE.
BUT THERE WAS NO BUILDING OR NO HOME PRIOR TO THE CREATION OF THAT PROGRAM.
SO THE FIRST 16 ARE ASSOCIATED WITH PREVIOUS HIGH SCHOOLS.
THE OTHER FOUR ARE BASICALLY SCHOOLS THAT WERE CREATED AND INTENDED TO BE ON OUR CAMPUS.
ARE THE OTHER 16 THAT AREN'T ON OUR CAMPUSES.
ARE THOSE WHAT THE ISD'S CALL THEIR COLLEGIATE, THE COLLEGIATE HIGH SCHOOL? THEY LIKE TO GET CREATIVE.
YEP. SO THAT IS EQUIVALENT OF OUR FOUR THAT WE HAVE ON OUR CAMPUS.
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THEY'RE ALL YEP, THEY'RE ALL AND ACCORDING TO THEIR ALL LOOKED AT THE SAME AND HELD TO THE SAME STANDARDS.IT'S JUST PHYSICALLY WHERE THEY'RE LOCATED.
SO DURING NINTH AND 10TH GRADE, THEY WILL TAKE CLASSES AT THEIR HIGH SCHOOL.
AND SO THE ISD'S, THE SCHOOLS ARE BUSSING THE STUDENTS TO THE COLLEGE CAMPUS TO TAKE THEIR COURSES.
AND WHEN I TOOK MY TOUR, WHEN I FIRST CAME ON BOARD AND I STILL TODAY QUESTIONED WHY DO WE DO THAT? I DON'T UNDERSTAND WHY WE DO THAT.
WHY WOULDN'T WE USE THE WHY WOULDN'T WE WANT ALL OF THEM, ALL 20 TO BE LIKE THE 16 THAT ARE WORKING VERY WELL? WHY? WHY DO WE WANT TO TAKE PART IF WE'RE IN A FACILITY REVIEW? LOOK, WHY DID WE BUILD A BUILDING THAT BUILT A NEW EARLY COLLEGE HIGH SCHOOL AT CEDAR VALLEY AT CEDAR MOUNTAIN VIEW? RIGHT. I CAN GIVE A LITTLE A LITTLE CONTEXT.
I THINK IT'S A FAIR QUESTION TO ASK.
I WOULD OFFER PRIOR TO NORTHLAKE, IT HAD BEEN TEN YEARS SINCE WE DID A ON SITE NINTH THROUGH 12TH.
AND AGAIN, IT'S KIND OF THAT IDEA OF AT THAT TIME THAT PROBABLY WAS THE INNOVATION AND IDEATION.
SO WE DON'T WANT TO TAMPER WITH THEIR SUCCESS.
BUT CERTAINLY AS WE CONTINUE TO RECOGNIZE THE INVESTMENT THAT IT TAKES TO FACILITATE THESE PROGRAMS, WE FOCUS ON BUILDING THAT MODEL WHERE THEY'RE TAKING TWO YEARS AT THEIR HIGH SCHOOL AND TWO YEARS AT THEIR COLLEGE.
SO I DON'T THINK WE'LL SEE MANY OF THOSE.
ADDITIONALLY, AND AGAIN, THE FIRST THREE OF THE FOUR HAVE BEEN REALLY LONG STANDING PROGRAMS. SO NORTHLAKE IS THE ONLY EXCEPTION TO THAT.
IF WE START TALKING ABOUT WHAT REALLY WORKS WELL, THEN THAT MEANS THAT'S JUST SOMETHING ELSE.
WE DON'T HAVE TO BUILD AN EXPENSIVE DOWNTOWN FACILITY TO ACCOMMODATE.
WELL, WHEN GARZA WAS OPENED AT MOUNT MOON, IT WAS THE FIRST EARLY COLLEGE HIGH SCHOOL IN THIS AREA AND ONE OF THE FIRST IN THE NATION AFTER THE GATES FOUNDATION INNOVATION. THE IDEA WAS TO PROVIDE THESE STUDENTS WITH A REAL CAMPUS EXPERIENCE INTERACTING WITH ALREADY COLLEGE STUDENTS TO KIND OF.
AS ROLE MODELS, MENTORS, ETCETERA.
AND I HATE THAT WE WENT TO A SEPARATE BUILDING FOR GODSON AT MOUNT VERNON, BUT THAT'S WHAT THE THINKING WAS AND THAT WAS WHAT DALLAS ISBN DALLAS COLLEGE INPUT.
AND TO GIVE THOSE STUDENTS, THESE HIGH SCHOOL STUDENTS THAT FULL CAMPUS COLLEGE CAMPUS EXPERIENCE.
DR. FABRICATION THE INSTRUCTORS THERE ARE THERE ARE FOLKS, ARE THERE THE HIGH SCHOOL FOLKS.
SO WE ONLY ALLOW DALLAS COLLEGE FACULTY TO TEACH ON OUR COLLEGE CAMPUS FOR COLLEGIATE PURPOSES.
BUT THERE ARE HIGH SCHOOL ONLY CLASSES THAT ARE DONE ON THOSE FOUR PROGRAMS, AND THOSE ARE TAUGHT BY HIGH SCHOOL TEACHERS WHO ARE EMPLOYEES OF THE DISTRICTS WITH WHICH THEY ARE ASSOCIATED. I WOULD ALSO OFFER FOR THOSE FOUR WE HAVE IMPLEMENTED A FACILITIES FEE, SO WE DO CHARGE $50,000 ANNUALLY TO EACH OF THOSE TO SUPPORT SOME OF THE ADDITIONAL FACILITIES COST.
AND THAT'S UNIQUE JUST TO THOSE FOUR CAMPUSES.
THE OTHER 16 ARE NOT PAYING A COST TO BRING THEIR STUDENTS TO TO THE TWO YEAR.
SO AS WE'RE TALKING ABOUT EARLY COLLEGE, HIGH SCHOOL AND WE REALLY REFER TO THOSE PROGRAMS AS COLLEGE AND CAREER READINESS SCHOOL PROGRAMS, THAT'S HOW WE TO AT LEAST DESIGNATE THOSE PROGRAMS. THIS SLIDE SHOWS YOU A VIEW OF ALL OF OUR SCHOOLS WITHIN TEXAS.
AND AS YOU'LL SEE, WE'RE THE LARGEST PROVIDER OF EARLY COLLEGE HIGH SCHOOLS IN TEXAS, WITHIN THE STATE SIGNIFICANTLY SECOND TO A SCHOOL THAT HAS 41. WE HAVE 63 OF THESE PROGRAMS. SO WE ARE REALLY PROVIDING ACCESS TO STUDENTS AT A SIGNIFICANT AMOUNT.
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NATIONALLY. SECOND TO US IS CITY UNIVERSITY OF NEW YORK, AND THEY HAVE JUST OVER 20,000 STUDENTS.WE ARE APPROACHING 30,000 STUDENTS.
AND SO REALLY THE WORK THAT'S BEING DONE IS COMPLEX.
WHAT WOULD YOU SAY? THAT WE'RE NUMBER ONE NATIONALLY.
WE'RE NUMBER ONE NATIONALLY FOR OUR NUMBER OF DUAL CREDIT STUDENTS.
SUNY, INTERESTINGLY ENOUGH, THEY HAVE MORE HIGH SCHOOLS THAN WE DO.
WELL, WOULD IT BE THEN TRUE WITH THE LARGEST PROVIDER IN THE STATE AND IN THE NATION? YES. FOR DUAL CREDIT, YES.
WHAT DO YOU NEED TO ADD THAT IN THIS SLIDE IS SPEAKING SPECIFICALLY TO EARLY COLLEGE P-TECH.
BUT YES, YOU'RE RIGHT. THANK YOU.
THOSE STUDENTS ARE TAKING ALL.
RIGHT. SO IF THEY WERE DOING A HVAC PROGRAM, WE TRY TO BUILD THEIR PROGRAM IN A WAY THAT WE CAN TAKE SOME OF THOSE BASIC COURSES THAT ARE LECTURE COURSES EARLY ON, MAYBE NINTH OR 10TH GRADE AT THEIR HIGH SCHOOL.
WHEN THEY THEN COME OVER TO THE COLLEGE CAMPUS, THAT'S WHEN THEY'LL BE IN THE LABS.
THEY WILL TAKE THEIR CEDAR VALLEY.
IT WAS WAS SO CRITICAL ABOUT THAT.
IN THESE RELATIONSHIPS YOU TALK ABOUT I ONLY KNOW, FOR EXAMPLE, DUNCANVILLE, THEY'RE GETTING READY TO HAVE A BOND CAMPAIGN AND THE ONLY NEW FACILITY THAT THEY'RE GOING TO ASK THE TAXPAYERS TO PAY FOR IS THE CTE EXPANSION.
IT IS SO CRITICAL THAT WE UNDER, YOU KNOW, WE MENTALLY AND PHYSICALLY HELP THEM ALIGN THAT AND GIVE THEM THE TOOLS TO TELL THEIR THEIR RESIDENTS WHY THEY WANT TO DO THAT, BECAUSE OF THE EXTENSION OF WHAT THIS GIVES FOR THAT.
BUT THAT'S A LIVE EXAMPLE RIGHT NOW THAT'S CRITICAL FOR NOVEMBER OF THIS YEAR TO GET THAT PASS BECAUSE THAT WOULD GIVE US MORE STUDENTS WHO WOULD MOVE INTO THAT THAT TECH OUT OF DUNCANVILLE TO GO INTO OUR ENROLLMENT.
AND WE CAN HAVE A WE CAN HAVE A PART TO PLAY IN DOING THAT.
YES. BUT I THINK THAT YOU'RE RIGHT ON TARGET.
AND FAST FORWARD TO THE VERY END.
YOU'RE GOING TO HEAR ME TALK ABOUT OUR OUTSIDE APPROVALS BECAUSE WE HAVE BEEN WORKING ON THAT WHERE WE WANT TO ENSURE WE'RE INCREASING THE NUMBER OF OUR PROGRAMS THAT WE CAN OFFER OFF SITE AT FACILITIES THAT ARE BEING CREATED THAT WE'RE PARTNERING AROUND.
ARE YOU FAMILIAR WITH THE PROGRAM IN AMARILLO? NO. AND AMARILLO, THEY'RE THEY'RE ALL OF THEIR HIGH SCHOOLS IN AN AREA BRING ALL OF THEY BUILT THEY BUILT A CTE CENTER FOR ONE.
IT'S MASSIVE AND IT BRINGS ALL OF THEIR STUDENTS FROM THAT SURROUNDING AREA INTO THAT PROGRAM.
THAT'S WHAT THEY'RE DOING IN DALLAS ISD IN THE FOUR CORNERS OF DALLAS.
THE CHAIRMAN THE PRESIDENT OF YOUR STATE BOARD IS THE PRINCIPAL OF THAT AMARILLO OPERATION.
HE'S A PHENOMENAL HE'LL BE IN FORT WORTH THIS WEEKEND.
AND I THINK IT'S IMPORTANT TO NOTE HERE, BECAUSE YOU'RE BRINGING UP THOSE CTE CENTERS THAT ARE BEING BUILT BY THE ISD'S, THE EARLY COLLEGE HIGH SCHOOL, P-TECH, DUAL CREDIT, ALL CATERS TO A CERTAIN TYPE OF STUDENT.
NOT EVERYONE IS READY TO AUTOMATICALLY ENTER COLLEGE LEVEL COURSES.
SO THIS IS WHERE THEY WORK WITH OUR WORKFORCE COLLEAGUES HERE AT THE COLLEGE TO WORK ON THOSE NON CREDIT PROGRAMS THROUGH THEIR CTE FACILITIES, AS WELL AS OURS TO OFFER CREDENTIALS TO OTHER STUDENTS.
BECAUSE AGAIN, THIS MODEL SERVICES USED TO BE 250 PER GRADE LEVEL.
AND SO YOU HAVE TO THINK ABOUT THE OTHERS.
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RIGHT? SO THOSE CTE FACILITIES FOR ALL THOSE OTHERS AND WORKFORCE COLLEAGUES, CAREER CONNECTED, LEARNING TO KIND OF NETWORK WITH AS WELL.ONE AS WE'RE TALKING ABOUT STUDENTS.
THIS SLIDE WILL SHARE JUST SOME DEMOGRAPHIC INFORMATION.
AS I ALLUDED TO, WE HAVE ALMOST 30,000 STUDENTS THAT WE'RE SERVING.
AND THIS IS, AGAIN, THE DEMOGRAPHIC MAKEUP OF OUR STUDENT BASE.
THIS. CAN YOU GO BACK? IS THE WHY THE WHITE IS SO LOW IS BECAUSE IT'S REALLY A WHAT'S THE WHAT IS THE PERCENTAGE OF WHITE STUDENTS IN THE IN THE HIGH SCHOOL POPULATION? WELL, THIS ACTUALLY REALLY MIRRORS WHAT WE SEE IN DALLAS COLLEGE, ACTUALLY OUR GENERAL STUDENT ENROLLMENT.
AND ALSO WHEN WE LOOK AT OUR LARGE INDEPENDENT SCHOOL DISTRICTS.
SO IF YOU THINK ABOUT OUR 30,000 STUDENTS, 11,000 OF THOSE STUDENTS COME FROM DALLAS ISD.
AND SO THIS DEMOGRAPHIC MATCHES AND MIRRORS THE DEMOGRAPHIC OF DALLAS INDEPENDENT SCHOOL DISTRICT.
THIS SLIDE GIVES YOU JUST A REALLY QUICK OVERVIEW OF OUR DUAL CREDIT STUDENT ENROLLMENT.
THE RED DENOTES DUAL CREDIT STUDENTS AND BLUE NON DUAL CREDIT STUDENTS.
AND SO EVEN SINCE COVID ENROLLMENT HAS BEEN CONSISTENT WITHIN OUR DUAL CREDIT STUDENT POPULATION.
NOW WE KNOW FUTURE FORWARD FALL ENROLLMENT IS IMPORTANT.
WE WILL CERTAINLY CONTINUE TO FOCUS ON OUTCOMES AND ACHIEVEMENT.
SO I WANTED TO SPEND SOME TIME HERE JUST TALKING ABOUT THE WAYS IN WHICH OUR STUDENTS ARE ACTUALLY PERFORMING FOR DUAL CREDIT STUDENTS WHO AGAIN ARE IN RED NON DUAL CREDIT STUDENTS IN BLUE.
THE PERCENTAGE OF DUAL CREDIT STUDENTS WHO ARE PASSING THEIR COURSES IS SIGNIFICANTLY HIGHER.
THEY ARE OUTPERFORMING OUR NON DUAL CREDIT STUDENTS.
AS YOU CAN SEE, IF STUDENTS TAKE CLASSES FACE TO FACE AND HYBRID MODALITIES OR EVEN ONLINE EACH TIME, STUDENTS ARE CONTINUING TO OUTPERFORM STUDENTS THAT ARE NOT DUAL CREDIT.
THAT SAME THING IS TRUE FOR OUR EIGHT WEEK AND 16 WEEK FORMAT.
WHILE WE CERTAINLY PREFER 16 WEEK FORMATS AND OFTEN ARE USING THE 16 WEEK FORMAT, THERE ARE CERTAIN PROGRAMS THAT THE EIGHT WEEK IS A BETTER FIT FOR SOME OF OUR SOME OF OUR PROGRAMS AT MIT AND OTHER AREAS.
EIGHT WEEK IS A BETTER DESIGN.
SO DUAL CREDIT STUDENTS ARE TAKING EIGHT WEEK AND 16 WEEK CLASSES.
SO WE'RE REALLY PROUD OF THE FACT THAT NOT ONLY ARE WE ENROLLING STUDENTS AND THAT'S GREAT, THE STUDENTS ARE SUCCESSFULLY PASSING THEIR CLASSES AND A LOT OF THIS GOES BACK TO THAT SLIDE WHERE WE TALKED ABOUT THAT CIRCLE OF PEOPLE, THE TIME AND INTENTIONALITY THAT GOES INTO IT.
FACILITATORS AND COUNSELORS AND REALLY WORKING WITH THE STUDENTS AND PARENTS MAKES A BIG DIFFERENCE.
THE TIME THAT OUR FACULTY ARE SPENDING, ENGAGING WITH ISD STAFF AND TALKING TO FACILITATORS AT THE HIGH SCHOOL TO MAKE SURE WE CAN KIND OF DO AN EVEN ENHANCED VERSION OF WRAPAROUND SERVICE WE BELIEVE HELPS LEAD TO THIS OVERALL ACADEMIC ACHIEVEMENT.
AND THIS REALLY TAKES US TO THE OVERALL STUDENT COMPLETION.
THIS DATA IS FROM 2122, WHERE WE HAD OVER 2100 STUDENTS EARNING CERTIFICATES AND DEGREES.
WE ARE CURRENTLY AWAITING DATA FROM 2223, BUT AS WE KNOW, THERE WERE ALMOST 2500 STUDENTS WHO PARTICIPATED IN OUR COMMENCEMENT THIS MAY. SO WE'RE EXPECTING TO SEE AN INCREASED NUMBER OF DEGREES AND CERTIFICATES, AND REALLY WE'LL CONTINUE TO PUSH TOWARD THAT TO ENSURE, AGAIN, NOT ONLY ARE WE ENROLLING STUDENTS OR BRINGING THEM IN TO HAVE A COLLEGE EXPERIENCE, BUT THAT THEY'RE LEAVING WITH SOMETHING TANGIBLE, THAT THEY'RE EARNING DEGREES AND THAT THEY'RE EARNING CERTIFICATES.
SO WE HAVE CLOSE TO 30,000 STUDENTS NOW.
HOW MANY PER LIKE HOW MANY SENIORS WOULD THAT BE THAT THEY'RE TRANSITIONING OUT? SO IT'S REALLY WHEN WE THINK ABOUT OUR SENIORS, IT'S REALLY THE EARLY COLLEGE HIGH SCHOOL AND P-TECH STUDENT POPULATION THAT WE WANT TO TRACK.
BECAUSE IF YOU HAVE A HIGH SCHOOL SENIOR WHO STARTS DUAL CREDIT, THEY'RE NOT GOING TO HAVE THE TIME TO BE ABLE TO REALLY EARN PROBABLY THAT FULL DEGREE, LET'S SAY. BUT FOR THOSE KEY TECHS AND EARLY COLLEGE HIGH SCHOOLS, WHICH RIGHT NOW WE HAVE, IT'S ALMOST HALF OF OUR STUDENT POPULATION, ABOUT 11,000 STUDENTS ARE IN P-TECH AND EARLY COLLEGE HIGH SCHOOL.
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SO. SO OUT OF THOSE 12TH GRADERS, 1635 ARE EXITING WITH A TWO YEAR 508 WITH A CERTIFICATE.DO WE HAVE A GOAL THAT WE WANT TO TRY TO HIT? SO, YES, THAT'S A GREAT QUESTION.
AND SO 3% IS TYPICALLY THE GOAL THAT WE'RE KIND OF STARTING AS A BENCHMARK MEASURE.
AND SO THAT'S REALLY WHAT WE'RE LOOKING FOR FOR 22, 23 TO SEE GROWTH AND IMPROVEMENT.
SO WE MAY SEE KIND OF A LITTLE BIT OF A DIFFERENTIATION IN THE WAY THAT THE NUMBERS LOOK IN TERMS OF THE PERCENTAGE OF ASSOCIATE CERTIFICATES AND PERCENTAGE OF ASSOCIATE'S DEGREES.
BUT WE'RE CERTAINLY CONTINUING TO PUSH TOWARD THAT GOAL FOR THIS YEAR BECAUSE DR.
ANAMOSA, WHEN HE WAS STILL IN THE SUPERINTENDENT ROLE, QUOTED A FIGURE THAT WAS CERTAINLY HIGHER THAN THAT IN TERMS OF THE NUMBER OF SENIORS THAT GRADUATED ALSO WITH THEIR ASSOCIATES.
SO, YEAH, NO, I WAS GOING TO SAY, I THINK THAT HE HAD IT WAS LIKE 70%.
HE WANTED 70% OF HIS STUDENTS.
I FEEL LIKE IT WAS SOMEWHERE AROUND THAT NUMBER THAT HE WANTED TO BE LEAVING.
I CAN TELL YOU THAT TYPICALLY IN THE LAST TWO YEARS HAS PUSHED TOWARD HAVING 900 STUDENT GRADUATES.
IN 2122, WE HAD ABOUT 828 WITH DISD.
SO WE'RE HOPING TO HIT THAT 900 MARK.
BUT AGAIN, WE'RE WORKING ON OUR DATA FROM THIS THIS PAST ACADEMIC YEAR.
SO I THINK THEY'RE TYPICALLY PUSHING FOR ABOUT 900.
SO I'LL SPEND A BIT OF TIME JUST KIND OF JUST SPEAKING TO OUR PARTNERSHIP SUPPORT ACTIVITIES BECAUSE AS I MENTIONED, THE STUDENT PERFORMANCE IS CERTAINLY SUPPORTED BY THE ACTIVITIES THAT ARE HAPPENING WITHIN THE HIGH SCHOOLS AND CERTAINLY WITHIN DALLAS COLLEGE I.
SO A REALLY SIMPLISTIC WAY TO THINK ABOUT IT IS EVERY STUDENT, EVERY PARTNER AND EVERY SITUATION.
SO WHAT DOES THAT MEAN? YOU KNOW, FOR EDUCATIONAL PARTNERSHIPS, IT MEANS IT'S EVERYTHING THAT A STUDENT COULD NEED.
SO IT MAY BE A STUDENT THAT'S STRUGGLING WITHIN A COURSE AND NOT KNOWING WHAT RESOURCE, WHAT DO I DO? WHERE DO I GO? THEY WALK INTO THEIR HIGH SCHOOL COUNSELOR AND JUST SAY, I CAN'T DO THIS DUAL CREDIT THING.
THIS IS NOT FOR ME AND WE'RE GOING TO WORK TOGETHER TO GET THAT STUDENT OFF THE LEDGE, CONNECT THEM TO THEIR STUDENT SUCCESS COACH, TALK ABOUT RESOURCES THAT ARE IN DALLAS COLLEGE AND FOR THAT HIGH SCHOOL COUNSELOR WHO HAS A PLATE THAT'S SO TALL THAT THEY PROBABLY CAN'T KNOW ALL THE LINKS TO AND UNDERSTAND WHO TO CONNECT TO, WHERE THEY'RE TO KIND OF SUPPORT THAT EXPERIENCE AND MAKE SURE THE STUDENT GETS WHAT THEY NEED.
BUT IT'S ALSO THERE'S TRAFFIC AND THE STUDENTS ARE SHOWING UP LATE AND THE BUS ROUTES ARE AN ISSUE.
HOW DO WE LET THE FACULTY KNOW WHAT'S GOING ON? AND WE'RE DOING THAT. SO FROM FACILITIES TO INSTRUCTION TO STUDENT LEVEL TO FACULTY AND FACILITATOR NEEDS, IT'S EVERY STUDENT IN EVERY SITUATION THAT EDUCATIONAL PARTNERSHIP STAFF ARE INVOLVED IN.
AND ONE OF THE KEY THINGS THAT WE TALK ABOUT AS A TEAM IS GENERALLY IN THE HIGH SCHOOL.
THIS IS MY DUAL CREDIT TIME FOR THE DAY.
SO THERE'S A COUPLE OF WAYS THAT WE CAN GO.
WE WANT THEM TO BE EMPOWERED TO SPEND THAT TIME WORKING WITH THEIR STUDENTS.
I COULD NEVER FIT THEM ALL ON A SLIDE.
THINGS LIKE FACILITIES AND SAFETY.
IT'S AN INSURMOUNTABLE PART OF LIST, BUT IT'S IMPORTANT TO NOTE THAT THE COLLABORATION IS CRITICAL AND I REALLY WANT TO JUST ACKNOWLEDGE THE OTHER DEPARTMENTS WITHIN DALLAS COLLEGE THAT ARE CONTINUING TO PARTNER WITH US TO SUPPORT THE STUDENT EXPERIENCE.
[00:35:06]
INVESTING TO ENSURE THAT THE PARTNERS AND THE STUDENTS HAVE WHAT THEY NEED TO SUPPORT A DUAL CREDIT EXPERIENCE.ONE INTENTIONAL STUDENT ENGAGEMENT REMAINS PARAMOUNT.
THAT IS THE FOUNDATION OF WHAT WE'RE DOING.
WE WILL CONTINUE TO FOCUS ON HOW ARE WE SUPPORTING STUDENTS? DO THEY HAVE WHAT WE NEED, WHAT THEY NEED? HOW ARE WE CONNECTING THEM TO RESOURCES AND ENSURING THAT THAT ACADEMIC ACHIEVEMENT THAT WE'RE SEEING, THAT THAT CONTINUES AND THAT WE MAKE SURE THAT THOSE INTERVENTIONS ARE TAKING PLACE SO THAT THEY ARE ABLE TO BE SUCCESSFUL.
WE ARE ALSO DOING REVISED P WORK.
I CAN TELL YOU THERE ARE CONVERSATIONS WITH DIFFERENT INDUSTRIES.
TI IS ONE WHERE MIT EDUCATIONAL PARTNERSHIPS AND TI HAVE BEEN WORKING WITH HILLCREST TO SAY, LET'S LOOK AT WHAT THE STUDENTS REALLY NEED WHEN THEY WALK IN THE DOOR. HERE'S YOUR CERTIFICATE.
BUT THIS ONE SKILL WILL REALLY MAKE A BIG DIFFERENCE.
WE WANT TO HIRE PEOPLE IN THE NEXT TWO YEARS.
HOW CAN WE BUILD THIS IN? SO WE'RE HAVING THOSE TYPES OF CONVERSATIONS AND REMAINING NIMBLE TO ENSURE THAT HOW INDUSTRY NEEDS CHANGE.
SCHOOL MAY HAVE OPENED IN 2018, BUT NOW THIS IS 2023.
AND SO WE'RE DOING THAT WORK THIS YEAR.
WE ARE ALSO FOCUSED ON SUPPORTING THOSE EARLY COLLEGE HIGH SCHOOL STUDENTS AND OUR STUDENTS WHO ARE TAKING COMPREHENSIVE DUAL CREDIT AS THEY LOOK TO TRANSITION INTO THE FOUR YEAR. WE KNOW FOR MANY STUDENTS THEY MAY START DUAL CREDIT.
AND THIS OPENS THEIR EYES TO SAY, I ACTUALLY DO WANT TO GO ON AND DO A FOUR YEAR PROGRAM.
SO WE'RE LOOKING AT THE WAYS THAT WE'RE PARTNERING UP TAMUK.
I MEAN, THE LIST GOES ON AND ON.
SO AGAIN, THINK ABOUT HOW WE MAKE IT SMOOTH AND SEAMLESS FOR OUR STUDENTS SO THEY CAN UNDERSTAND AND SEE HOW WHAT I'M DOING HERE WILL FIT INTO WHAT MY FUTURE PLANS MAY BE. AND I THINK WE'RE SETTING A MODEL FOR OUR FOUR YEAR PARTNERS ON THE WAYS THAT YOU REMOVE BARRIERS.
HOW CAN WE INCENTIVIZE THE STUDENTS THAT ARE IN THESE PROGRAMS TO CONTINUE INTO THEIR UNIVERSITIES? AND AS WE MENTIONED EARLIER, WE RECOGNIZE EVERY STUDENT IS NOT GOING TO POTENTIALLY FINISH DURING NINTH TO 12TH GRADE.
IT'S A IT'S A TALL ORDER TO BE A HIGH SCHOOL STUDENT, TO BE 15, 16, 17, FINISH HIGH SCHOOL, FINISH COLLEGE, MAYBE WORK A PART TIME JOB, HELP YOUR PARENTS AT HOME AND DO ALL OF THOSE LIFE RESPONSIBILITIES THAT COME UP AS STUDENTS ARE MOVING THROUGH THEIR PROGRAM.
IF YOU JUST CAN'T GET IT DONE BY 12TH GRADE, IT DOESN'T HAVE TO END HERE.
NOW, I KIND OF TALKED ABOUT THAT INVESTMENT OF TIME AND US REALLY THINKING ABOUT HOW OUR PARTNERSHIPS ARE STRUCTURED IN THE WAYS THAT WE'RE LEVERAGING THAT SO THAT THEY CAN HELP US SUPPORT STUDENTS.
BUT AS YOU GROW, WE RECOGNIZE WE HAVE TO EVOLVE.
AND SO WE'RE REALLY FOCUSED IN THE FUTURE AND IN THIS NEXT YEAR LOOKING AT HOW WE CAN LEVERAGE TECHNOLOGY TO BE RESPONSIVE TO WHAT OUR PARTNERS ARE TELLING US THEY NEED AND TO BE RESPONSIVE TO WHAT WE KNOW ARE REALLY BEST, BEST PRACTICES WITHIN HIGHER EDUCATION AND THE WAYS IN WHICH YOU CAN SUPPORT LARGE AMOUNTS OF STUDENTS.
SO I'M GOING TO TAKE JUST A MOMENT TO TALK A LITTLE BIT ABOUT A LITTLE BIT ABOUT DALLAS ISD, WHERE WE HAVE 25 DIFFERENT EARLY COLLEGE HIGH SCHOOL TECHS, ALL THESE DIFFERENT PROGRAMS. WITHIN EACH OF THOSE, YOU MIGHT HAVE 2 OR 3 DIFFERENT PATHWAYS THAT STUDENTS ARE TAKING.
SO WE GET TO 100 PLUS DIFFERENT MAPS AND VERSIONS THAT STUDENTS ARE COMPLETING, AND THAT CAN BE A LOT FOR A DISTRICT TO MANAGE AND OR A SPECIFIC HIGH SCHOOL TO MANAGE.
SO THIS IS ABOUT TAKING TECHNOLOGY AND CREATING A SYSTEM THAT ALLOWS THEM TO GO IN TO BE ABLE TO LOOK AT COHORTS OF STUDENTS, TO SEE THE STUDENTS WHO HAVE FALLEN OFF TRACK, TO SEE THOSE STUDENTS THAT ARE ON PROBATION OR THEY'RE ON SUSPENSION.
IS THAT INFORMATION THAT WE'RE SHARING? YES, WE'RE SENDING SPREADSHEETS AND WE'RE SENDING WE'RE DATA SHARING AND WE'RE DOING A LOT OF THAT.
[00:40:03]
BUT THIS IS A SYSTEM THAT'S GOING TO MAKE IT A COUPLE OF CLICKS TO GET THAT INFORMATION.AGAIN, REDUCING THE TIME THAT'S SPENT SO TIME CAN BE REALLOCATED ACCORDINGLY TO SUPPORT THE.
PARENTS HAVE TO SIGN, HIGH SCHOOLS HAVE TO SIGN.
THERE ARE APPROVALS THAT KIND OF GO INTO THE PROCESS BEFORE YOU EVER START A CLASS.
AND ALL OF THAT RIGHT NOW AGAIN, IS VERY MANUAL.
SO WE ARE REALLY IN THE FINAL STAGES OF LAUNCHING AN ENHANCED VERSION OF ADMISSIONS CONNECT, WHICH WILL GIVE OUR COUNSELORS AND OUR ADMINISTRATORS AT THE HIGH SCHOOL AN EASE OF USE AS THEY'RE APPROVING STUDENTS FOR HUNDREDS AND THOUSANDS OF STUDENTS THAT ARE BEING ADMITTED EVERY SINGLE YEAR.
IT'S GOING TO MAKE THAT AN EASIER PROCESS.
SO THOSE ARE JUST A COUPLE EXAMPLES, BUT I REALLY WANT TO NOTE THAT WE'RE INVESTED IN LOOKING AT TECHNOLOGY AND MAKING SURE THAT WE'RE USING THAT TO MAKE THIS PROCESS AS EFFICIENT AS POSSIBLE.
YOU KNOW, I MENTIONED THIS WHO WAS ASSIGNED TECHNOLOGY? DR.. EDELSTEIN OKAY.
YOU KNOW, I THINK THAT THE OPPORTUNITY THAT THIS GROUP HAS ALREADY PROVEN BEFORE, THAT PARTNERING WITH THESE EMERGING TECHNOLOGY COMPANIES, NOT THE ONES THAT ARE ALREADY DONE, BUT THAT'S WHERE OUR REAL VALUE CAN COME AND THAT WE CAN PARTNER WITH THE EMERGING TECHNOLOGY IN IN GETTING AN OPPORTUNITY TO BE A BETA PROGRAM.
AND, AND THE MAIN THING IS THAT MOST OF THEM CROSS OVER FROM FROM THE K-12 INTO THE HIGHER ED, BUT A LOT OF THEM HAVE TROUBLE BEING ABLE TO DO THAT.
WE CAN BE THE ANSWER TO ONE OF YOUR PROBLEMS YOU CAN'T SOLVE.
AND I THINK IT'S A GOLD MINE FOR US.
IN FACT, IT'S THE CHANCELLOR'S.
ONE OF HIS OPPORTUNITIES IS NEW REVENUE OPPORTUNITIES IN OUR EVALUATION.
AND THAT'S THE KIND OF STUFF I REALLY LOVE TO HEAR WHAT YOU'RE SAYING.
I JUST WANT US TO NOT TALK ABOUT IT, BUT FIND ONE AND EITHER SUCCEED OR FAIL OR DO BOTH.
LET'S DO SOMETHING WE'VE NEVER DONE BEFORE.
AND SO, YOU KNOW THAT THAT IS DEFINITELY AN OPPORTUNITY.
AND SO WE WILL CONTINUE TO EXPLORE THAT.
THANK YOU. I THINK THIS CAME UP EARLIER AND DR.
FLOYD ALREADY ALLUDED TO OUR ACKNOWLEDGMENT THAT THERE ARE SO MANY STUDENTS IN THESE HIGH SCHOOLS THAT HAVE A NEED, AND WE CAN ONLY ADMIT IN EACH COHORT BASED UPON THE GUIDELINES THAT ARE SET BY TO A VERY SPECIFIC NUMBER OF STUDENTS PER YEAR PER COHORT.
SO WE'RE NEVER GOING TO, WITHOUT CREATING HUNDREDS MORE SCHOOLS, HIT EVERY SINGLE STUDENT, NOR IS EVERY SINGLE STUDENT THE RIGHT STUDENT FOR EARLY COLLEGE, HIGH SCHOOL AND AP TECH. AND THAT'S OKAY.
BUT WE ARE WORKING TO ENSURE WE'RE COLLABORATING WITHIN ACADEMICS, WITHIN OUR SCHOOLS, WITH CAREER CONNECTED LEARNING AND EVEN WITH STUDENT SUCCESS AND RECRUITMENT TO ENSURE WE'RE TAKING THESE CTE PROGRAMS INTO THE HIGH SCHOOLS.
SO WHILE WE'RE TALKING TODAY ABOUT DUAL CREDIT, WE JUST WANTED TO ACKNOWLEDGE THAT THE FUTURE FORWARD IS CERTAINLY STILL LEVERAGING OUR RELATIONSHIPS WITH THE ISDS THAT EXIST TO ENSURE THAT WE ARE BUILDING THAT PIPELINE IN DUAL CREDIT, BUT ALSO OUTSIDE OF DUAL CREDIT TO OUR PROGRAMS THAT WE THAT WE OFFER.
AND I THINK ALSO PHYSICAL SPACE WAS MENTIONED EARLIER.
SO WE'RE VERY GRATEFUL FOR THE OPPORTUNITY TO CONTINUE TO KIND OF SPREAD OUR WINGS AND EXPAND BECAUSE IT DOES TAKE A LOT OF SPACE TO HOUSE SO MANY STUDENTS ON OUR CAMPUSES. WE'VE BEEN REALLY NIMBLE AND FLEXIBLE.
WE ALSO RECOGNIZE THAT TO BE SUSTAINABLE, WE HAVE TO BE ABLE TO OFFER PROGRAMS AT THE HIGH SCHOOL.
IT ONLY MAKES SENSE TO YOUR POINT TO LEVERAGE IF THEY'RE BUILDING NEW FACILITIES.
LET'S WORK IN COLLABORATION TO DO THAT.
AND THIS HAPPENS WHERE IT'S LIKE, OH, WE WANT TO BE ABLE TO OFFER FILL IN THE BLANK PROGRAM.
WE HAVE, YOU KNOW, X AMOUNT OF DOLLARS FOR A NEW LAB.
WHAT WOULD YOU NEED? OKAY, ACADEMICS, LET'S HAVE A CONVERSATION.
[00:45:05]
SO I INCLUDED THIS TO JUST NOTE THAT IN 2022 AND 2023, WE INCREASED THE NUMBER OF APPROVED OFF SITE SACHSE APPROVED OFF SITE LOCATIONS.SO THEN NOW WE DON'T HAVE TO WORRY THAT WE HAVE TO BRING STUDENTS TO THE COLLEGE CAMPUS.
SO IN THE FUTURE WE WILL CONTINUE TO WORK ON THAT.
WE HAVE OVER 100 SITES ALREADY APPROVED WITHIN OUR HIGH SCHOOLS AND CONTINUE TO WORK WITH OUR PARTNERS WHO ARE LOOKING TO INCREASE PROGRAMS THAT ARE BEING OFFERED AT THEIR HIGH SCHOOL SITES. IT MAKES IT MORE EFFICIENT, OFTENTIMES REMOVES SOME OF THE FINANCIAL BARRIER OF TRANSPORTATION AND EVEN TIME.
AND SO THAT WILL CONTINUE TO ALSO BE SOMETHING WE'RE FOCUSED ON.
SO LASTLY, WE WANTED TO HAVE AN OPPORTUNITY TO LET YOU HEAR FROM SOME OF OUR DUAL CREDIT STUDENTS.
IT'S 3:00. I THOUGHT IT'D BE ABOUT 1:00.
AND SO I'VE GOT TO SAY THAT THEY WERE IN CLASS, THEY SHOULD PROBABLY BE WINDING DOWN.
BUT AS YOU KNOW, THEY'RE DUAL CREDIT STUDENTS.
MANY OF THEM DON'T HAVE DRIVER'S LICENSES.
THEY'RE TAKING THE SCHOOL BUSSES TO OUR COLLEGE CAMPUS AND CAN'T REALLY PHYSICALLY BE PRESENT WITH US TODAY, BUT DID PREPARE SOME MESSAGES TO TALK ABOUT THEIR DUAL CREDIT EXPERIENCE. AND I WANT TO NOTE THAT WHAT THE STUDENTS ARE SAYING, THIS ISN'T SCRIPTED.
WE JUST ASK THE STUDENTS TO TALK TO US ABOUT BEING A DUAL CREDIT STUDENT.
THEY'RE REPRESENTATIVE OF MULTIPLE INDEPENDENT SCHOOL DISTRICTS, PRIVATE AND CHARTER SCHOOLS.
EXCITING, EXCITING, OUTSTANDING.
I WOULD SAY DUAL CREDIT GAVE ME A FOOT UP.
MORE IMPORTANTLY, AN OPPORTUNITY THAT A LOT OF KIDS DON'T HAVE AND DIDN'T TAKE ADVANTAGE OF.
IT HAS PUT SOME CERTAIN PRESSURE ON ME TO BE BETTER, TO TRY, BETTER TRY HARDER.
AND IT MAKES ME FEEL MORE CAPABLE, MORE PREPARED TO OVERCOME ANYTHING.
IT GIVES ME THE OPPORTUNITY TO EXPERIENCE COLLEGE WHILE I'M STILL IN HIGH SCHOOL AND GET THAT OPPORTUNITY TO RECEIVE AN ASSOCIATE'S DEGREE WITHOUT JUST HAVING TO GO THROUGH THE TYPICAL, UM, JUST THE TYPICAL RUNAROUND TO GO ON TO COLLEGE.
I WISH HIGH SCHOOL WOULD HAVE PREPARED ME FOR THIS.
AND LIKE IF YOU WERE PART OF MY PROGRAM AND WITH DALLAS COLLEGE, YOU WOULD HAVE BEEN MORE PREPARED.
I HAVE TO SAY THE BEST PART ABOUT BEING A DUAL CREDIT STUDENT IS LIKELY JUST THE FREEDOM OF JUST ACTUALLY EXPERIENCING COLLEGE COMING UP HERE TO EASTFIELD AND JUST BASICALLY BEING A COLLEGE STUDENT.
THE BEST PART OF BEING A DUAL CREDIT STUDENT IS THAT YOU GET TO BE IN COLLEGE WITH COLLEGE PROFESSORS AND LEARN THE TRUE EXPERIENCE AS A COLLEGE STUDENT.
I WOULD SAY THE BEST PART ABOUT BEING A DUAL CREDIT STUDENT IS GETTING AN EDUCATION EARLY ON SO I DON'T HAVE TO DEAL WITH THE MONEY AND THE STRESS, BUT THE MONEY IS THE BIGGER PART OF IT.
[00:50:05]
AND IF THEY'RE STILL IN DUAL CREDIT, BY THE TIME YOU'RE IN YOUR SENIOR YEAR, YOU KNOW, THEY'RE HARD WORKING AND THEY'RE MOTIVATED AND THEY'RE DRIVEN.IT'S MUCH LESS STRICT THAN THE HIGH SCHOOL ENVIRONMENT, JUST THE AMOUNT OF FREEDOM THAT YOU GET AND ALL THE EXPERIENCES THAT YOU GET WHILE GOING TO COLLEGE AS A HIGH SCHOOL STUDENT. SAVING MY PARENTS A BUNCH OF MONEY BY BEING IN THIS PROGRAM.
AND OVERALL, IT'S THE REASON WHY I'M DOING THIS.
THE BEST PART IS HAVING THE SATISFACTION OF HEARING SOMEONE WHO IS GRADUATED ALREADY OR RARELY GOING INTO COLLEGE OR COMMUNITY COLLEGE OR ANY COLLEGE IN GENERAL UNIVERSITY, AND AND THEM SAYING, OH, I'M TAKING ENGLISH 1301 AND ME ON THE OTHER HAND SAYING, OH, I TOOK THAT TWO YEARS AGO.
I JUST ACTUALLY WENT TO ONE OF DALLAS COLLEGES STUDENT RESOURCE FAIRS WHERE A LOT OF DEPARTMENTS AND A LOT OF CLUBS WERE SET UP. AND I THINK THE BEST PART ABOUT BEING A DUAL CREDIT STUDENT IS HAVING ACCESS TO THOSE RESOURCES LIKE THE FOOD PANTRY AND TO JUST A LOT OF DIVERSE CLUBS.
EVERYTHING THAT I KNOW NOW, EVERYTHING THAT I DIDN'T KNOW I DO KNOW NOW BECAUSE OF DUAL CREDIT.
CREDIT IS LIKE LIKE LIFE CHANGING.
AND SO WE APPRECIATE THE OPPORTUNITY TO HAVE A SMALL HAND IN CHANGING THE LIVES OF OUR STUDENTS.
QUESTIONS. EFFICACY AFTER HAVING PERSONAL EXPERIENCE WITH HIGH SCHOOLS AND AND AND A LOT OF PROGRAMS AND BEEN SEEING TRANSFORMATIONS THAT'S REPRESENTED HERE.
AND YOU ARTICULATED EXTREMELY WELL.
YOU WORK IT THROUGH YOUR TEAM.
IT'S THE FUTURE. GET FOLKS WHERE THEY WANT TO GO INTO COLLEGE WITH.
OH, WHAT ARE THEY GOING TO SUCCEED IN LIFE? SO THANK YOU. SO. WE APPRECIATE YOU.
AT 306, THE EDUCATION WORKFORCE COMMITTEE OF THE BOARD OF TRUSTEES IS NOW ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.