As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the academic disciplines of economics, English, and government.

There has been an increase in the use of partnerships as a policy prescription for improving education since the mid 1980's. This trend builds on nearly a century of reform movements in education. In order to improve education policy, this study focuses on the question of whether math and science education partnerships as typically constituted provide the necessary conditions for the adaptive management (sustainable and adaptable action) of local education problems by the participants. This qualitative study uses data derived from the views of 32 experts on math and science partnerships collected during an internet-based application of the Delphi methodology designed to develop testable elements of a logic model of partnerships in math and science education. The results of this study suggest that the implementation and content requirements built into grant programs that include partners as a condition in aid most often result in a narrow programmatic focus among the participants. Organizations choose to participate in disjointed serial interventions that support organizational needs or goals based on the availability of funding and partners for particular programmatic activities. They choose partners from among those who are interested in similar or complementary activities. The primary focus of STEM education partnerships is therefore on implementing and sometimes evaluating the funded programmatic activities and not on building a broader learning community. Activities or education problems that are not funded tend to be excluded from the activities and dialog of the policy-induced partnership. By limiting the scope of the collaboration we are limiting the potential for adaptive management and the value of these partnerships.

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