In an article published this past week in The Chronicle of Higher Education, Beckie Supiano takes on the debate surrounding early-college coursework. Titled “Why the Boundary Between High School and College Is Crumbling,” author Beckie Supiano dives into the “nationwide trend” of high school students earning college credits through dual enrollment, Advanced Placement (AP) classes, and International Baccalaureate (IB) programs. The article clearly articulates both the benefits of this transition and Supiano’s central thesis: that early-college coursework might not fully prepare students for the rigor of college, or might even be diluting the college experience for all students.
Important concerns raised about dual enrollment
While the article concedes early-college options can expand access and offer more affordability, it also raises these concerns and issues. First some would argue that dual enrollment is superficial Preparation- Students show up on campus with college credits under their belt, but faculty and professors say these students aren’t prepared for the rigor of college-level reading, critical thinking, and engaged writing. Second, some would suggest that dual enrollment program have misaligned Incentives- The pressure to earn credits and beef up college applications can lead to teaching to the test and performance instead of genuine learning. Third, some believe that earning colleege credits while in high school contributes to the erosion of the College Experience- Racing through college with dual enrollment high school courses can rob students of formative, foundational academic and personal experiences. Fourth, some assert that there is a pedagogical Mismatch between college after high school and dual enrollment- Talented high school instructors may not have the scholarly heft, research, or academic vitae of college professors. Last, some cite equity Concerns- Some students are excluded from early-college offerings, leading to potential access and equity issues.
FLCHS: Answering the Article’s Concerns
FLCHS was founded on the belief that early college can be an empowering, enriching educational option–but only if implemented with care, rigor, and support. Here’s how our school and program model addresses the article’s key concerns:
1. Superficial Preparation
FLCHS Answer: Our faculty consists of teachers who have taught and trained students at the college level for years. Students complete work that is not just college-level but actual college coursework in terms of content, complexity, and expectations. They’re trained to read and learn deeply, generate original ideas and arguments, and practice inquiry that is known and rewarded on college campuses.
2. Misaligned Incentives
FLCHS Answer: This argument rests on a false dilemma. Students can (and do) both learn deeply and perform at a high level while both earning credits and preparing for college. Our goal is to lessen the financial burden of college for families by allowing students to earn an Associate of Arts (A.A.) degree in high school that can directly transfer into a Bachelor’s degree program.
3. Erosion of the College Experience
FLCHS Answer: This is, again, creates a false dilemma. FLCHS students do not skip college foundation courses, they complete them–on their way to earning an A.A. degree from our dual enrollment partner, Southeastern University. We help students have a rigorous, meaningful, and transferable college experience without incurring the huge tuition and housing costs of the typical four-year college route.
4. Pedagogical Mismatch
FLCHS Answer: This may be the case in some dual enrollment programs, but is patently untrue at FLCHS. Our full-time administrators and instructors are published scholars, conference presenters, and terminal-degree holders. We look for professionals who have the experience and desire to teach college-level courses but who also want to invest and partner with high school students. All of our instructors are vetted by our regionally accredited university partner and they must have a masters degree at least containing 18 hours in the subject matter they teach.
5. Equity Concerns
FLCHS Answer: We agree that dual enrollment is not a good fit or right choice for every student. Some may not be ready for the academic rigor or social expectations, while others have other commitments like athletics. In those cases, community colleges are an outstanding, affordable option to help recent grads earn an A.A. degree. Our program is just one of many pathways we hope will help students find the best fit.
Interested the know more about our program?
Leave a Reply