TECH PREP Study : Macomb and St. Clair Counties

June 2002

Conducted by the Center for Urban Studies

Marie Colombo Senior Research Analyst

Prepared for:

Table of Contents

ACKNOWLEDGEMENTS ...... v

FOREWORD...... vii

EXECUTIVE SUMMARY ...... ix

INTRODUCTION ...... 1

BACKGROUND ...... 2 Tech Prep in Michigan ...... 2 County Facts ...... 2 Intermediate School Districts (ISDs)...... 3 The Community Colleges ...... 3 METHODOLOGY ...... 4 The Research Process ...... 4 Response Information ...... 4 Data Processing and Analysis ...... 5 FINDINGS ...... 5

DUAL ENROLLMENT ...... 6 Students in Dual Enrollment Programs ...... 6 Stakeholder Support ...... 9 Assessment of Current Implementation of Dual Enrollment Program ...... 9 Barriers to Implementing Dual Enrollment Programs...... 9 Future Plans for Dual Enrollment Programs ...... 10 ARTICULATION ...... 10 Number and Type of Articulation Agreements ...... 10 Development of Articulation Agreements...... 16 Stakeholder Support ...... 17 Barriers to Developing Articulation Agreement ...... 17 Challenges to Implementation ...... 18 Benefits of Articulation Agreements ...... 19 Plans for the Future ...... 20 ACADEMIC CREDIT FOR CTE CLASSES ...... 20 Barriers to Offering Academic Credit for CTE Classes ...... 21 Integration of CTE and Academic Content...... 22 Barriers ...... 23 Plans for the Future ...... 23 Benefits...... 24 ADVANCED PLACEMENT ...... 24 Number of Advanced Placement Courses...... 25 Assessment of Current Course Offerings...... 26 Barriers to Offering Advanced Placement Classes ...... 27 Future Plans for Advanced Placement Classes...... 27 EDUCATIONAL DEVELOPMENT PLANS...... 27

OTHER ISSUES ...... 30

COMMUNITY COLLEGE PERSPECTIVE ...... 31 Macomb Community College...... 31 SC4...... 32 SUMMARY ...... 33

List of Tables 1. Number of Dual Enrollment Students: Macomb County School Districts 2000-01...... 7 2. High School Students Enrolled at MCC: 1999-2001 ...... 8 3. Number of Dual Enrollment Students: St. Clair County School Districts 2000-01...... 8 4. Stakeholder Support for Dual Enrollment ...... 9 5. Assessment of Adequacy of Select Aspects of Dual Enrollment Programs ...... 9 6. Perception of Barriers to Dual Enrollment by Administrative Role and County .. 9 7. Existing Articulation Agreements with Post-Secondary Institutions: Macomb County School Districts 2000-01 ...... 11 8. Pending Articulation Agreements with Post-Secondary Institutions: Macomb County School Districts 2000-01 ...... 12 9. Existing Articulation Agreements by Program Area: Macomb County School Districts 2000-01...... 13 10. Pending Articulation Agreements by Program Area: Macomb County School Districts 2000-01...... 14 11. Existing Articulation Agreements with Post-Secondary Institutions: St. Clair County School Districts 2000-01 ...... 15 12. Existing Articulation Agreements by Program Area: St. Clair County School Districts 2000-01...... 16 13. Stakeholder Support for Articulation Agreements ...... 17 14. Perception of Barriers to Articulation Agreements by Administrative Role and County...... 18 15. Assessment of Adequacy of Select Aspects of Articulation Agreements...... 19 16. Stakeholder Support for Granting Academic Credit for CTE Courses ...... 21 17. Perception of Barriers to Granting Academic Credit for CTE Courses by Adminis- trative Role and County ...... 21 18. Advanced Placement Courses: Macomb County School Districts 2000-01 .... 25 19. Advanced Placement Courses: St. Clair County School Districts 2000-01..... 26 20. Perception of Sufficiency of AP Courses by Administrative Role and County . 26 21. Use of EDP’s by Grade Level ...... 28 22. Assessment of Implementation Status of EDP’s by Administrative Role and County...... 29 23. Methods for Creating EDP’s ...... 30 ACKNOWLEDGEMENTS

The Center for Urban Studies gratefully acknowledges the assistance of the following people with this project.

Developers: Ed Stanton, Macomb Community College Doreen MacDonald, St. Clair County Community College Monika Kreft Leasure, Macomb Intermediate School District Frederic C. Stanley, St. Clair County Intermediate School District

Wayne State University’s Center for Urban Studies Research Team: David Fasenfest, Ph.D., Director and Principal Investigator Marie Colombo, Project Manager Wilma Scott, Bobby Hudson, Erica Raglin and Nahrin Chalabi, and the support of many other CUS staff members

Thank you to all the district and community college personnel who contributed their time and information to the study.

For information about the study contact: Marie Colombo Senior Evaluation Analyst Center for Urban Studies 656 W. Kirby, 3040 Faculty/Administration Building Detroit, MI 48202 (313) 577-8337 [email protected]

This report, and others by the Center for Urban Studies, can be found at

www.cus.wayne.edu. ○○○○○○○○○○ v

FOREWORD

If there is one challenge that industry and small business alike will face over the coming decades, it is whether they will find a suitable workforce. This has dire consequences for entrepreneurs who find it increasingly difficult to fully staff their workforce, dire consequences for communities unable to attract or retain employers thereby weakening their economic bases, and dire consequences for workers without the skills to either find or retain jobs that pay sustainable wages. At the center of this challenge is the issue of how well trained the local labor force is. The key to responding to this challenge is the kind of educational system in place to provide the soft and hard skills required of workers of the future. This study is an important step in exploring the range and nature of the educational experiences young people receive, and how that experience prepares them for a future in the local work force. This report is informed by the perspective that the courses offered by local high schools and community colleges should form a coherent system of providing skills sets to young people. By funding a system- atic evaluation of each high school district’s contribution to workplace training, Macomb/St. Clair Tech Prep Consortium is taking an important first step in providing an overall picture of the tech prep system in these two counties. Increasingly, successful employment, defined as earning a sustainable wage, requires advanced training but not necessarily a four-year college degree. Community colleges nationally have filled a key role in providing the technical preparation workers need for many of the jobs awaiting qualified applicants. These colleges, usually working in conjunction with the local Workforce Development Boards, help oversee a complex system of training programs. But no amount of training offered or programs developed can be effective in preparing young people for the workplace of tomorrow if they arrive without core skills and competencies when they leave high school. In addition, young people must have the proper understanding of the kinds of skills and competencies that will be required of them as they arrive at two- and four-year institutions of higher learning. This report goes a long way toward identifying what is good and what is missing from the secondary school system curriculum as young people prepare themselves for the job market.

Professor David Fasenfest Director, Center for Urban Studies, and

Associate Professor of Urban Affairs ○○○○○○○○○○ vii

EXECUTIVE SUMMARY

INTRODUCTION

In January 2002, Macomb Community College (MCC) contracted with the Center for Urban Studies at Wayne State University to conduct a tech prep study in Macomb and St. Clair counties. The study was undertaken in accordance with the Macomb/St. Clair County Tech Prep Action Plan for the 2001-02 fiscal year. The purpose of the study was to identify and assess the existing relationship between the school districts and the community colleges in St. Clair and Macomb counties.

METHODOLOGY

A triangulated research design employing a self-administered inventory, semi- structured interviews, focus groups, and document review was employed. Items that were examined included: dual enrollment; articulation agreements and program alignment; academic credit for Career and Technical Education (CTE) classes (and the corollary integration of academic and CTE course content); advanced placement; and implementation of educational development plans. A team of three researchers from the Center for Urban Studies conducted semi- structured interviews with 29 district officials in March and April 2002. The project manager conducted in-person interviews with St. Clair County Commu- nity College (SC4), MCC, and Intermediate School District (ISD) administrators throughout the course of the study. Three focus group interviews were conducted with CTE and traditional subject area teachers. Including inventory and interview contacts, information was obtained about the 2000-01 school year from 27 of the 28 school districts in Macomb and St. Clair counties. The Center for Urban Studies’ responsibility was to analyze and report on data provided by district and college officials.

FINDINGS

Dual Enrollment

• In 2000-01, 297 Macomb County high school students were dually enrolled at six institutions (177 at MCC, 95 at Davenport University and the others at various schools). • A total of 410 St. Clair County high schools students were dually enrolled, 408 of them at SC4. Secondary administrators perceive that dual enrollment is working well. It is appealing because it is bureaucratically less cumbersome than articulation agreements. Nearly one-half of those interviewed did identify barriers; foremost being concerns about whether high school students are mature enough to attend college classes, the difficulty of scheduling, and the current ambiguity around the acceptance of dual enrollment credit by four-year post-secondary institutions. Several districts are looking to expand-two mentioned wanting to expand to four-year institutions.

ix Articulation Agreements

• Macomb County school districts reported 213 existing and 53 pending agreements; St. Clair County school districts reported 58 agreements. School districts and post-secondary institutions are actively engaged in developing articulation agreements. There are also many students enrolled at the secondary level in classes that can articulate. However, by community college administrative estimates, there are only a handful of students at both institutions who have obtained the credit (30 at MCC and 34 at SC4). Nearly all CTE directors identified barriers to developing the agreements. Challenges included: the difficulty of working across institutions, i.e., the bureaucracy and differing institutional and organizational cultures, the process being staff driven and requiring significant time, “turf” issues, and the perceived dismissive attitude of some post-secondary educators. Several officials emphasized that the community colleges are more traditional and less flexible than places like Baker College, Davenport University and Ferris State University. In spite of the barriers to developing and implementing articulation agreements, district officials recognized several significant potential benefits to students, parents, post-secondary institutions, and the community. Several districts indicated they would like to expand the articulation opportunities for their students.

Academic Credit for CTE Classes.

• Eight districts in Macomb and two districts in St. Clair offer academic credit for CTE classes. Most administrators indicated that there are significant barriers to offering academic credit for CTE classes, primarily the resistance by traditional subject area teachers. Teacher focus group participants provided support for administrators’ perceptions of teacher resistance. None of the teachers interviewed for the study worked in districts where academic credit was afforded CTE classes. In fact, they spoke a length of the barriers that prevent it. Foremost, from the CTE teachers’ perspective, is that traditional subject area teachers have the mistaken idea that there is not much academic content in the classes. A central thrust of tech prep is to improve career-related technical courses by having academic content become more imbedded into the CTE courses; and to infuse career contextual and application-based learning into academic programs. There were notable descriptions of successful CTE/academic subject area integration, however, officials identified the need for considerably more work. For change to take place, professional development and in-service opportunities for teachers are essential As one official observed: “The way it happens is building relationships, one to one, with faculty release time. Getting all the players to the table is powerful.”

Advanced Placement Courses

• Nineteen Macomb County school districts offered a total of 73 Advanced Placement (AP) courses. Seven St. Clair County school districts offered a total of 11 advanced placement courses during the 2000-01 school year. In general, most administrators believed the offerings are sufficient. Larger districts are able to adapt their course offerings based on student demand.

x Smaller districts have joined together in consortia. The availability of AP classes via the Michigan Virtual High School (MVHS) program has expanded student options.

Educational Development Plans

• Twenty-four of 25 reporting districts are implementing Educational Devel- opment Plans (EDPs). Districts varied widely in the implementation of EDPs. Overall, districts reported being about halfway to full implementation. Most EDP activity occurs in eighth grade, some in ninth and little in the remaining high school years. Districts are developing and adapting a variety of tools to create the plans; there was considerable frustration with the first year of the state’s Web- based system.

Differences by Administrative Role and County

Administrators’ assessments of the various activities examined in the study differed somewhat based on their role in the district. Those most familiar with the topic were more likely to identify barriers; perhaps because they are experienced with the reality of development and implementation, while others who are less involved were more favorable. There were no appreciable differences in the assessment of dual enrollment, articulation agreements, or advanced placement opportunities in the two counties. However, Macomb County administrators were more likely to identify barriers to the granting of academic credit for CTE classes than were officials in St. Clair County.

Stakeholder Support

Across stakeholder groups—central administration, school board, teachers, counselors, students, and the community—administrators perceived support for articulation agreements and dual enrollment. They perceived less support for the granting of academic credit for CTE classes.

Community College Perspective

Some MCC administrators perceive that tech prep is a model not clearly defined and marketed; front line faculty all the way through senior administration need to be informed about it. Regarding articulation from high school to MCC, some officials felt that although there are many agreements, not enough students take advantage of them. The opportunities need to be publicized and the process streamlined. Students need more support and parents need to be brought into the process. Several people talked of the need to identify students who are eligible for articulated credit, some way “to centralize” the process. Regarding dual enrollment, MCC has a long history of providing high school students early admission opportunities. There is interest in expanding the dual enrollment opportunities. As one official stated, “It is important to engage high school students and get them started on college courses senior year.”

xi SC4 has put an emphasis on applied, contextual instruction and curriculum integration. SC4 has developed specific content areas for career pathways-i.e., business English and nursing English (English department faculty created the courses with input from business faculty). Administrators believe in the value of articulation because it sets a standard to be able to enter college beyond the beginning courses. However, the process for ensuring course comparability and student mastery is problematic. There is concern that the tests developed by SC4 faculty for high school students to demonstrate mastery are not always in line with the agreed-upon course content. The perception is that dual enrollment is working well-supported by the relatively large number of students in the county who are utilizing the opportunity

Conclusion

This study provides data for examining the current secondary and post-secondary environments relative to workplace training. It should be used as a springboard for planning future collaborative efforts. To succeed, partnerships must be mutually beneficial and built upon the strengths of the partners. Building the seamless K-16 career preparation system envisioned for Michigan’s youth requires the building of many such partnerships.

xii INTRODUCTION

In January 2002, Macomb Community College contracted with the Center for Urban Studies (CUS) at Wayne State University to conduct a tech prep study in Macomb and St. Clair counties. The study was undertaken in accordance with the Macomb/St. Clair County Tech Prep Action Plan for the 2001-02 fiscal year that proposed a survey “of secondary and post-secondary CTE and curriculum administrators to obtain current, accurate data on courses that integrate academic content into CTE course.” The study scope was expanded to include information about the full array of activities among the secondary and post- secondary institutions in the two counties. The Center for Urban Studies proposed to undertake the project to address four key goals: 1. Identify and document all dual enrollment and dual credit arrangements between the high schools and community colleges. 2. Identify and document the articulated courses and programs of all schools in the two counties, including all participation data. 3. Ascertain the extent to which school districts award academic content and credit for Career and Technical Education (CTE) courses offered within the district. 4. Explore the level of interest by community colleges and high schools in enhancing and expanding educational and technical preparatory courses and other offerings to expand the tech prep program in the two counties. Three additional goals were added after discussions with the college: 5. Identify the level of implementation of Educational Development Plans in the districts. 6. Identify the extent to which districts are integrating academic content into CTE classes and, conversely, the extent to which CTE content is being integrated into academic subject area classes. 7. Identify and document advanced placement offerings in the districts. The study provides an inventory of district information as well as an assessment from district and post-secondary administrators of the current status of tech prep system. In addition, Appendix A contains an analysis of the training, education, and workforce demographics of Macomb and St. Clair County residents based on a separate household survey conducted by CUS. The study design was guided by the community colleges and intermediate school districts (ISDs) to result in information that would inform secondary and post-secondary tech prep program planning. Contextual information about Michigan’s Career Preparation System, the Macomb and St. Clair counties ISDs, and Macomb and St. Clair County Commu- nity Colleges is a necessary backdrop to understanding the study and its

findings. ○○○○○○○○○○ 1 BACKGROUND

Tech Prep in Michigan

The goal of the Michigan Department of Career Development is to build educational system capacity by creating a cohesive, collaborative delivery system for meeting the needs of learners in grades K-16.1 This is to be done by providing all students with the necessary academic, technical and work behavior knowledge and skills for success in a career of their choice and life-long learning. State priorities for career preparation (to be accomplished by June 2004) include the utilization of career pathways and Educational Development Plans (EDPs) for all students. Career pathways are six broad groupings of careers that share similar characteristics and whose employment requirements call for many common interests, strengths, and competencies. The groupings encompass the entire spectrum of career options, providing opportunities for all students and all ability levels. An EDP is an action plan in which a student identifies career goals and the educational pathways to achieve them. Tech prep is intended to reduce remediation and ensure smooth transition to post- high school education for all students. Targeted grades are 11-16 and activities include those that provide seamless transition from secondary to post-secondary education through aligned and articulated coursework. Specifi- cally, the Tech Prep Education Act requires: Tech Prep partners must demonstrate programs with aligned curriculums that includes a sequence of courses, competencies and outcomes leading to articulation to post-secondary programs without remediation, culminating in a one or two year certificate, or industry certification apprenticeship, or associate degree. It must align with Michigan’s six Career Pathways. Michigan has 25 tech prep delivery systems; these align with the same regions as the state’s Workforce Development Boards. Macomb Community College serves as the fiscal agent for tech prep funding for the Macomb/St. Clair region.

County Facts

According to the 2000 Census, Macomb County, encompassing 480 square miles, is home to 788,149 people (a 10 percent increase from 1990). Eighty- three percent of persons over age 25 are high school graduates; 17.6 percent are college graduates. St. Clair County, encompassing 724 square miles, is home to 164,235 people (a 13 percent increase from 1990). Eighty-three percent of persons over age 25 are high school graduates; 12.6 percent are college graduates.

1 Michigan Department of Career Development, Office of Career and Technical Preparation, Grant

Dissemination Workshop materials, January 18, 2001.

○○○○○○○○○○ 2 Intermediate School Districts (ISDs)

The Macomb Intermediate School District (MISD) serves 21 school districts, with a total student body of 124,000, including 33,000 high school students. Districts range in size from 1,100 to 27,000 students. Two districts (L’Anse Creuse and Warren Consolidated) have comprehensive tech education centers. Several smaller districts developed consortia with neighboring districts. The St. Clair ISD serves seven very culturally distinct school districts, including a middle-sized city (Port Huron), the largely suburban areas of East China, Marysville, and Algonac and the rural settings of Memphis, Capac and Yale. There is a total student body of 27,542, including 8,395 high school students. Districts range in size from 1,000 to 11,000 students. The school districts contract with the ISD for career and technical training at the St. Clair Technical Education Center (TEC) and the majority of CTE classes in the district are held at TEC. There are some business and health programs at the home high schools. Students at the junior and senior level spend one-half of their day classes at their home high school and are transported to TEC for CTE classes for the other half of the day. TEC also houses four public school academies: Health Careers, Plastics Manufacturing Technology, Information Technology and Hospitality.

The Community Colleges

Macomb Community College. Created in 1954, Macomb Community College (MCC) currently serves approximately 21,000 credit-seeking students on its three campuses in Warren (South Campus), Clinton Township (Center Campus), and Fraser (Fraser Campus). Most students attend part-time; the average age is 27. Bachelor’s and master’s degree programs are offered at the University Center at the Center Campus. MCC has an open enrollment policy: admission is open to any citizen or permanent resident whose high school class has graduated or is at least 18 years of age. MCC offers 120 associate degree programs including those in liberal arts, math, science, business, computer information, technology, and health and human services as well as many apprenticeship and certification programs (vendor, skill, state and national). Organizationally, MCC consists of the College of Arts and Sciences and the College of Career and Technical Education, each headed by a vice-provost. In 2001, of the 167,111 degree- credit course hours, 102,417 (61 percent) were in Arts and Sciences and 64,694 (39 percent) were in CTE. St. Clair County Community College. Established in 1923 as Port Huron Junior College and transitioned to St. Clair County Community College (SC4) in 1968, SC4 offers 51 associate’s degree and certificate programs and 55 seamless transfer programs to four-year institutions. Approximately 5,500 credit-seeking students are served annually. About one-half pursue majors that will transfer to four-year colleges/universities; most attend part-time; the average student age is 27. The main campus is located in downtown Port Huron and there are extension centers at six locations throughout Michigan’s “thumb” area. Bachelor’s and master’s degree programs are offered at the University Center on the Port Huron Campus through partnerships with Walsh College, University of Michigan-Flint and Saginaw Valley State University. Admission to SC4 is open to all applicants who are high school graduates or who have successfully completed the General Education Development (GED) Test. Organizationally, College departments are integrated under the direction of the vice-president for

academic services. ○○○○○○○○○○ 3 METHODOLOGY

The purpose of the study was to identify and document the current tech prep activities in the school districts and the community colleges in St. Clair and Macomb counties. A triangulated research design employing a self-administered inventory, semi-structured interviews, focus groups, and document review was employed. Items that were examined included: dual enrollment; articulation agreements and program alignment; academic credit for CTE classes (and the corollary integration of academic and CTE course content); advanced placement; and implementation of educational development plans. The Center for Urban Studies’ responsibility was to analyze and report on data provided by district and college officials.

The Research Process

To secure cooperation from the 28 school districts, introductory letters were sent from Ed Stanton, manager of special projects, Office of Academic Affairs, at MCC, and Doreen MacDonald, workforce development coordinator at SC4 to district superintendents (see Appendix B). A follow-up letter was sent by Wayne State’s Center for Urban Studies, asking the superintendents to identify the CTE and curriculum persons in the district who could best provide information about the areas of inquiry (see Appendix C). Reminders to the districts to provide the requested information were provided by ISD personnel. Contact information was ultimately received from all districts. Once contact persons were identified, participants were asked to supply quantitative data from the 2000-01 academic year. Each administrators was also scheduled for an in-person interview. In addition, course books and other related documents were gathered from the districts. A team of three researchers from the Center for Urban Studies conducted the semi-structured interviews in March and April 2002. The majority of interviews were conducted on site at the districts, but when scheduling became problematic, some interviews were conducted via telephone. In-person interviews with SC4, MCC, and ISD administrators were conducted by the project manager throughout the course of the study. Finally, although the study was designed to gather information primarily from district and community college officials, input from teachers was critical to a complete assessment. Three focus group interviews were conducted with CTE and traditional subject area teachers. In Macomb, five CTE teachers (representing four districts) and four traditional subject area teachers (representing four districts) participated in separate, simultaneous interviews conducted at the Macomb ISD. In St. Clair, five CTE teachers and two traditional subject area teachers from the TEC participated in an interview at the center. The inventory, semi-structured interview protocol and focus group protocol were developed by the CUS research team, in consultation with the community college and ISD staff (see Appendices D-F).

Response Information

District personnel submitted 25 inventories (an 89% response rate) (see Appendix G). Not all the inventories included complete information, and follow-up contacts were made in an attempt to gather all information. Partially

completed inventories are included in the database.

○○○○○○○○○○ 4 A total of 28 interviews were conducted with district administrators. Interviews were conducted with administrators in 24 of the 28 districts: 18 of the 21 Macomb districts and seven of the eight St. Clair districts. The majority of respondents were Career Tech Education (CTE) directors (15); nine were curriculum directors; and two assistant superintendents and two high school principals represented their districts.2 Including inventory and interview contacts, information was obtained from 27 of the 28 districts.

Data Processing and Analysis

An Access database file was created for the inventory information (supple- mented with secondary data about the districts), allowing for the easy creation of a variety of data reports. Selected summaries and complete information for each district is presented at the conclusion of the report. The semi-structured district interviews were summarized in an electronic format by the interviewers, using a consistent format for question order. A coding scheme was developed for the open-ended responses and one researcher coded all 28 interview protocols. Those codes as well as the data from the closed- ended questions were entered into a statistical program, SPSS, for analysis. Because of the difference between the counties—geographically, demographi- cally, and in the mode of CTE education provision––study planners felt it was important to analyze the information by county. In addition, the study stakeholders were interested in the varying perspectives of curriculum and career tech education directors. Therefore data was analyzed looking for common themes, exemplary situations, and differences by county and administrative role.3 There are other factors related to tech prep implementation, but those analyses are beyond the scope of this study.

FINDINGS

The report is divided into two sections: narrative report and data book. The findings are presented by study topics: ·dual enrollment, · articulation, · academic for CTE courses (and academic/CTE content integration), · advanced placement classes, ·educational development plans, and · other issues.

2 The roles and responsibilities of the district administrators were not always as clear-cut as the curriculum/CTE designation suggests. Particularly in smaller districts, an administrator may wear several hats, but for study purposes, they were identified based on the role they were filling when they participated in the interviews. 3 The relatively small number of interviews (from a statistical point of view) means that just a few responses can result in large percentage differences. Thus, the analysis by county and

administrative role should be viewed with caution. ○○○○○○○○○○ 5 Selected data from the district inventories is referenced within the narrative accompanied by the secondary administrators’ and teachers’ perceptions of current status, stakeholder support, challenges, opportunities and future plans. Unless noted, all quotations are taken from district officials’ interviews. Post- secondary administrators’ reflections on the topics are then provided, followed by the summary. Finally, the data book at the end of the report includes all data provided by the district, both in summary form and by individual districts.

DUAL ENROLLMENT

Dual enrollment provides students with the opportunity to get an early start on their college education while still attending high school. Initiated in 1991, the Postsecondary Enrollment Options Act, also known as dual enrollment, has allowed Michigan’s high school juniors and seniors the opportunity to enroll in college courses at post-secondary institutions while attending public high school. The State of Michigan has identified the following eligibility requirements for dual enrollment programs: 1. Students must have earned sufficient credit to have eleventh or twelfth grade standing. 2. Students must have MEAP endorsement in the area of desired college course work. 3. The student must be enrolled in the district and at the post-secondary institution during the academic year. 4. The college course must be academic and at a higher level than is offered in high school. To determine eligibility, the student must meet with his/her high school counselor. If qualified for dual enrollment, the student’s tuition and applicable fees are paid by their school district. The dual enrollment legislation provides for the minimum level of dual enrollment opportunities, and districts can go beyond that. Students elect to take high school, college, or credit for both. Originally, the legislation included only academic classes: in fall 2001, PA 285 extended it to CTE classes, taking dual enrollment out of the purely academic realm.4

Students in Dual Enrollment Programs

Macomb County. Districts were asked to identify the number of students who were enrolled in dual programs at the post-secondary level. The 18 Macomb County school districts that provided this information reported a total of 297 dually-enrolled students at six post-secondary institutions during the 2000-01 school year (see Table 1). Of the six listed post-secondary institutions, more than half (177) of the dually-enrolled attended Macomb Community College and a large number (95) attended Davenport University.

4Within the past year, Michigan State University and the University of Michigan have established criteria that restricts the awarding of college credit for college courses for dually-enrolled high school students. In March 2002, Michigan’s attorney general issued an opinion supporting state universities’ ability to set criteria for awarding dual enrollment credit. The impact of the

restrictions on students’ use of the dual enrollment opportunity remains to be seen.

○○○○○○○○○○ 6 Table 1 Number of Dual Enrollment Students: Macomb County School Districts 2000-2001 Baker College Davenport College College Macomb Community Oakland University University Wayne State Business Detroit College of TOTAL

Districts

Anchor Bay School District NA Armada Area School 0 Center Line Public Schools 7 7 Chippewa Valley Public Schools 50 50 Clintondale Community Schools 16 16 East Detroit Public Schools 2 2 Fitzgerald Public Schools 34 34 Fraser Public Schools 1 45 11 57 Lake Shore Public Schools 71 8 Lakeview Public Schools 24 24 L'Anse Creuse Public Schools 9 9 Mt. Clemens Community Schools 5 1 6 New Haven Community Schools 0 Richmond Community Schools NA Romeo Community Schools NA Roseville Community Schools 19 1 13 33 South Lake Schools 12 12 Utica Community Schools 1 18 3 22 Van Dyke Public Schools 6 6 Warren Consolidated Schools 2 2 Warren Woods Public Schools 9 9 TOTAL 7951773 2 13 297

NA=Not Available

0=No Students Enrolled ○○○○○○○○○○ 7 At MCC, high school students who attend with dual enrollment status are part of the group of students defined as “early admits”—high school students attending MCC simultaneously with high school enrollment. In addition to dual enrollees, that category includes students who are paying their own tuition, and students who attend MCC as part of the High School Scholars Program (HSSP). HSSP, in operation for two decades, is an academically-based scholarship program that supports students from the 21 districts in taking up to six college courses as high school seniors. Dual-enrollees and self-paying early admits are coded the same in the MCC student database, so it is not possible to identify the number of dual enrollees. Summary information indicates that the number of high school students taking classes at MCC has risen over the past three years (see Table 2). Estimates are that of the 886 high school students at MCC in 2001-02, approximately 275 were dual enrollees.

Total # of Early All Other Early Table 2 Time Frame Admissions HSSP Admissions High School Enrollment at MCC: Summer 1999-Spring 2000 825 275 550 1999-2000 Summer 2000-Spring 2001 848 295 553

Summer 2001-Spring 2002 886 293 593

St. Clair County. The eight St. Clair County school districts that provided information reported a total of 410 dually-enrolled students at two post- secondary institutions during the 2000-01 school year (see Table 3). The majority of students attended St. Clair County Community College. In addition, 15 students from the TEC were enrolled in classes at SC4 and 10 at Baker College (they are not dual enrollees, but rather their tuition is paid by their host academies at the center).

Baker College Community College St. Clair County TOTAL Table 3 Number of Dual Enrollment Students: St. Clair County School Districts 2000-2001

Districts

Algonac Community Schools 42 42 Capac Community Schools 28 28 East China School District 66 66 Marysville Public Schools 40 40 Memphis Public Schools 14 14 Port Huron Area School District 2 185 187 St. Clair Technical Education Center 30 30 Yale Public Schools 3 3

TOTAL 2 408 410

○○○○○○○○○○ 8 Stakeholder Support

District officials believe that stakeholders support dual enrollment, although teachers are thought to be somewhat less receptive (see Table 4).

Somewhat Table 4 Stakeholder Group Opposed Supportive Supportive Stakeholder Support for Dual School Board 0 4 15 Enrollment5 Central administration 0 4 16 Counselors 0 3 17 Teachers 0 6 14 Students 0 4 14 Community 1 2 13

Assessment of Current Implementation of Dual Enrollment Program

Identified principles of good practice for dual credit programs require colleges to articulate clear and uniform expectations regarding 1) student eligibility; 2) program structure and administration; 3) assessment of student performance; and 4) transferability of credit.6 District administrators’ assessments of their programs are provided in table 5. Officials who responded to the questions Table 5 generally indicated that the various aspects of the program were adequate— Assessment of Adequacy of although there was some concern about the transferability of credit. Selected Aspects of Dual Enroll- ment Programs Aspect of Program Very Adequate Adequate Not Adequate Defining student eligibility 11 5 0 Local Process and Administration 12 4 0 Assessment of student performance 7 3 0 Transferability of Credit 7 2 1

Barriers to Implementing Dual Enrollment Programs

Fifteen of the 28 administrators identified barriers to the implementation of the dual enrollment program (see Table 6). Curriculum directors/administrators were more likely to identify barriers that the CTE directors; there was little difference by county. Challenges to implementing dual enrollment programs include scheduling, transportation, concern about students’ maturity and ability to take college Table 6 classes (four mentions each) and lack of parent and student interest (two Perception of Barriers to Dual mentions). Enrollment by Administrative Role and County Barriers to Dual Enrollment by Barriers to Dual Enrollment by Role County CTECurr/Adm Macomb St. Clair #%#%#%#% Yes 5 33% 10 77% 9 50% 6 60% No 10 67% 3 23% 9 50% 4 40% Total 15 100 13 100 18 100 10 100

5 Not every respondent rated each item, thus there is a different number of responses for each stakeholder group. 6 Schuetz, Pam. “Successful Collaborations Between High Schools and Community Colleges.” 2000.

(ERIC No. ED 451856) ○○○○○○○○○○ 9 Outweighing the barriers, there is an appreciation that the process provides the opportunity for students to earn college credit in a less bureaucratically cumbersome process: Dual enrollment is used more than articulation, easier from a bureaucratic standpoint, only the counselor is involved in the process. Parents push dual enrollment because they can say that my child is in high school and in college. I was surprised we have as many kids taking dual enrollment as we do. I thought it would have been in the single digits and we are up to 20 plus. It hurts us funding-wise, but if we are true to our mission, which for us is helping everyone learn to learn, I would lack educational and professional integrity by not promoting and affording it.

Future Plans for Dual Enrollment Programs

District administrators were asked to describe their future plans for their respective dual enrollment programs. Most officials (12) indicated that they do not have any plans to change what they are doing now. About seven respondents indicated that they are planning to review and expand their current programs. Although one respondent indicated that he/she is looking for ways to work with community colleges, two respondents reported that their school district is looking for connections with four-year institutions.

ARTICULATION

Articulation provides for receipt of college credit for high school course work. Articulation agreements between community colleges and area school districts and centers allow students who successfully complete specific high school courses to earn college credit in a designated academic program. At MCC, under most articulation agreements, students receive credit for the introductory class upon completion of the next level course in the program sequence. Credit is granted only after the student has maintained a minimum grade point average (both in high school and at MCC) and has successfully completed the specified MCC course(s). SC4 is committed to providing a variety of methods for granting college credit for competencies and skills attained outside of the traditional college classroom via the articulation process. To receive articulation credit, students must pass a departmental test at SC4 upon the completion of the high school course (and subsequently earn six credits at SC4). Currently, the TEC brings in groups of students en masse to SC4 to take the tests. Plans are underway to have the tests available on the web, via the educational software program Blackboard.

Number and Type of Articulation Agreements

Macomb County. All 19 districts that provided data for this report have at least one existing or pending articulation agreement with MCC. Ninety-eight existing agreements were identified. The most actively engaged district is the L’Anse Creuse Pankow Center, with 16 existing agreements. Many of the districts also have agreements with Ferris (48), Baker College (31) and Davenport College

(19).

○○○○○○○○○○ 10 Table 7 Existing Articulation Agreements with Post-Secondary Institutions: Macomb County School Districts 2000-01 Baker College Davenport College Ferris State University Macomb Community College Oakland Community College College St. Clair County Communit Wayne State University Detroit College of Busines National Institute of Tech. ITT Technical Institute TOTAL North Star

Districts y s

Anchor Bay School District 0

Armada Area School 3 3

Center Line Public Schools 4 1 5

Chippewa Valley Public Schools 1 9 6 1 17

Clintondale Community Schools 3 4 4 11

East Detroit Public Schools 6 12 9 4 31

Fitzgerald Public Schools 7 3 1 11 1 4 229

Fraser Public Schools 3 3 6

Lake Shore Public Schools 1 1 1 1 4

Lakeview Public Schools 2 2

L'Anse Creuse Public Schools 9 4 12 16 41

Mt. Clemens Community Schools 0

New Haven Community Schools 1 1

Richmond Community Schools 9 9

Romeo Community Schools 0

Roseville Community Schools 3 2 1 6

South Lake Schools 1 1 3 5

Utica Community Schools 1 1 4 6

Van Dyke Public Schools 6 1 7

Warren Consolidated Schools 2 2 9 8 1 22

Warren Woods Public Schools 1 6 1 8

TOTAL 31 19 48 98 1 1 1 4 4 4 2 213 ○○○○○○○○○○ 11 Table 8 Pending Articulation Agreements with Post-Secondary Institutions: Macomb County School Districts 2000-01 Baker College Davenport College Macomb Community College Specs Howard Northwestern University TOTAL

Districts

Anchor Bay School District 0 Armada Area School 0 Center Line Public Schools 0 Chippewa Valley Public Schools 0 Clintondale Community Schools 0 East Detroit Public Schools 0 Fitzgerald Public Schools 2 2 4 Fraser Public Schools 0 Lake Shore Public Schools 0 Lakeview Public Schools 2 2 4 L'Anse Creuse Public Schools 0 Mt. Clemens Community Schools 15 15 New Haven Community Schools 1 1 Richmond Community Schools 0 Romeo Community Schools 0 Roseville Community Schools 8 5 5 4 22 South Lake Schools 1 1 Utica Community Schools 1 3 4 Van Dyke Public Schools 0 Warren Consolidated Schools 1 1 Warren Woods Public Schools 2 2

TOTAL 10 7 31 2 4 54

○○○○○○○○○○ 12 Institutions have developed articulation agreements for a variety of programs. At MCC, culinary arts, automotive technology, drafting, industrial coop and manufacturing tech/industrial tech agreements predominate.

Table 9 Existing Articulation Agreements by Program Area: Macomb County School Districts 2000-01 Baker College Davenport College College Macomb Community Specs Howard Northwestern University TOTAL

Programs Accounting 211 15 AP Biology 11 Applied Technology 22 Architectural Drafting 11 Automotive Technology 22 Broadcasting 11 Business Information Systems 132 17 Childcare 11 Computer Information Systems 114 17 Culinary Arts 11 Drafting/Computer Graphics 11 Early Childhood Care 12 3 Electronic Communications Service 11 Electronic Engineering Technology 11 Engineering Drafting 11 Graphic and Commercial Art 33 Health Occupations 22 Industrial Co-Operative Education 11 2 Industrial Tech. Manufacturing Tech. 11 Keyboarding I & II 11 13 Law Enforcement 11 Manufacturing Technology 11 Marketing 11 2 Medical Assistant 22 Spanish I and II 11 Video Production 11

TOTAL 10 7 31 2 4 54 ○○○○○○○○○○ 13 Table 10 Pending Articulation Agreements by Program Area: Macomb County School Districts 2000-01 Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Community College St. Clair County Wayne State University Business Detroit College of National Institute of Tech. ITT Technical Institute North Star TOTAL

Programs Accounting 4 325 1 15 Agriscience 11 2 Algebra 11 Automotive Technology 610 16 Building Trade 11 Business Co-op 11 Business Information Systems 6535 11 122 Business Law 11 Calculus 11 Cisco Networking Systems 11 Computer Information Systems 3333 1 1115 Construction 11 2 Culinary Arts 512 17 Drafting/Computer Graphics 3510 119 Early Childhood Care 3410 17 Electronic Communications Service 135 4 13 Electronic Engineering Technology 15 6 English Composition 112 Foreign Language 11 Graphic and Commercial Art 12 1 4 Health Occupations 22 4 Industrial Co-Operative Education 77 Industrial Tech. Manufacturing Tech. 26 8 Law Enforcement 113 5 Manufacturing Craft Apprenticeship 22 Manufacturing Technology 34 7 Marketing 2237 1 15 Medical 11 Officeg Secretarial 111 3 Visual Imaging 11 Web Design 11 1 3

TOTAL 31 19 48981 1 1 4 442213

○○○○○○○○○○ 14 Districts were asked to identify the number of students who were enrolled in articulated courses at the secondary level. Of the eight Macomb county districts that supplied the information, there were 3,234 students who participated in articulated classes in 2000-01. Identifying the number of students who received articulated course credit at MCC required a hand tally by the Office of Admissions. That compilation indicates that 30 students received 183 hours of articulated credit over two years. St. Clair County. The St. Clair Tech Ed Center provides the majority of tech prep training for the county and has developed 29 articulation agreements with post-secondary institutions (10 with SC4). Additionally, districts have developed agreements, resulting in a total of 59 existing articulation agreements in the St. Clair County ISD. Agreements in business information systems, accounting, computer information systems, marketing and CAD/drafting predominate. There are currently no pending agreements.

Table 11 Existing Articulation Agreements with Post-Secondary Institutions: St. Clair County School Districts 2000-01 Baker College Ferris State University Macomb Community College College St. Clair County Communit ITT Technical Institute TOTAL

Districts y

Algonac Community Schools 22

Capac Community Schools 1 23

East China School District 4 4 8

Marysville Public Schools 2 4 6

Memphis Public Schools 33

Port Huron Area School District 3 3 6

St. Clair Technical Education 4 10 4 10 1 29 Center Yale Public Schools 1 12

TOTAL15 10 4 29 1 59 ○○○○○○○○○○ 15 Table 12 Existing Articulation Agreements by Program Area: St. Clair County School Districts 2000-01 Baker College Ferris State University College Macomb Community Community College St. Clair County ITT Technical Institute TOTAL

Programs Accounting 51 6 12 Automation 11 Automotive Body 11 Automotive Technology 11 2 Broadcasting 11 Business Information Systems 51 8 14 CAD/Drafting 111115 Childcare 11 Computer Information Systems 235 Construction 11 Culinary Arts 11 Electronic Engineering Technology 111 3 Health Occupations 111 3 Marketing 246 Math 11 Plastics Technology 11 Welding 11 TOTAL 15 10 4 29 1 59

St. Clair districts and the Tech Ed Center did not provide information on student enrollment in articulated courses. Additionally, identifying the number of students who received articulated course credit at SC4 was not possible with the current database system, although one official indicated that 34 students had applied for articulated credit.

Development of Articulation Agreements

Developing aligned programs currently requires collaboration between individual high school and post-secondary instructors who review course objectives and determine the goodness of fit of secondary and post-secondary classes. The process as described by one district official typifies the development

process for articulation agreements with MCC:

○○○○○○○○○○ 16 I was involved in developing one of them. The process actually began at the end of the school year. There was a brief meeting between the teacher and a representative from Macomb Community College. The process began last May or June and because of the summer coming on and that type of thing, the gentleman from Macomb I believe requested the book, the curriculum, etc., from our teaching staff in the program. I called a meeting in September, October of this school year and the gentleman came out and visited the classroom, looked through all the materials, the text books that were used in the class, the overall curriculum, and asked a series of questions of me, of the teachers, wrote a summary, and took the summary back to MCC. That was about a two- month process. In December I received the typed articulation agreement, the superintendent signed it, I sent it sent it back to MCC and their people signed it and sent us a copy back. That is basically the process, probably took about four to five months overall.

Stakeholder Support

Most district administrators believe that various stakeholders support development of articulation agreements, although there was some indication that counselors were less supportive than other groups and one district report teacher, student and community opposition (see Table 13).

Table 13 Support for Developing Articulation Agreements Stakeholder Support for Somewhat ArticulationAgreements Stakeholder Group Opposed Supportive Supportive School Board 0 2 20 Central administration 0 2 20 Counselors 0 6 16 Teachers 1 3 15 Students 1 2 17 Community 1 2 16

Barriers to Developing Articulation Agreement

Most district administrators (19 of 28) indicated that there are major barriers in the process of developing articulation agreements (see Table 14). A majority of Macomb County interviewees identified barriers (13/16); as did one half of St. Clair County officials (5/10) However, the most pronounced difference in the perception of the existence of barriers was based on one’s role in the district. Nearly all of the CTE directors identified barriers; while about one-half

of the curriculum directors/administrators did so. ○○○○○○○○○○ 17 Table 14 Perception of Barriers to Articula- tion Agreements by Administrative Role and County Barriers to Developing Barriers to Developing Articulated Programs by Role Articulated Programs by County CTE Curr/Adm Macomb St. Clair #%#%#%#% Yes 12 80% 7 54% 13 72% 6 60% No 3 20% 6 46% 5 28% 4 4% Total 15 100 13 100 18 100 10 100

Challenges to the agreements include: the difficulty of working across institutions, i.e., the bureaucracy and differing institutional and organization cultures (15 mentions); hurdles specific to a community colleges (six mentions); process being staff driven and requiring significant time (two mentions); turf issues (two mentions); and the perceived dismissive attitudes of some post-secondary educators. Illustrative comments include: The major barrier has always been when the college will not accept the curriculum of the secondary school and make the student take a test. It is always, loops and hurdles that they have to jump through. Several administrators contrasted the ease of working with Baker and Daven- port Universities: The problem is in achieving articulation agreements. And I’ve only worked with a couple of institutions at this point. Baker and Macomb Community College. Baker, basically they came over and said yes, we want to work with you. Here are our courses; these are the courses that we think might link up with ours. You need to talk to the people who are teaching these courses and if they agree then we will form an agreement. With the community college it is like jumping through hoops. They want to do this, at least they say they do. But they have to take it to their department and get their department’s approval that your program, with all of its standards and benchmarks and everything else satisfies their requirements. I think those kinds of reviews, that coordina- tion, is necessary, but expedite it.

Challenges to Implementation

In addition to the challenges involved in developing articulation agreements, once in place, officials identified challenges to their successful utilization including lack of communication between the institutions (seven mentions); lack of student and parental awareness (awareness mentions); the difficulty in transferring the credit (four mentions); lack of student interest (three mentions); the post-secondary institutions’ perceived skepticism about the comparability of secondary/post-secondary coursework (two mentions) and the uncertainty caused by the current changes in four-year colleges’ acceptance of

articulated credit. Some comments included:

○○○○○○○○○○ 18 The biggest challenge is communication on many levels— with the post- secondary institutions, with teachers, with students and parents. We have agreements and maybe they know about them and maybe they don’t. Relying on teachers to promote the opportunities is not the most effective way. We need feedback from the post-secondary institutions about our students who are articulating. Students getting the credit. What typically happens is that kids will go to the community college and then realize, “Oh, I’m going to have to have my high school teacher sign it, my high school principal sign [the articulation credit form] and usually they do not do this prior to graduation.” There’s got to be some computer program that will recognize that on a student’s transcript and says, “Johnny, did you know that you are eligible for articulated credit?” There’s got to be some kind of software that when a student meets with the counselor, that calls attention to it. These comments are in line with what others have identified as important student-related aspects of articulation agreements. Several factors influence the success of tech prep articulation efforts, including the student-centered factors of awareness, orientation, and automatic admission to post-secondary institutions.7 District officials provided the following rating of those aspects of the articulation agreements in their districts (several were unable to answer the questions) (see Table 15). Table 15 Assessment of Adequacy of Select Aspects of Articulation Agreements

Aspect of Program Very Adequate Adequate Not Adequate Student Awareness 3 6 6 Post-Secondary Orientation 5 3 3 Automatic Credit at the Post-Secondary Institution 5 3 5

One powerful statement reflects the sentiment expresses by some teachers: “The community colleges would like to articulate, but the hurdles they impose don’t make it practical for students.”

Benefits of Articulation Agreements

Balancing the barriers to developing articulation agreements, district officials recognized several significant potential benefits to students, parents, post- secondary institutions, and the community. Student-focused benefits include the exposure to post-secondary institutions and credits (14 mentions); the fostering of goals and career motivation (and the desire to complete high school) (12 mentions); the obvious savings in time and money (nine mentions); and confidence in knowing they are succeeding in college-equivalent courses (two mentions). Parents also reap the cost savings and, particularly for first-generation college students, parental satisfaction in their child’s success is a bonus. Post-secondary institutions benefit from the improved communication with their secondary partners and increased numbers of students. Ultimately the community benefits from a system that produces

Lankard, Bettina A. “Tech Prep.” Eric Digest No. 108. 1991. (ERIC No. ED329808) ○○○○○○○○○○ 19 thriving citizens. No one mentioned, perhaps because it is implicit in the discussion, that the educational system moves closer to the seamless K-16 career preparation system envisioned for this county. One interviewee said: Win-win for everyone, kids get college credit, foot is in the door; for parents, they perceive it as a scholarship, a cost- savings; university wins because they now have students, builds their enrollment.

Plans for the Future

Seven of the 28 administrators indicated that they expected their districts to expand, grow or explore additional articulation agreements. Some indicated they would like more information from the community colleges and emphasized the need to make it more convenient for the districts to develop the agreements. One interviewee said: The process for articulation agreements is different between departments within the same community college—the process should be “clear cut” across the board.

ACADEMIC CREDIT FOR CTE CLASSES

Recent years have seen an increase in the number of academic credits necessary for high school graduation.8 The amount of time left in a students’ schedule for CTE classes is thus reduced. One solution to the dilemma of providing a broad background in basic skills and basic career skills training for post-high school employment is the policy of granting academic credit for the basic skills training provided in vocational classrooms.9 Eight districts in Macomb County (Armada, Fraser, Lake Shore, Lakeview, L’Anse Creuse, New Haven, Utica, and Warren Consolidated) and two districts in St. Clair County (Capac and Marysville) offer academic credit for CTE classes. One Macomb County district has been offering academic credit waiver for at least 10 years. According to one interviewee: Students have to apply for a credit waiver, for example, two years of #932 Electronics can be used for one credit hour of math or science. The two teachers (academic and tech prep) get together and compare curriculums and decide how much overlap there is between what is covered in the courses. In general, two years of a tech prep course can result in one credit hour (so teachers estimate that about one-half the amount of content area material is handled in the tech prep course).

Officials reported overall support for the concept, particularly among students; but there is the perception that in some districts central administrators, teachers and the school board are opposed (see Table 16).

8 Credit hour requirements range from 21 to 42 in Macomb and St. Clair counties, see Appendix H for the range of requirements 9 Naylor, Michele. “Granting Academic Credit for Vocational Education.” Eric Digest No. 57. 1986.

(ERIC No. ED 275887)

○○○○○○○○○○ 20 Table 16 Support for Granting Academic Credit for CTE Classes Stakeholder Support for Granting Somewhat Academic Credit for CTE Courses Stakeholder Group Opposed Supportive Supportive School Board 1 4 12 Central administration 2 2 13 Counselors 0 4 11 Teachers 2 5 10 Students 0 3 13 Community 0 4 10

Barriers to Offering Academic Credit for CTE Classes

Twenty of 28 district officials indicated that they believed there were barriers to offering academic credit for CTE classes (see Table 17). Again, opinions differed based on one’s role in the district: 14 of the 15 CTE directors identified barriers; 6 of 17 Curriculum Directors/Administrators did so. A majority of Macomb County interviewees identified barriers (15/18); as did one half of St. Clair County officials (5/10). Table 17 Perception of Barriers to Granting Academic Credit for CTE Courses by Administrative Role and County Barriers to Granting Academic Barriers to Granting Academic Credit for CTE Classes by Role Credit for CTE Classes by County CTE Curr/Adm Macomb St. Clair #%#%#%#% Yes 14 93% 6 46% 15 83% 5 50% No 1 7% 7 54% 3 17% 5 50% Total 15 100 13 100 18 100 10 100

The most significant barrier is resistance by traditional subject area teachers— believed to stem both from turf issues over resources and the lack of understanding of CTE course content and teacher credentials (13 mentions) as well as the availability of certified teachers (five mentions). Other barriers include parental concern that the CTE classes provide “less than” traditional classes (three mentions) and that there too many other changes going on in districts (two mentions). Teacher focus group participants provided support for the administrators’ perceptions of teacher resistance. None of the teachers interviewed for the study worked in districts where academic credit was given for CTE classes. In fact, they spoke at length about the barriers that prevent it. Foremost, from the CTE teachers’ perspective, is that traditional subject area teachers have the mistaken idea that there is not much academic content in the classes. One teacher commented, “I think physics and math teachers would be surprised if they knew how much content is taught in our classes. I think if we came together, they would see the possibilities.” The feeling of separateness is sometimes reinforced by the physical setting and school’s organization. In many buildings, the CTE area is physically separated from other classrooms and CTE teachers and traditional subject area teachers

rarely meet either informally or formally. Teachers at the St. Clair Tech Educa- ○○○○○○○○○○ 21 tion Center are geographically separate from the districts and do not have contact with teachers from the other building, as one respondent stated, “to share, educate, and develop student-focused plans.” The small group of traditional subject areas teachers expressed value in the idea of integrating the academic and CTE curriculum to better prepare students for work. Yet the reality of the state standards and MEAP testing presents challenges. Also, many of the college-bound students in their school district rely on MEAP funding programs to assist in paying for their college education. Currently, the high state standards drive many of the decisions about academic programs, making the integration of CTE and academic curriculum difficult to realize. Finally, if academic coursework was integrated with the CTE coursework, the teachers felt that academic credit should be given and that the state standards should apply. CTE teachers are taking other approaches for their students. One teacher commented:

I’ve stopped trying to get credit. I now work on trying to get students credit for specific assignments. For example, if a student has a technical report assignment in his or her language arts class, let’s make it work for both classes. Traditional subject teachers are afraid that assignments will be less challenging, so the granting of credit is always at their discretion.

Integration of CTE and Academic Content

A central thrust of tech prep is to improve career-related technical courses by having academic content become imbedded into the CTE courses, and to infuse career contextual and application-based learning into academic programs.

Ten administrators described instances in which their districts integrate curriculum: · Three districts are either giving or planning to give math credit for CAD or engineering courses. · Three administrators described where English and writing courses are integrated into CTE classes. ·One district is using THINC (thematic integrated curriculum). ·One district is using MAST (mathematics, science and technology). ·One district has identified four arenas (reading, writing, employability, and critical thinking) where committees have identified standards and benchmarks. ·One district described how they have integrated their building trades, math, business and marketing classes. The vehicle for this is the building

and selling of houses.

○○○○○○○○○○ 22 · Four officials indicated that they have applied math (e.g., cash register math). One described having a full-time math teacher in their district who worked with the other teachers. · In one district, integration of CTE is actually part of teacher evaluation. Several officials described processes used in their districts. Three described committees that meet to elaborate the process, for example: [I] met with the high school principal and did a presentation to staff about career pathways. Each department was charged with looking at the pathways and identifies the appropriate CTE and academic courses. There are inter- departmental meetings to develop standards. We are trying to become more of a “career pathway” high school . . . so it is more institutionalized. Teacher focus group participants described settings in which CTE teachers are working with traditional subject area teachers, particularly math and language arts. The ease of the teaming varies by subject area. Teachers reported that it works well with language arts in which the English teacher can lead specific assignments like resume writing and technical report writing. Incorporating math is more difficult, but some teachers reported success when the math teacher is there at the initial presentation of a unit to explain the theoretical concept, and then the CTE teacher reinforces learning through classroom application.

Barriers

Administrators discussed the difficulty of change. These included concerns about departmental boundaries as well as teacher attitudes. On administrator said: People say, “we’ve always taught that, that’s good for us.” Well, make sure you understand society and business, and everything else has changed so if you are teaching the way we taught 10, 15, 30 years ago, we are cheating kids. [The students] are behind because you are teaching them to be successful 10 or 30 years ago but not for now or in the future. Administrators also acknowledged the tension of developing application courses without having them be “the dumping ground” for students who do not do well in traditional classes. One administrator commented, “We really want the classes to be sophisticated and prepare students who are going to the workplace or a two-year college with very specific skills and knowledge in the content area.”

Plans for the Future

Several administrators reported that their district is working on integration (or that it was under study). Some believe that the change in learning requirements will force curriculum integration. As one put it, “There is so much now that students are required to learn, that we may be forced to go with integrated instruction.” Also, the move to block scheduling might provide the

impetus for integration and applied, career contextual instructional methods. ○○○○○○○○○○ 23 One administrator commented: When schools adopt block scheduling, going from a 48- or 53-minute class to an 88- or 92-minute class, that’s when a tremendous amount of professional development must occurs. No longer can teachers say, “I will go ahead and lecture for 92 minutes.” We all know that you lose kids in high school after 20 minutes or so. That means you need to do other kinds of activity to reinforce lessons. You need to bring in applied components of math, science, and language arts. Five administrators indicated that they had no current plans to “tackle” CTE- academic subject area integration because they were too small and they would rely on either the technical center or the ISD for this type of planning. Several administrators emphasized that for change to take place, professional development and in-service opportunities for teachers would be necessary. Teachers spoke at length of the need to have CTE and traditional subject area teachers come together to dispel stereotypes and begin the work of curriculum integration. As one official observed after describing a district’s series of all- day in-services with curriculum leaders from the elementary, middle school and high schools, including CTEs, “The way it happens is building relationships, one to one, with faculty release time. Getting all the players to the table is powerful.”

Benefits

Many respondents, both administrators and teachers, emphasized that career- contextual learning, or application-based learning, can be more effective with a wider variety of student learning styles and abilities than traditional peda- gogy. Related comments included: Making learning meaningful to a student, connecting to what they might do when he or she graduates is powerful. Tech prep has been called many things in the last 10 years and it is now actually referred to as career technical education. The bottom line is that students need to make real world connections with the schoolwork and CTE does exactly that.

ADVANCED PLACEMENT

The Advanced Placement (AP) program is sponsored by the College Entrance Examination Board and administered by the Education Testing Service. Exami- nations are administered in 16 subject areas each May, and their successful completion permits participating students to receive college credit, advanced

placement, or both.

○○○○○○○○○○ 24 Number of Advanced Placement Courses

Macomb County. Nineteen Macomb County school districts reported offering a total of 73 AP courses during the 2000-01 school year (see Table 18). Center Line and Utica school districts offered the most AP courses. The most com- monly offered AP courses were calculus (10 districts), American history (eight districts), English (eight districts), and chemistry (eight districts).

Table 18 District Name # of AP Classes Advanced Placement Courses: Macomb County School Districts Anchor Bay School District NA 2000-01 Armada Area School 3 Center Line Public Schools 10 Chippewa Valley Public Schools 7 Clintondale Community Schools 0 East Detroit Public Schools 5 Fitzgerald Public Schools 2 Fraser Public Schools 4 Lake Shore Public Schools 3 Lakeview Public Schools 2 L'Anse Creuse Public Schools 5 Mt. Clemens Community Schools 2 New Haven Community Schools 0 Richmond Community Schools NA Romeo Community Schools NA Roseville Community Schools 3 South Lake Schools 5 Utica Community Schools 11 Van Dyke Public Schools 3 Warren Consolidated Schools 7 Warren Woods Public Schools 1

NA=Not Available 0=Does not offer

St. Clair County. In St. Clair County, four of the seven school districts offered a total of 11 advanced placement courses during the 2000-01 school year (see Table 19). Port Huron and Algonac school districts offered the most advanced placement courses; and the most frequently offered classes were American

History, Biology and Calculus (each offered in two districts). ○○○○○○○○○○ 25 District Name # of AP Classes Table 19 Advanced Placement Courses: Algonac Community Schools 3 St. Clair County School Districts 2000-01 Capac Community Schools 0 East China School District NA Marysville Public Schools 1 Memphis Public Schools 0 Port Huron Area School District 5 St. Clair Technical Education Cent 0 Yale Public Schools 2

NA=Not Available 0=Does not offer

SC4 provided an analysis of St. Clair County students who took AP tests and included the college on a list of institutions to receive their AP test results. In the years between 1994 and 2000, 63 students took AP tests and asked that the results be forwarded to SC4. The average success rate for passing the testing and receiving AP credit ranged from a low of 19% to a high of 50%.

Assessment of Current Course Offerings

District administrators were asked if the current level of advanced placement courses offered was sufficient for their respective school districts (see Table 20). Overall, the majority of district officials (14 of 20) indicated that their respective school districts’ current level of advanced placement course is sufficient. Once again the difference in assessment stems from the official’s role in the district.

Table 20 Perception of Sufficiency of AP Courses by Administrative Role and County Sufficiency of AP Classes by Sufficiency of AP Classes by Role County CTECurr/Adm Macomb St. Clair #%#%#%#% Yes 8 89% 6 55% 8 67% 6 75% No 1 11% 5 45% 4 33% 2 25%

Total 9 100 11 100 12 100 8 100

○○○○○○○○○○ 26 Larger districts are able to adapt their course offerings based on student demand. As one interviewee stated, “We look at curriculum every year, we never assume we are offering enough, we change based on students’ need and demand.” Some smaller districts have joined together in consortia; as one interviewee put it, “Since we are in the consortium, we have students from three other districts to support these type of classes.” Finally, the availability of AP classes via the Michigan Virtual High School (MVHS) program has expanded student options.10

Barriers to Offering Advanced Placement Classes

The most frequently cited barriers to offering AP courses included the identification of appropriate teaching staff and insufficient student demand for these courses due to the size of the school district. Some comments included: Staffing is a barrier because we don’t have enough students taking the classes. We are always questioning the minimum amount of students who can take the class. Cost of training for the AP teacher, where does the money come from? Funding for AP materials, where does this money come from? The size of the high school makes it hard to offer a variety of AP classes, we don’t have enough students expressing interest. Other barriers included students’ concerns about jeopardizing their grade point average by taking advanced placement courses and scheduling conflicts. As one interviewee stated: It’s a lot of work to take the AP class, student don’t always want to do extra work in their senior years. Students sometimes are hesitant to take the class in fear of jeopardizing their GPA.

Future Plans for Advanced Placement Classes

When asked about plans to change their current AP offerings, administrators were divided among those who indicated there are no plans to change (eight mentions); those who hoped to expand (eight mentions); and those whho indicated their offerings are always under review (eight mentions). Once district has plans to extend its AP offerings into the ninth and tenth grades.

EDUCATIONAL DEVELOPMENT PLANS

An Education Development Plan (EDP) documents an ongoing process in which a learner identifies both career goals and a plan of action to achieve them. The purpose of the EDP is to provide every student with a periodically updated and ongoing record of career planning that will guide them in taking effective steps to enter a career of choice.

10 In Macomb County, nine districts are registered with MVHS, three are in the process of registering and seven do not use the services. In St. Clair County, two districts are registered with

MVS and four are in the process of registering. ○○○○○○○○○○ 27 The State of Michigan Department of Education requires school districts to meet the following benchmarks in implementing EDPs: ·The local board of education or designee has adopted Education Develop- ment Plans (EDP) that meet the state standard. ·Ensures that all middle school and high school buildings within the district utilize the Education Development Plan document and process adopted by the district as evidenced by student records in each building. ·Ensures that all students are engaged in developing initial EDPs before leaving the eighth grade level as evidenced by student records. ·Ensures that all high school students review and have opportunities to revise or update their EDPs at least annually to reflect changes in career decisions, for use in selecting courses and in choosing post-secondary options as evidenced by guidance/counseling plans and student records. The proposed process for implementing EDPs includes certain steps. Initially, each student develops a first EDP in middle school, stating an initial career goal and desired work and educational experiences. Next, school counselors verify that EDPs reflect an individual career decision-making process based on career exploration, career assessment information, school performance, and expressed interests. School counselors also facilitate selection and enrollment into general courses and into specialized education and training related to the career pathway of choice indicated in the EDP. Community colleges provide the opportunity to continue this planning process through EDP development. The State of Michigan Department of Education has developed computer software to facilitate the implementation of EDPs. In practice, a wide range of EDP development and implementation was reported in the districts. Nineteen out of 21 officials indicated that their school districts are implementing EDPs. They are being developed in the eighth grade in 17 of 20 school districts. Less utilization is reported in the high schools (see Table 21).

Use of EDPs by Grade Table 21 Level Use of EDP’s by Grade Level # of Districts Reporting EDP Grade Level Use 818 912 10 8 11 5 12 5

District administrators were asked to rank their school districts’ implementation of EDPs (with 0 representing “not using them” to 10 representing “fully implemented”). As shown in Table 22, most indicated that the district was slightly more than half-way to full implementation. CTE directors were less positive in their assessment, as were Macomb district officials. One Port Huron school district has been creating Educational/Career Develop-

ment Plans (ECDPs) for 18 years. For all students in eighth to twelfth grade,

○○○○○○○○○○ 28 two weeks are devoted to developing/updating the plan. Materials are updated yearly, and all students receive a grade-appropriate workbook entitled “ECDP Career Planning and You: Workplace Readiness and Career Education.”

Implementation of EDP’s Table 22 Rating Total # St. Clair Macomb CTE Curr/ADM Assessment of Implementation 01 11 Status of EDP’s by Administrative 31 11 Role and County 411 1 5 73425 6 2112 7 41313 83 33 9 42213 10 2112 Total 25 9 16 14 11

Average 6.48 6.67 6.38 6.36 6.64

Despite the difficulties district administrators have encountered with implementing the computerized versions of the EDP provided by the State of Michi- gan, their comments indicate that they are attempting to locally adapt the process of the EDP according to the needs of their respective school districts. Some comments included: I’ve just been using a paper and pencil one myself. There are a number of different versions available on the Internet. Those I’ve talked to found them problematic. The state changed their system, their format at the end of the year. Now they are going to another one called My Dream Explorer. With all of these things I’ve heard about it, I just decided…it was more important for students to have the opportunity to do this self-exploration and the planning, and the form that I developed was just basically a unit summary from what they turned in and I have on file. We started the process real early, tried to do it electronically with MIEDP, had all seventh and eighth graders go through that process, but don’t know what happen to the data, we can’t even access it. We are waiting for something to happen. Dream Explorer has also had some problems—so we don’t know what to do. We might try to do it through BRIDGES [an online tool for assessing career interest]. Our career development facilitator will develop the EDP in eighth grade, but once the student is in ninth grade, the high school counselors want to develop their own EDP. We hear that Dream Explorer is going to be up and running, but we don’t know. Board will be passing a resolution that every student will have an EDP.

Frequencies related to the tools that districts use to develop the EDPs are

shown in Table 23. ○○○○○○○○○○ 29 Table 23 Tool #of Districts My Dream Explorer 11 Methods for Creating EDP’s MOIS 10 Bridges 8 DAT 3 Pencil and Paper 3 Other 7

Some districts are refining plans that they have had in place for several years; others are just beginning to implement the process. Districts are using a variety of methods to create the EDPs, to link them to career pathways and course offerings, and to provide for ongoing revisions.

OTHER ISSUES

It is not possible to talk with educators without having larger issues affecting the topic at hand surface. Several officials and teachers talked about their frustrations with the current emphasis on passing the state assessment test, rather than a focus on mastery. The view of some is that the emphasis on MEAP has taken the “wind out of the sails” of tech prep activities—although the inclusion of EDP implementation in the new state accreditation model has raised hopes that the CTE is being brought into the core of activities. Many interviewees have worked in CTE for a number of years and spoke of the ebb and flow of interest and support for it. The hope is that tech prep will be subsumed and institutionalized into a larger career preparation system. There also seems to be confusion in terminology. Many people use the terms vocational education, tech prep, CTE almost interchangeably. Two important pieces in career and technical education (as part of career preparation) are counselors and parents. Several respondents identified the critical importance of changing the paradigm of the counselor role to that of an active educator and developer of students’ potential career interests and their resulting course and program choices. Parents need to be educated on the realities and requirements of the current and emerging workplace requirements and involved in the ongoing development of students’ career planning

and course/program choices.

○○○○○○○○○○ 30 COMMUNITY COLLEGE PERSPECTIVE

A few key administrators at each community college were interviewed for the study. Their perceptions of the secondary to post-secondary programs are provided below.

Macomb Community College

Some MCC administrators perceive that tech prep is a model not clearly defined and marketed; front-line faculty all the way through senior administration need to be informed about it. Currently only a handful of teachers, counselors/ advisors are aware of what it is. “Give us a one-sentence description,” said one official. MCC has a large number of adjunct faculty members who do not know the various early admit programs or articulation agreements. Articulation. Because most MCC students are earning associate’s degrees, the articulation focus in the College of Arts and Sciences is on movement between the college and four-year institutions. MCC needs to be as flexible as possible in helping students get their bachelor’s degrees as seamlessly as possible. Regarding articulation from high school to MCC, some officials felt that although there are many agreements, not enough students take advantage of them. The opportunities need to be publicized and the process streamlined (e.g., articulated credits should be waived hours, not substitutions). Students need more support and parents need to be brought into the process. Several people talked of the need to identify students who are eligible for articulated credit and the need for some way “to centralize” the process. It is difficult at MCC since students do not have to submit transcripts. MCC will launch a new student database in March 2003, and there was some thought that perhaps articulation/dual enrollment identifiers could be included. One official suggested that since SC4 uses the same database, perhaps the two institutions could develop compatible procedures for identifying and coding tech prep students and programs. Dual Enrollment. Regarding dual enrollment, MCC has a long history of providing high school students early admission opportunities. There is interest in expanding dual enrollment opportunities. One administrator commented, “It is important to engage high school students and get them started on college courses senior year.” Academic and CTE Integration. Arts and Sciences and CTE are integrated in terms of program plans; but there are not specific academic courses for CTE. The College of Arts and Sciences would like to have courses tailored to CTE student-for example, there could be a course developed that focuses on making presentations to technical audiences that is rigorous and fulfills the English composition requirement. The goal for CTE at MCC is to have programs fully detailed with CTE and Arts and Sciences classes. A science class related to automotives has been developed. Inroads have been made to granting academic credit for CTE classes-a student can earn one math class credit in Arts and Sciences for taking two tech math classes. However, some believe that there remains a philosophical difference between traditional academic teachers (math, science, liberal arts) and CTE teachers. For most teachers (and many middle class parents) their personal history is the academic track. That is what is valued by parents and

colleges, not career skills. ○○○○○○○○○○ 31 Relationship with School Districts. Community college officials recognize that districts are diligently working on K-12 curriculum alignment, but are con- cerned at what they perceive to be a major gap between high school and college. One administrator commented, “Students meet the MEAP proficiency, but can’t meet community college standards.” MCC is attempting to build bridges by participating in Michigan Career and Technical Education Administra- tor Association meetings, attending superintendents’ and counselors’ meetings, and by faculty going to high school campuses.

SC4

The community college has put an emphasis on applied, contextual instruction and curriculum integration and professional development based on Howard Gardner’s theory of multiples intelligences. SC4 has developed specific content areas for career pathways-i.e., business English and Nursing English (English department faculty created the courses with input from business faculty). According to administrators, the math faculty teach contextually and there is curriculum integration. Administrators believe in the value of articulation because it sets a standard to be able to enter college beyond the beginning courses. However, the process for ensuring course comparability and student mastery is problematic. There is concern that the tests developed by SC4 faculty for high school students to demonstrate mastery are not always in line with the agreed-upon course content. Four-year institutions’ reluctance to recognize articulated credit is also a concern. One official suggested that a registered, sanctioned assessment process might make it more possible for the credit to transfer to the four-year institutions. The perception is that dual enrollment is working well-supported by the relatively large number of students in the county who are utilizing the opportunity. Administrators perceive a problem with students not coming to the community college adequately prepared. One stated, “Too many recent high school graduates require remediation.” The college would like to get students without having to do an assessment and know that they do not need remediation. However, as pointed out in the districts, this concern must be balanced with the reality that it is the mission of the community college to take students at the level they are and move them along. The reality is that not all students develop academically at the same time and community colleges can offer those

students a chance to succeed.

○○○○○○○○○○ 32 SUMMARY

Dual Enrollment

Regarding dual enrollment, one district oficial stated: Dual enrollment is used more than articulation, easier from a bureaucratic stand point, only the counselor is involved in the process. Parents push dual enrollment because they can say that “my child is in high school and in college.” Secondary administrators perceive that dual enrollment is working well. It is appealing because it is bureaucratically less cumbersome than articulation agreements. Nearly one-half of those interviewed did identify barriers; foremost being the concern of students’ maturity to attend college classes, the difficulty of scheduling, and the current ambiguity around the acceptance of dual enrollment credit by four-year post-secondary institutions. While a few administrators mentioned the flow of funds to community colleges, none mentioned funding as a barrier to the promotion and utilization of the opportunity. Several districts are looking to expand-two mentioned wanting to expand to four-year institutions. Dual enrollment is a viable component of a seamless plan to maximize students’ learning. It is particularly appealing to have seniors involved to counter what one administrator characterized as “senioritis”-the tendency to “coast” through senior year; it provides the opportunity for seniors to gain experience with college classes and hopefully become engaged in post-secondary education. Proportionately, more St. Clair County students are utilizing dual enrollment. Approximately 400 high school students attended SC4 in 2000-01. In Macomb County the 18 districts reporting dual enrollment indicated that approximately 300 high school students were dually enrolled at six post-secondary institutions during the 2000-01 school year (177 at MCC).11 For academic year 2001-02, MCC administrators estimated that 886 high school students attended the college. Most (about 318) paid their own way, 293 were High School Scholars Program recipients, and about 275 were dual enrollees.

Articulation Agreements

Regarding articulation agreements, one administrator stated: Win-win for everyone, kids get college credit, foot is in the door, for parents, they perceive it as a scholarship, a cost- savings, university wins because they now have students, builds their enrollment. School districts and post-secondary institutions are actively engaged in the development of articulation agreements. Macomb County school districts reported 213 existing and 53 pending agreements; St. Clair County school districts reported 58 agreements. There are many students enrolled at the secondary level in classes that can articulate. However, by community college administrative estimates, there are only a handful of students at both institutions who have obtained the credit (30 at MCC and 34 at SC4). As one respondent commented: The community colleges would like to articulate, but the

hurdles they impose do not make it practical for students. ○○○○○○○○○○ 33 Nearly all CTE directors identified barriers to developing the agreements. Challenges included: the difficulty of working across institutions, i.e., the bureaucracy and differing institutional and organizational cultures, the process being staff driven and requiring significant time, “turf” issues, and the perceived dismissive attitudes of some post-secondary educators. Several officials emphasized that the community colleges are more traditional and less flexible than places like Baker, Davenport and Ferris State. The phrase “jumping through hoops” was used more than once to describe the community college articulation process. As one interviewee said: The biggest challenge is communication on many levels-with the post-secondary institutions, with teachers, with students and parents. We have agreements and maybe they know about them and maybe they don’t. Relying on teachers to promote the opportunities is not the most effective way. We need feedback from the post-secondary institutions about our students who are articulating. Relative to the small number of students utilizing articulation opportunities at the community colleges, officials identified challenges to their successful utilization including: lack of communication between the institutions, lack of student and parental awareness, the difficulty in transferring the credit, lack of student interest, the post-secondary institutions’ perceived skepticism about the comparability of secondary/post-secondary coursework, and the uncertainty caused by the current changes in four-year colleges’ acceptance of articulated credit. In spite of the barriers to developing and implementing articulation agreements, district officials recognized several significant potential benefits to students, parents, post-secondary institutions, and the community. Student- focused benefits include exposure to post-secondary institutions and credits, fostering goals and a career motivation (and the desire to complete high school), the obvious savings in time and money, and confidence in knowing they are succeeding in college-equivalent courses. Parents also reap the cost savings and, particularly for first-generation college students, parental satisfaction in their child’s success is a plus. Post-secondary institutions benefit from improved communication with their secondary partners and increased numbers of students. Ultimately the community benefits from a educational system that moves closer to a seamless K-16 career preparation system that produces thriving citizens. Seven districts indicated that would like to expand the articulation opportunities for their students.

Academic Credit for CTE Classes

On the topic of granting academic credit for CTE classes, one teacher stated: I’ve stopped trying to get credit. I now work on trying to get students credit for specific assignments. For example, if a student has a technical report assignment in his or her language arts class, let’s make it work for both classes. Traditional subject teachers are afraid that assignments will be less challenging, so the granting of credit is always at their discretion. Eight districts in Macomb and two districts in St. Clair offer academic credit for

CTE classes. One Macomb County district has been offering academic credit

○○○○○○○○○○ 34 waiver for at least 10 years. But most administrators indicated that there are significant barriers to its implementation, primarily the resistance by traditional subject area teachers. As one teacher put it: I think physics and math teachers would be surprised if they knew how much content is taught in our classes. I think if we came together they would see the possibilities. A central thrust of tech prep is to improve career, technical courses by having academics become more imbedded in the CTE courses; and, conversely, having technical/career concepts imbed into academic programs. There were notable descriptions of successful CTE/academic subject area integration, however, officials identified the need for considerably more work. For change to take place, professional development and in-service opportunities for teachers are essential Teachers spoke at length of the need to have CTE and traditional subject area teachers come together to dispel stereotypes and begin the work of curriculum integration. As one official observed: “The way it happens is building relationships, one to one, with faculty release time. Getting all the players to the table is powerful.” Some administrators believe that increasing schedule demands and the move to block scheduling will force the issue and that the change in learning requirements will force curriculum integration. One administrator said, “There is so much now that students are required to learn, that we may be forced to go with integrated instruction.”

Advanced Placement Courses

Nineteen Macomb County school districts reported offering a total of 73 AP courses during the 2000-01 school year. In St. Clair County, seven school districts offered a total of 11 advanced placement courses during the 2000-01 school year. In general, most administrators believed the offerings are sufficient. Larger districts are able to adapt their course offerings based on student demand. As one administrator put it, “We look at curriculum every year, we never assume we are offering enough, we change based on students’ need and demand.” Some smaller districts have joined together in consortia, as one school official noted, “Since we are in the consortium, we have students from three other districts to support these type of classes.” Finally, the availability of AP classes via the Michigan Virtual High School (MVHS) program has expanded student options.

Educational Development Plans

Districts varied widely in the implementation of EDPs. Overall, districts reported being about halfway to full implementation. Most EDP activity occurs in eighth grade; some in ninth and little in the remaining high school years. Districts are developing and adapting a variety of tools to create the plans; there was considerable frustration with the first year of the state’s Web- based system.

11 St. Clair county districts’ high school enrollment is 8,400; Macomb County districts’ high school

enrollment is 33,000. ○○○○○○○○○○ 35 Differences by Administrative Role and County

Administrators’ assessment of the various activities examined in the study differed somewhat based on their role in the district. Those most familiar with the topic were more likely to identify barriers; perhaps because they are experienced with the reality of development and implementation, while others who are less involved were more favorable (“the grass is greener” phenom- enon). Curriculum directors were more likely to identify barriers to dual enrollment and believe that current AP course offerings were not sufficient than were CTE directors. CTE directors were more likely to identify barriers to the development and implementation of articulation agreements, and they were much more likely to identify barriers to the granting of academic credit for CTE classes than were curriculum directors. There were no appreciable differences in the assessment of dual enrollment, articulation agreements, or advanced placement opportunities between the two counties. However, Macomb County administrators were more likely to identify barriers to the granting of academic credit for CTE classes than were officials in St. Clair County.

Stakeholder Support

Across the stakeholder groups, administrators perceive the most support for articulation agreements: 90% support from school board and central administration, 85% from teachers, students and the community and 70% from counselors. They perceive slightly less support for dual enrollment, with counselors being most supportive (85%), the community, central administration, school board and students at 80%, and teachers at 70%. Although the majority believe that all stakeholder groups support the granting of academic credit for CTE credit, the support was tempered: students were thought to be most supportive (80%), central administration, counselors, school board and community at 70%, and about 60% support from teachers.

Community College Perspective

for CTE classes.

○○○○○○○○○○ 36 At SC4 the community college has emphasized applied, contextual instruction and curriculum integration and professional development based on Howard Gardner’s theory of multiples intelligences. SC4 has developed specific content areas for career pathways-i.e., business English and nursing English (English department faculty created the courses with input from business faculty). According to administrators, the math faculty teach contextually and there is curriculum integration. Administrators believes in the value of articulation because it sets a standard to be able to enter college beyond the beginning courses. However, the process for ensuring course comparability and student mastery is problematic. There is concern that the tests developed by SC4 faculty for high school students to demonstrate mastery are not always in line with the agreed-upon course content. The perception is that dual enrollment is working well-supported by the relatively large number of students in the county who are utilizing the opportunity.

Conclusion

District officials provided their extremely candid assessment of the current status of tech prep and career preparation activities in their districts. Some have experienced very positive results from their interactions with the community colleges; others have not but recognize the importance of making the connections work to the benefit of students. As noted in the literature on high school/community college collaborations, it is difficult to work across institutions: The custodial function of the K-12 system fosters very different institutional environments than the life-long learning adult function of community colleges. Their different constituencies, organizational cultures, values and purposes and functions can interfere with collaborative efforts. The social, political, and economic realities unique to each educational sector must be honored in order to develop effective partnerships.12 This study provides the data for examining the current secondary and post- secondary environments relative to workplace training. It should be used as a springboard for planning future collaborative efforts. To succeed, partnerships must be mutually beneficial and built upon the strengths of the partners. Building the seamless K-16 career preparation system envisioned for Michigan’s youth requires the building of many such partnerships.

12 Schuetz, Pam. “Successful Collaborations between High Schools and Community Colleges.”

2000. (ERIC No. ED 451856) ○○○○○○○○○○ 37

Appendices

Appendix A: An Analysis of the Training, Education, and Workforce Demographics Of Macomb and St. Clair County Residents...... 1

Appendix B: Letter to Superintendents from the from Community College Officials ...... 7

Appendix C: Letter to Superintendents from the Center for Urban Studies...... 9

Appendix D: Data Inventory ...... 11

Appendix E: Interview Protocol ...... 15

Appendix F: Focus Group Discussion Guide ...... 25

Appendix G: Respondent Information ...... 29

Appendix H: District Credit Hour and Course Distribution Requirements ...... 31

Appendix A

An Analysis of the Training, Education and Workforce Demographics of Macomb and St. Clair County Residents

In order to protect economic stability and promote economic growth, it is important to understand the training needs of the workforce. Macomb County Community College (MCCC) has a vested interest in providing for the educational needs of the communities that it serves. In order to accomplish this goal, MCCC contracted with The Center for Urban Studies (CUS) at Wayne State University (WSU) to conduct a survey of Macomb and St. Clair counties to determine how well existing programs meet the needs of the communities. Using existing data collected by CUS on these two counties, collected in 2001 in a household survey, we will use the weighted data to draw conclusions pertaining to training, education, and workforce demographics. A function of the survey to access from the general public issues facing Americans in the workforce. The household survey conducted by CUS is beneficial to the goal of understanding the training needs of workers by the fact that those in the survey range from ages 18 – 55 and older. Therefore, conclusions on the workforce may be drawn from those who have recently received training from schools and who have just entered the workforce, as well as those who have been in the workforce for a number of years and provide a different perspective. The majority (58%) of the population participates in the workforce. Mainly, workers in the two counties are employed full-time working 35 or more hours per week. The next largest group of workers participates in the workforce part-time, working less than 35 hours per week. The remaining workers participate in the workforce as temporary full/part-time and contract employees (see chart below):

Statewide Analysis, page 1

○○○○○○○○○○ Appendix A - 1

Employment Type of Work Force (n=397,123)

Part-time or less than 35 hours per week 22.4% Temporary employee full Full-time 35+ time hours per week 0.5% 71.8% Temporary employee part- time 2.6% Contract employee 2.7%

When examining young workers (18 – 24 year olds), the figure of those participating in full-time employment drops to 57 percent. However, they proportionally comprise the majority of part-time employees working less than 35 hours per week, when compared to the workers in the other age categories. It appears that in Macomb and St. Clair counties, young workers possess a proportionately larger share of lower-skill, lower-paying part-time employment. The remaining young workers maintain more than one job, including part-time, evening, weekend, or seasonal work (see chart below):

Employment Type of Workers age 18 - 24 (n=53,470)

Part-time or less than 35 hours per week 41% Full-time 35+ hours per week 57%

Temporary employee part- time 2%

Statewide Analysis, page 2

○○○○○○○○○○ 2 - Appendix A

For Macomb and St. Clair counties private for profit companies employ the majority of all workers, at 63 percent. This employment type is true for the age categories: 18 – 24 (79 percent), 25 – 34 (59 percent), 35 – 54 (62 percent), and 55 and greater (54 percent). The following largest employer is public institutions of education; again this is true for all four age categories. The chart below shows the distribution of the four largest types of employers of all workers and workers 18 – 24 (see chart below):

Employer Type for All Workers and Workers age 18-24

80% 70% 60% 50% 40% 30% 20% 10% 0% private for- public the not-for-profit profit institution of government (private or company education public)

All 18-24

A majority of all employees in these counties are employed in permanent positions. Proportionately, workers 18 – 24 years old comprise the largest percent of permanent employees when compared to the other age categories of workers, at 98 percent. The majority of 18 – 24 year olds, who participate in the workforce as permanent workers, have only achieved graduating from high school/GED. This fact alone details the importance of providing adequate work skills at the high school level. The gender distribution of these young permanent workers with high school level educations is 72 percent male and 28 percent female. The next largest category of permanent employees belongs to workers 35 – 54 years old, at 96 percent. The earnings of the workers is as one would expect with the youngest workers earning the least amount annually and those who have been in the workforce longer earning the most (see chart below):

Statewide Analysis, page 3

○○○○○○○○○○ Appendix A - 3

Average Earnings of Permanent Workers by Age $59,208 $53,128 $60,000

$50,000 $43,641

$40,000

$30,000 $20,713

$20,000

$10,000

$0 18-24 25-34 35-54 55+

When examining government type of employment, the 35 – 54 year olds dominate this category with approximately 8 percent working for federal, state, or local government. Only 2 percent of workers 18 – 24 years old work for local government. These 2 percent of young workers also maintain their government employment on a temporary basis, possibly working seasonal employment. Proportionately more young workers 18 – 24 years old agree more that formal education will influence workplace advancement followed by workers 25 – 34 years old. This is also true for workers 35 – 54. Of these youngest workers, who believe that formal education is the most important factor to job place advancement, 72 percent earn less than $20K annually and the remaining 28 percent earn $20K - $25K annually. Eighty- four percent have attained high school diplomas/GED and 16 percent have earned an apprentice certificate, associate degree (Occ/Voc/Academic). The youngest workers, who have just entered the workforce and those who have participated the workforce the least amount of time, place a good deal of importance on the type and quality of the education they receive. Young workers having placed such importance on the substance of their education, as it relates to the workforce, it is vital for existing programs to understand and meet the needs of these workers. When asked how closely related is/was their current or most recent job is was related to skills they learned in school the majority of workers 18 – 24, agreed that their skills are closely related. There are some interesting differences between those who have just entered the workforce or have participated in the workforce less than those workers

Statewide Analysis, page 4

○○○○○○○○○○ 4 - Appendix A 55 and older when asked whether or not the skills they received in school relates to their current or most recent position (see chart below):

Skills Received from School Relating to Employment by Age

42.4% 45% 35.6% 40% 29.9% 29.8% 35% 27.7% 30% 19.4% 25% 18 - 24 55+ 20% 10.6% 15% 4.8% 10% 5% 0% Very close Somewhat close Not very close Not at all close

It appears that quality of job skill training in school for workers 55 and older is much more useful to those of the 18 – 24 year old workers. These numbers express the necessity of modifying existing programs to meet the needs of students and future workers. The workforce of Macomb and St. Clair counties are optimistic regarding their ability to obtain another job if they had, based on their skills. The majority of workers in all age categories believe they would be successful in finding employment if necessary. The youngest workers proportionately comprise the majority of workers who agree they are equipped to successfully retain another job if necessary (see chart below):

Percentage of Workers who Believe they have Skills to Obtain Another Job

100% 99% 98% 97% 96% 95% 94% 18 - 24 25 - 34 35 - 54 55+

Statewide Analysis, page 5

○○○○○○○○○○ Appendix A - 5 Workers who lack necessary skills and training, in a competitive labor market, are at a greater risk than ever before. Schools and job training programs should realize the importance of proper job training and make every effort to meet the needs of their students in preparing them for the workforce. These young workers should be equipped with the necessary skills in order to compete for new jobs in the job sectors. Further, existing programs must be certain that their students are leaving their programs with necessary literacy and numeracy skills, to be able to use them to learn job-specific skills, which will provide them access to good jobs.

Statewide Analysis, page 6

○○○○○○○○○○ 6 - Appendix A

Appendix B

○○○○○○○○○○ Appendix B - 7

○○○○○○○○○○ 8 - Appendix B Appendix C

February, 2002

Dear Superintendent:

The Center for Urban Studies has contracted with Macomb Community College to document the existing relationships between the school districts and community colleges in St. Clair and Macomb counties. The purpose of the study is to enhance the existing relationships to increase the effectiveness of technical preparation and workforce development of current and future students. We are requesting your cooperation in gathering information in your district.

We would like to conduct brief, in-person interviews with your district Career Technical Education (CTE) and curriculum directors. In addition, we request that the identified people complete an inventory of existing courses and programs. Enclosed you will find a brief description of the type of information that we will be requesting during our visits.

We are requesting that you identify the two appropriate people for us to contact. Would you please provide the contact information for the CTE and curriculum directors (names, mailing and e-mail addresses, and phone numbers). The information can be delivered to our office in the format that is most convenient for you. Please forward the information by March 1, 2002 to: Marie Colombo [email protected] fax: (313) 577-1274 voice: (313) 577-8337

After receiving the appropriate contact information from your office, appointments will be scheduled to conduct interviews. Additionally, we plan to conduct select focus group interviews with teachers. We will rely on the CTE and/or curriculum directors to advise on teacher identification and recruitment.

Please don’t hesitate to contact Marie Colombo (313-577-8337) or Bobby Hudson (313-577-8339) should you have any questions. We look forward to working with your district.

Sincerely,

David Fasenfest, Ph.D. Director and Associate Professor of Urban Affairs

○○○○○○○○○○ Appendix C - 9 Data Request School District Site Visit MCC and SCCCC Tech Prep Study

Research staff will be collecting the following information during the scheduled interview/site visit in your district:

1. Career preparation at the secondary level 2. Tech prep courses for which academic credit is awarded 3. Course alignment and articulation agreements with post-secondary institutions (including participation data, strengths, weaknesses and overall level of interest) 4. Dual enrollment (participation data) 5. Advanced placement classes 6. Existing relationships with post-secondary institutions; plans for the future 7. Other information as necessary

○○○○○○○○○○ 10 - Appendix C Appendix D

TECH PREP STUDY Macomb/St. Clair Tech Prep Consortium

School District:

Advanced Placement Classes

1. What advanced placement classes (AP Classes) did your district offer in 2000-01?

AP Class # AP Class Name

Example: 370 AP Calculus

Academic Content

2. Please identify any classes for which students were awarded academic content and credit for Career and Technical Education (CTE) courses that are offered within your district in Academic Year 2000-01.

Academic Content CTE Course # CTE Course Name Subject Area

Example: 9050 Health Occupations Health

WSU Center for Urban Studies, 2/02, page 1

○○○○○○○○○○ Appendix D - 11

Aligned Programs

3. Please identify the post-secondary institutions and programs with which your school has articulation agreements. (If there are other post-secondary institutions, include them in the blank spots provided). Use the following codes: X=program in place, P=program in progress.

College Oakland Oakland University University University University Ferris State Ferris State Wayne State State Wayne Bakers College St. Clair County County Clair St. Davenport College College Davenport Oakland University Community College Community Community College Community

Macomb Community Programs Accounting Applied Technology Automotive Technology Business Information Systems Computer Information Systems Culinary Arts Drafting/Computer Graphics Early Childhood Care Electronic Communications Service Electronic Engineering Technology Graphic and Commercial Art Industrial Co-Operative Education Industrial Technology Manufacturing Technology Law Enforcement Manufacturing Craft Apprenticeship Manufacturing Technology Marketing

P = In Progress X= Existing Agreement

WSU Center for Urban Studies, 2/02, page 2

○○○○○○○○○○ 12 - Appendix D

Articulated Classes

4. Please provide specific information about students who were enrolled in articulated classes in Academic Year 2000-01.

District Level College Level # Of Students Equivalent Course # Course Name Enrolled To Course # Course Name

Dual Enrollment

5. Has your district registered with the Michigan Virtual High School?

1.No ___ 2. In Process _____ 3. Yes _____

6. Does your school district offer a Dual Enrollment Program? 1. No _____ (go to question 8) 2. Yes_____ (go to the next question)

7. If yes, please answer the following questions for each post-secondary institution where students were enrolled in Academic Year 2000-01.

Post-Secondary Institution: ______

Course Name: # of Students: ______

WSU Center for Urban Studies, 2/02, page 3

○○○○○○○○○○ Appendix D - 13

Post-Secondary Institution: ______

Course Name: # of Students: ______

Post-Secondary Institution: ______

Course Name: # of Students: ______

Post-Secondary Institution: ______

Course Name: # of Students: ______

8. Is there anything else you would like to tell us about the career and technical preparation opportunities for students in your district?

Thank You!

WSU Center for Urban Studies, 2/02, page 4

○○○○○○○○○○ 14 - Appendix D Appendix E

Date:______Date: ______Interviewer: Interviewer: ______

TECH PREP STUDY

CTE AND CURRICULUM DIRECTORS INTERVIEW PROTOCOL

Respondent’s Name, District, Position

BACKGROUND INFORMATION

1. How long have you been in your current position?

2. Tell me briefly about your job responsibilities and duties?

(Refer to the data in the Inventory throughout the interview—the questions follow the order of the inventory)

ADVANCED PLACEMENT CLASSES (CTE may not know this information)

3. I see that the district offers xx AP classes. Is this sufficient to meet students’ needs?

4. Are there plans to change the AP offerings?

3/6/02, Page-1

○○○○○○○○○○ Appendix E - 15

5. What are the barriers to offering AP classes?

ACADEMIC CREDIT FOR CTE CLASSES –they may not offer any

Interviewer: Clarify whether the “Academic Content Subject Area” completed in the inventory is for academic or elective credit and make a note on the inventory.

6. I see that the district does/does not offer academic credit for CTE classes. What is the district’s process for obtaining approval to grant academic credit?

3/6/02, Page-2

○○○○○○○○○○ 16 - Appendix E

7. What are some of the barriers to granting academic credit for CTE classes?

Barriers Major/Minor

8. You mentioned (list the barriers). Tell me which are major and which are minor barriers. Prompt for: For each barrier cited, ask if a “minor barrier” or “major barrier”

(Give R Stakeholder Card) 9. How supportive are district stakeholder groups to granting academic credit for CTE classes. (give them the card to refer to) (read each group and prompt for 4-point scale: (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive

Group Level of Support Board Central Administration Counselors Teaching Staff

3/6/02, Page-3

○○○○○○○○○○ Appendix E - 17 Students Community

ALIGNED PROGRAMS (PAGE 2 OF THE INVENTORY)

Let’s discuss the tech prep articulation efforts in your school district.

(Even If the data from the inventory form indicates the school district does not have any articulation agreements ask this series of questions).

10. Can you describe your district’s process for engaging in articulation agreements with local post-secondary institutions?

11. What are some of the barriers to developing articulation agreements??

Barriers Major/Minor

3/6/02, Page-4

○○○○○○○○○○ 18 - Appendix E

12. You mentioned (list the barriers). Tell me which are major and which are minor barriers. Prompt for: For each barrier cited, ask if a “minor barrier” or “major barrier”

13. How supportive are district stakeholder groups to developing articulation agreements with post-secondary institutions? (refer to the card) (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive

Group Level of Support Board Central Administration Counselors Teaching Staff Students Community

14. (Give them the card) In your experience, how adequate are the following aspects of your district’s tech-prep articulation efforts. Please rate the following on a scale from 0 to 3 with 0=don’t know, 1= not adequate, 2=adequate, 3= very adequate

Aspect of the Program . Rating Awarness for students at the secondary level r Orientation for students to post-secondary facilities A Automatic admission to postsecondary institutions

15. What are the benefits of your articulated programs?

3/6/02, Page-5

○○○○○○○○○○ Appendix E - 19

16. What are the problems with your articulated programs?

17. What are your district’s future plans to implement articulation activities?

DUAL ENROLLMENT (Inventory, page 3)

Let’s focus now on the dual enrollment programs in your school district. Note to Interviewer: If the respondent reports that the school district does not offer a dual enrollment program, skip to Q 20.

18. What is the process for students to participate in dual enrollment classes?

3/6/02, Page-6

○○○○○○○○○○ 20 - Appendix E

19. (Give them the card)How adequate are the following aspects of the dual enrollment program in your school district? Please rate the following on a scale from 0 to 3 with 0=don’t know, 1= not adequate, 2=adequate, 3= very adequate

Aspects of the Program Rating Defining Student eligibility Local Process and administration Assessment of Student Performance Transferability of Credit

20. How supportive are district stakeholder groups to offering dual enrollment opportunities? (refer to the card) (read each group and prompt for 4-point scale: (0) not involved, (1) opposed, (2) somewhat supportive, (3) very supportive

Group Level of Support Board Central Administration Counselors Teaching Staff Students Community

21. What are your district’s future plans to implement and extend dual enrollment programs?

3/6/02, Page-7

○○○○○○○○○○ Appendix E - 21

22. What do you perceive will be the barriers to implementing dual enrollment programs in your school district?

Barriers Major/Minor

DISTRICT’S IMPLEMENTATION OF EDUCATIONAL DEVELOPMENT PLANS

23. Please describe the district’s use of student education development plans. Get copies of EDP materials if possible

3/6/02, Page-8

○○○○○○○○○○ 22 - Appendix E

24. On a scale of 1-10, where 0=not using them and 10=fully implemented, where would you put the district in the implementation of EDP’s. write in number

1 10

INTEGRATION OF TECHNICAL/CAREER INTO ACADEMIC PROGRAMS

25. Tell me about your district’s efforts to integrate career technical education into the academic program

INTEGRATION OF ACADEMIC CONTENT INTO TECHNICAL PROGRAMS

26. Tell me about your district’s efforts to integrate academic content into career technical education programs

3/6/02, Page-9

○○○○○○○○○○ Appendix E - 23 FINAL COMMENTS/CONCLUSION

27. Finally, Is there anything else you’d like to add about the tech prep system in your school district and role for post-secondary institutions?

THANK YOU! Make sure you leave with the inventory or a plan to have it completed.

3/6/02, Page-10

○○○○○○○○○○ 24 - Appendix E Appendix F

TECH PREP STUDY CTE TEACHERS FOCUS GROUP DISCUSSION OUTLINE

I. Introductions A. Moderator B. Assistant moderator C. Purpose of discussion The Center for Urban Studies has contracted with the Macomb/St. Clair Tech Prep Consortium to document the existing relationships between the school districts and community colleges in St. Clair and Macomb counties. The purpose of the study is to enhance the existing relationships to increase the effectiveness of technical preparation and workforce development of current and future students.

We conducted in-person interviews with the district Career Prep and Curriculum directors. In addition the identified people were asked to complete an inventory of existing courses and programs. Interviews are also being conducted with administrators at the post-secondary institutions.

Now we want to hear from teachers about tech preparation classes programs with the post-secondary institutions. . D. Ground rules 1. Last about one hour 2. Audiotaping 3. Need to talk one at a time 4. Refreshments 5. Restrooms 6. Confidentiality 7. Any questions?

Tech Prep Study Teacher Focus Group Guide, Page 1

○○○○○○○○○○ Appendix F - 25 II. Participant introductions – name, years in teaching, courses currently teaching

III. High School CTE Courses

A. CTE Programs

1. Can each of you describe the career tech education classes/programs in your high school? 2. How well are students performing in the current programs? 3. Are the current programs adequate (probe: content, size) 4. How should career technical education be changed to meet future workforce requirements?

B. Academic Content 1. Can you talk about if and how you each incorporate academic content in each of your classes you teach? 2. If you do, what is the approximate academic content of the courses you teach (math, science, and language arts)? Can you measure it? How? Can you assign proportions or percentages to the various parts (e.g., 50%- 50%)? A. State Standards 1. Have you ever compared your CTE course content to state curriculum standards? 2. Do you know what the state’s standards are? 3. Are your expected to know state standards for what you teach? By whom?

B. Academic Credit 1. Does your district grant academic credit for CTE courses? Why/why not? 2. Should CTE courses be used to fulfill academic requirements? Why/why not?

Tech Prep Study Teacher Focus Group Guide, Page 2

○○○○○○○○○○ 26 - Appendix F C. Administrative Attitudes 1. How do you think central administration feels about giving academic credit for CTE courses? (PROBE: In favor of? Opposed to?) How do you know? How do they convey that attitude? 2. How about academic subject area teachers? 3. The School Board? 4. The community at large? Do they favor or oppose giving academic credit for CTE courses?

IV. Transition to Post-Secondary Schools A. Articulated Agreements 1. Does your district have articulated agreements with post-secondary schools? With which institutions (e.g., community colleges, universities)? 2. Do you know how they work (i.e., what courses fulfill what post- secondary requirements)? 3. Do you participate in the design of such courses? Any of the decision- making regarding the courses or the type of agreement? 4. Do you favor such agreements? Why/why not? B. Barriers to Articulation 1. Are there any barriers to such agreements? What are they? 2. How can they be overcome? C. Dual Enrollment 1. How does dual enrollment work for students? 2. How do you think the students are impacted by such arrangements (PROBE: take classes at night, have to fit in to more adult programs, etc.)? Is it good or bad for them? 3. Do you favor or oppose dual enrollment? Why/why not? 4. Do dual enrollment arrangements have an impact on you or how you teach classes? 5. What are the attitudes of your administration toward dual enrollment?

Tech Prep Study Teacher Focus Group Guide, Page 3

○○○○○○○○○○ Appendix F - 27

IV. CTE Versus Other Programs Subject Area Courses A. Prestige 1. Are CTE programs less prestigious than traditional academic courses? How is that demonstrated? By whom? 2. Are CTE teachers treated differently? How? 3. Are CTE students treated differently? How? B. The Future 1. What is your vision of the future of CTE (PROBE: More/less acceptable)? 2. Do high school CTE courses prepare students for the work force right out of high school? Should they? How can they do a better job?

V. Last Comments A. Finish this sentence: “If I were a CTE curriculum director, the first thing I would do would be to…” B. Last comments C. Thank you and adjourn

Tech Prep Study Teacher Focus Group Guide, Page 4

○○○○○○○○○○ 28 - Appendix F Appendix G

Respondent Information

District Information

Number of Interviews Inventory Macomb Districts Anchor Bay School District 1 No Armanda Area Schools 1 Yes Center Line Public Schools 1 Yes Chippewa Valley Public Schools 2 Yes Clintondale Community Schools 1 Yes East Detroit Public Schools 1 Yes Fitzgerald Public Schools 1 Yes Fraser Public Schools 1 Yes Lake Shore Public Schools 1 Yes Lakeview Public Schools 2 Yes L'Anse Creuse Public Schools 1 Yes Mount Clemens Community Schools 0 Yes New Haven Community Schools 1 Yes Richmond Community School District 1 Yes Romeo Community School District 1 No Roseville Community Schools 2 Yes South Lake Schools 1 Yes Southern Macomb Consortium 1 N/A Utica Community Schools 0 Yes Van Dyke Public Schools 1 Yes Warren Consolidated Schools 0 Yes Warren Woods Public Schools 1 Yes Sub Total 22 19

St. Clair Districts Algonac Community Schools 0 No Capac Community Schools 1 Yes East China School District 1 Yes Marysville Public Schools 1 Yes Memphis 1 Yes Port Huron Area Schools 1 Yes Yale Public Schools 1 Yes Sub Total 6 6

Total 28 25

○○○○○○○○○○ Appendix G - 29 Administrative Interviews

Administrative Position Macomb St. Clair Curriculum Director 8 1 CTE Director 10 5 Assistant Superintendent 0 2 High School Principal 0 2 Total 18 10

Focus Group Participation

Administrative Position Macomb St. Clair CTE Teachers 5 5 Traditional Subject Area 4 2 Total 9 7

○○○○○○○○○○ 30 - Appendix G Macomb County School Districts Credit Hours and Course Distribution Requirements: 2000-01

Total Credit Hours Needed for Social Physical Health Computer World Practical Districts Graduation English Math Science Studies Education Education Education Geography Law Fraser High School 27.5 4 3 3 3 1 0.5 Lakeview High School 25 4 2 2 3 1 1 Warren Woods Tower High School 22 3 2 2 3 1.5 Anchor Bay High School 22 4 3 3 3 0.5 0.5 0.5 Warren Consolidated Schools 22.5 3 2 2 3 0.5 0.5 Clintondale High School 20 4 2 2 2 1 0.5 0.5 0.5 Roseville High School 23 4 2.5 2.5 3 1 East Detroit High School 21 4 3 2 3.5 0.5 0.5 0.5 South Lake High School 24 3 2.5 2.5 2.5 2 L'Anse Creuse Public Schools 20 3 2 2 3 *** *** 0.5 Armada High School 21 3 3 2 3 1 0.5 Lakeshore Public School 24 4 3 3 3 1 0.5 0.5 Center Line Public School 27 3 2 2 3 1 0.5 0.5 Utica Community Schools 21 4 3 3 3 1 0.5 Fitzgerald Public Schools 24.5 4 3 3 3.5 0.5 0.5 0.5

Appendix H ○○○○○○

Appendix H-31 # 3 credits can be taken in either Fine Arts, Foreign Language, or Tech/Industrial/Vocational Education *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management

○○○○ **2 credits can be taken in either Fine Arts, Foreign Language or Technical Education ***1 credit hour can be taken in either Physical Education or Health Education ****1 credit hour can be taken in either Fine Arts, Tech/Industrial/Vocation Education, Life Management, or Business Education

32 -Appe ndix H ○○○○○○ Macomb County School Districts Credit Hours and Course Distribution Requirements: 2000-01

○○○○

Tech/Industrial/ Speech Community Practical Vocational Foreign Life Business or Service Districts Arts Fine Arts Education Language Management Education Drama Seminar Electives Learning Fraser High School 1 1 2 9 Lakeview High School 12 Warren Woods Tower High School 0.5 10 Anchor Bay High School 7.5 Warren Consolidated Schools 0.5 11 Clintondale High School * * * * * 7.5 Roseville High School 10 East Detroit High School ** ** ** 7 South Lake High School 11.5 L'Anse Creuse Public Schools **** **** **** **** 9.5 40 Hours Armada High School 8.5 Lakeshore Public School 0.5 8.5 Center Line Public School 0.5 14.5 Utica Community Schools # # # # 6.5 Fitzgerald Public Schools 1 0.5 0.5 7.5

# 3 credits can be taken in either Fine Arts, Foreign Language, or Tech/Industrial/Vocational Education *2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management **2 credits can be taken in either Fine Arts, Foreign Language or Technical Education ***1 credit hour can be taken in either Physical Education or Health Education ****1 credit hour can be taken in either Fine Arts, Tech/Industrial/Vocation Education, Life Management, or Business Education

St. Clair School District Credit Hours and Course Distribution Requirements: 2000-01

Total Credit Hours Needed for Social Physical Health Computer World Districts Graduation English Math Science Studies Education Education Education Geography Marine City High School 22 4 2 2 3 1 0.5 0.5 St. Clair High School 22 4 2 2 3 1 0.5 0.5 Port Huron Area School District 42 6 6 6 6 2 1 1 Capac High School 14 4 3 2 3 1 1 Algonac High School 13.5 4 2 2 3 1 1 0.5 Memphis High School 15 4 3 3 3 0.5 0.5 1 ○○○○○○ Appendix H-3

○○○○ Total Schools = 5

*2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management

34 -Appe ndix H ○○○○○○ St. Clair School District Credit Hours and Course Distribution Requirements: 2000-01

○○○○

Speech Practical Fine Tech/Industrial/ Foreign Life Business or Districts Law Arts Vocational Education Language Management Education Drama Seminar Electives Marine City High School * * * * 7 St. Clair High School * * * * 7 Port Huron Area School District 14 Capac High School 8.5 Algonac High School * * * * 8 Memphis High School 1 6

Total Schools = 5

*2 credits can be taken in either Fine Arts, Tech/Industrial/Vocational Education, Foreign Language , Business Education or Life Management

Data Book Macomb County School Districts

Summary of Dual Enrollment by Post-Secondary Institution: 2000-01 ...... 1

Summary of Aligned Programs: 2000-01 ...... 11

Summary of Student Enrollment in Articulated Courses: 2000-01 ...... 19

Summary of Academic Credit for CTE Classes by District...... 29

Summary of Advanced Placement Classes by District: 2000-01 ...... 32

Virtual High School: 2000-01 ...... 35

Individual School District Information ...... 36

Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Center Line Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Intermediate French 2 Argumentation and Debate 1 Elementary Spanish 1 Astronomy 1 Intro. Psychology 1 Composition I 1 Institution Total: 7

Total Number of Dual Enrolled Students: 7 Chippewa Valley Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Data Not Available 50 Institution Total: 50

Total Number of Dual Enrolled Students: 50 Clintondale Community Schools

Post-Secondary Institution: Davenport University

Course Name # of Students

Resource Development 16 Institution Total: 16

Total Number of Dual Enrolled Students: 16

Page 1 of 10

○○○○○○○○○○ Data Book - 1 Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

East Detroit Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Engineering 1 Shop Arithmetic 1 Institution Total: 2

Total Number of Dual Enrolled Students: 2 Fitzgerald Public Schools

Post-Secondary Institution: Davenport University

Course Name # of Students

Study Skills 34 Institution Total: 34

Total Number of Dual Enrolled Students: 34 Fraser Public Schools

Post-Secondary Institution: Baker College

Course Name # of Students

Medical Terminology 1 Institution Total: 1

Post-Secondary Institution: Davenport University

Course Name # of Students

Social Diversity 20 Resource Dev. Class 25 Institution Total: 45

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Music 105 1

Page 2 of 10

○○○○○○○○○○ 2 - Data Book Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Fraser Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

European History- HIS 120 1 Principles of Econ I- Eco. 116 1 Criminal Justice- LW 110 1 Intro to Phil-PHI 201 1 Self Defense-PEDA 151 1 Wellness Aerobics-PED 203 1 Intro to Psych- PSY 101 1 CIS 101 LP 2 Human Relations- PSY 101 1 Institution Total: 11

Total Number of Dual Enrolled Students: 57 Lake Shore Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Personal Finance 1 Intro to the Arts 1 French 1 C++ Programming 2 Intro to Anthropology 2 Institution Total: 7

Post-Secondary Institution: Wayne State University

Course Name # of Students

Merchandise Information 1 Institution Total: 1

Total Number of Dual Enrolled Students: 8

Page 3 of 10

○○○○○○○○○○ Data Book - 3 Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Lakeview Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

SPN 236 Intermediate Spanish 1 CIS 152 Netprep Wide Area Networks 1 ITA 126 Italian 1 GER 127 German 1 CIS 151 Netprep Local Area Networks 1 MTH 177 Analytic Geometry & Calculus II 2 MUS 126 Piano I 1 MUS 180 Applied Music-Voice 1 MUS 180 Music Theory II 1 ART 220 Jewel and Metalwork 1 CIS 101 Computer & Information Processing 1 CIS 153 Netprep TCP/IP & Networking Architecture 1 HIS 231 History of U.S. 1865 to Present 2 ENG 118 Communications I 2 MTH 176 Analytic Geometry & Calculus I 1 GCA 106 Photography I 2 MUS 180 Music Theory I 1 SPN 127 Spanish 2 CIS 150 Netprep Intro to Networking 1 Institution Total: 24

Total Number of Dual Enrolled Students: 24 L'Anse Creuse Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

PSY 101 1 CIS 101 2 Law 110 1 SPN 236 1

Page 4 of 10

○○○○○○○○○○ 4 - Data Book Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

L'Anse Creuse Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Law 236 1 GEI 114 1 CIS 253 1 PHI 1 Institution Total: 9

Total Number of Dual Enrolled Students: 9 Mt. Clemens Community Schools

Post-Secondary Institution: Baker College

Course Name # of Students

Visual Comp. Plus Programming 1 PSY 101 Human Relations 1 Communications I 1 Accounting 101 1 Computer, CIS (303A) 1 Institution Total: 5

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Child Growth & Development 1 Institution Total: 1

Total Number of Dual Enrolled Students: 6 Richmond Community Schools

Post-Secondary Institution: LCC

Course Name # of Students

Sociology NA

Page 5 of 10

○○○○○○○○○○ Data Book - 5 Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Richmond Community Schools

Post-Secondary Institution: LCC

Course Name # of Students

College Math NA

English NA

Writing NA Institution Total: 0

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Geography NA

Psychology NA

Religion NA

Blue Prints NA Institution Total: 0

Post-Secondary Institution: Oakland University

Course Name # of Students

Linguistics NA

English NA

Psychology NA Institution Total: 0

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

Voice NA

German NA

Music Appreciation NA

Mechanical Reading NA

Drafting NA Institution Total: 0

Page 6 of 10

○○○○○○○○○○ 6 - Data Book Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Richmond Community Schools

Total Number of Dual Enrolled Students: 0 Roseville Community Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Data Not Available 19 Institution Total: 19

Post-Secondary Institution: Wayne State University

Course Name # of Students

Data Not Available 1 Institution Total: 1

Post-Secondary Institution: Detroit College of Business

Course Name # of Students

Data Not Available 13 Institution Total: 13

Total Number of Dual Enrolled Students: 33 South Lake Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

History 231 1 History of American Film 1 Communications 1 Film as Art 2 Astromony 104 1 Humanities 1 Algebra 1 Philosophy 1

Page 7 of 10

○○○○○○○○○○ Data Book - 7 Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

South Lake Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

English 1 Speech 1 Psychology 101 1 Institution Total: 12

Total Number of Dual Enrolled Students: 12 Utica Community Schools

Post-Secondary Institution: Baker College

Course Name # of Students

PSY101 1 Institution Total: 1

Post-Secondary Institution: Macomb Community College

Course Name # of Students

PSY221 1 ECS265, ECS266 2 ECO117 1 FRE237 AC 1 NSC131 1 CIS101 1 MTH176 1 MTH177 1 ACC108 2 PSY250 2 HIS230 AJ, HIS231 AQ 1 PSC100 1 ITA126E 1 ITA237 1

Page 8 of 10

○○○○○○○○○○ 8 - Data Book Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Utica Community Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

SOC101 1 Institution Total: 18

Post-Secondary Institution: Oakland University

Course Name # of Students

THA110 3 Institution Total: 3

Total Number of Dual Enrolled Students: 22 Van Dyke Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Advanced Science 3 Advanced Mathematics 3 Institution Total: 6

Total Number of Dual Enrolled Students: 6 Warren Consolidated Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

English Composition 1 Psychology 1 Institution Total: 2

Total Number of Dual Enrolled Students: 2

Page 9 of 10

○○○○○○○○○○ Data Book - 9 Macomb County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Warren Woods Public Schools

Post-Secondary Institution: Macomb Community College

Course Name # of Students

Calculus/Math Seminar 9 Institution Total: 9

Total Number of Dual Enrolled Students: 9

Page 10 of 10

○○○○○○○○○○ 10 - Data Book Northwestern ○○○○ University Data Book - 11 North Star

Specs Howard ○○○○○○

ITT Technical Institute

National Institute of

Tech. X

Detroit College of Business

Wayne State

University X

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 1 of 8 X X X X X X X X X X College X X X

Ferris State X X X University X X X X X X

Davenport College X X X

Baker College X X X X Macomb County School Districts School County Macomb Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary Business Information Systems Computer Information Systems Clintondale Community Schools Accounting Manufacturing Technology Marketing Medical Early Childhood Care Graphic and Commercial Art Culinary Arts Drafting/Computer Graphics Automotive Technology Business Information Systems Chippewa Valley Public Schools Accounting Industrial Co-Operative Education Manufacturing Technology Drafting/Computer Graphics Early Childhood Care Electronic Communications Service Industrial Co-Operative Education Center Line Public Schools Automotive Technology Culinary Arts Armada Area School Programs District Anchor Bay School P = In Progress X = Existing Agreement Northwestern University

North Star X X

Specs Howard P X ITT Technical Institute X

National Institute of Tech.

Detroit College of

Business X X X X

Wayne State University

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 2 of 8 P X X X X X X X X X X X X College X X X X

Ferris State X X X X X X X X X University X X X X

Davenport College X X X

Baker College X X X X X X X X X Macomb County School Districts School County Macomb ○○○○ Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary ○○○○○○ 12 - Data Book Computer Information Systems Broadcasting Business Information Systems Business Law Algebra Automotive Technology Fitzgerald Public Schools Accounting Industrial Tech. Manufacturing Tech. Marketing Electronic Engineering Technology Health Occupations Early Childhood Care Electronic Communications Service Computer Information Systems Culinary Arts Drafting/Computer Graphics Automotive Technology Business Information Systems East Detroit Public Schools Accounting Industrial Co-Operative Education Marketing Culinary Arts Early Childhood Care Programs Schools Clintondale Community P = In Progress X = Existing Agreement Northwestern ○○○○ University Data Book - 13 North Star ○○○○○○

Specs Howard P X ITT Technical Institute X

National Institute of

Tech. X

Detroit College of Business

Wayne State University

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 3 of 8 P X X X X X X X X College X X X

Ferris State

University X

Davenport College X X X X X

Baker College X X X X X Macomb County School Districts School County Macomb Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary Health Occupations Lake Shore Public Schools Business Information Systems Drafting/Computer Graphics Foreign Language Marketing Drafting/Computer Graphics Electronic Communications Service Business Information Systems Culinary Arts Visual Imaging Fraser Public Schools Marketing Medical Assistant Video Production Manufacturing Craft Apprenticeship Manufacturing Technology Industrial Co-Operative Education Industrial Tech. Manufacturing Tech. Electronic Engineering Technology English Composition Early Childhood Care Electronic Communications Service Construction Drafting/Computer Graphics Programs Schools Fitzgerald Public P = In Progress X = Existing Agreement Northwestern University

North Star

Specs Howard

ITT Technical Institute

National Institute of Tech.

Detroit College of Business

Wayne State University

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 4 of 8 P P X X X X X X X X X X X X X X X College X X

Ferris State X X X X X X X X X X X University X

Davenport College X X X

Baker College P P X X X X X X X X Macomb County School Districts School County Macomb ○○○○ Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary ○○○○○○ 14 - Data Book Manufacturing Technology Industrial Co-Operative Education Law Enforcement Manufacturing Craft Apprenticeship Graphic and Commercial Art Health Occupations Early Childhood Care Electronic Communications Service Culinary Arts Drafting/Computer Graphics Computer Information Systems Construction Business Co-op Business Information Systems Agriscience Automotive Technology Engineering Drafting L'Anse Creuse Public Schools Accounting Calculus Early Childhood Care Accounting Architectural Drafting Industrial Tech. Manufacturing Tech. Industrial Tech. Manufacturing Lakeview Public Schools Programs Schools Lake Shore Public P = In Progress X = Existing Agreement Northwestern ○○○○ University Data Book - 15 North Star

Specs Howard ○○○○○○

ITT Technical Institute

National Institute of Tech.

Detroit College of Business

Wayne State University

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 5 of 8 P P P P P P P P P P P P P P P P X X X X College X X

Ferris State University

Davenport College X

Baker College X Macomb County School Districts School County Macomb Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary Computer Information Systems Richmond Community Schools Automotive Technology Business Information Systems Automotive Technology Health Occupations Marketing New Haven Community Schools Industrial Tech. Manufacturing Tech. Manufacturing Technology Graphic and Commercial Art Industrial Co-Operative Education Electronic Communications Service Electronic Engineering Technology Culinary Arts Drafting/Computer Graphics Early Childhood Care Business Information Systems Computer Information Systems Applied Technology Automotive Technology Mt. Clemens Community Schools Accounting Marketing Web Design Programs Public Schools L'Anse Creuse P = In Progress X = Existing Agreement Northwestern University P P P P

North Star

Specs Howard

ITT Technical Institute

National Institute of Tech.

Detroit College of Business

Wayne State University

St Clair County Community College

Oakland University

Oakland Community

College X

Macomb Community Page 6 of 8 P P P P P X X X College X X X X X

Ferris State X University X X

Davenport College P P P P

Baker College P P P P P P P P Macomb County School Districts School County Macomb ○○○○ Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary ○○○○○○ 16 - Data Book Marketing Keyboarding I & II Law Enforcement Manufacturing Technology Electronic Engineering Technology Industrial Co-Operative Education Culinary Arts Electronic Communications Service Childcare Computer Information Systems Building Trade Business Information Systems Applied Technology Automotive Technology Roseville Community Schools Accounting AP Biology Romeo Community Schools Industrial Tech. Manufacturing Tech. Law Enforcement Early Childhood Care Industrial Co-Operative Education Culinary Arts Drafting/Computer Graphics Programs Schools Richmond Community P = In Progress X = Existing Agreement Northwestern ○○○○ University Data Book - 17 North Star

Specs Howard ○○○○○○

ITT Technical Institute

National Institute of

Tech. X

Detroit College of Business

Wayne State University

St Clair County Community College

Oakland University

Oakland Community College

Macomb Community Page 7 of 8 P P P X X X X X X X X X X X X College X X X

Ferris State X University X

Davenport College P P P X X

Baker College X X Macomb County School Districts School County Macomb Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary Automotive Technology Computer Information Systems Marketing Warren Consolidated Schools Early Childhood Care Electronic Communications Service Industrial Co-Operative Education Culinary Arts Drafting/Computer Graphics Van Dyke Public Schools Accounting Health Occupations Law Enforcement Early Childhood Care Graphic and Commercial Art Culinary Arts Drafting/Computer Graphics Automotive Technology Business Information Systems Cisco Networking Academy Culinary Arts Utica Community Schools Automotive Technology Business Information Systems Spanish I & II South Lake Schools Programs Schools Roseville Community P = In Progress X = Existing Agreement Northwestern University

North Star

Specs Howard

ITT Technical Institute

National Institute of

Tech. X

Detroit College of Business

Wayne State University

St Clair County

Community College X

Oakland University

Oakland Community College

Macomb Community Page 8 of 8 P P P X X X X X X X X College X X X X

Ferris State X X X X X X X University X

Davenport College X X

Baker College X X Macomb County School Districts School County Macomb ○○○○ Summary of Aligned Programs: 2000-01 2000-01 Programs: Aligned of Summary ○○○○○○ 18 - Data Book Marketing Medical Assistant Electronic Engineering Technology Industrial Tech. Manufacturing Tech. Early Childhood Care Electronic Communications Service Culinary Arts Drafting/Computer Graphics Office Secretarial Warren Woods Public Schools Computer Information Systems Industrial Tech. Manufacturing Tech. Marketing Electronic Engineering Technology Graphic and Commercial Art Early Childhood Care Electronic Communications Service Culinary Arts Drafting/Computer Graphics Programs Schools Warren Consolidated P = In Progress X = Existing Agreement Macomb County School Districts Summary of Student Enrollment in Articulated Courses: 2000-01

District Name # of Students Enrolled

Anchor Bay School District NA

Armada Area School NA

Center Line Public Schools 53

Chippewa Valley Public Schools 0

Clintondale Community Schools 211

East Detroit Public Schools 730

Fitzgerald Public Schools 508 PD

Fraser Public Schools 568

Lake Shore Public Schools 0

Lakeview Public Schools 2

L'Anse Creuse Public Schools 706

Mt. Clemens Community Schools 0

New Haven Community Schools 0

Richmond Community Schools 0

Romeo Community Schools NA

Roseville Community Schools NA

South Lake Schools 345 PD

Utica Community Schools 0

Van Dyke Public Schools 400

Warren Consolidated Schools 487 PD

Warren Woods Public Schools 322

PD=Partial Data NA=Not Available 0=No Students Enrolled

Page 1 of 1

○○○○○○○○○○ Data Book - 19 Macomb County School Districts Summary of Student Enrollment by Articulated Courses: 2000-01

DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Center Line Public Schools 6871/72 Manufacturing Tech. I 17

6883/84 Trade & Industry Co-Op 1

6853/54 Early Childhood Dev Teach. Educ. II 6

6851/52 Early Childhood Dev Teach. Educ. I 8

6725/26 Drafting/Auto CAD 16

6873/74 Manufacturing Tech. II 5

Total Number of Students Enrolled: 53 Clintondale Community Schools 999999 Intro to Processing 25

999991 Into to Computers 150

999992 Commercial Foods 33

999993 T & I Co-op 3

Total Number of Students Enrolled: 211

Page 1 of 9

○○○○○○○○○○ 20 - Data Book DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name East Detroit Public Schools 4062 Electronics III, IV, V, VI Electronics Engineering 23 Technology

4150 Health Occupations III & IV Health Occupations 19

4142 Health Occupations I & II Health Occupations 19

0150 Marketing III & IV Marketing 9

0112 Marketing I & II, Shamrock Marketing Shoppe 33

0100 Marketing I & II Marketing 19

4100 Machine Shop I & II Ind. Tech. Manufacturing 33 Technology

9805 Intro to computers Computer Information Systems 308

4050 Electronics I & II Electronics Engineering 32 Technology

4080 Drafting I & II Drafting 19

3112 Culinary Arts III & IV Culinary Arts 7

3102 Culinary Arts I & II Culinary Arts 23

9815 Advanced Computers Computer Information Systems 105

0070 Business Application & Business Information Systems Technology 10

Page 2 of 9

○○○○○○○○○○ Data Book - 21 DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name East Detroit Public Schools 0120 Accounting I & II Accounting 44

4112 Machine Shop II & III Ind. Tech. Manufacturing 13 Technology

0132 Accounting III & IV Accounting 14

Total Number of Students Enrolled: 730 Fitzgerald Public Schools 411601-2 Accounting ACC 101 Accounting 64

416931-2 Business Info Sys INF 111 Micro Office Suite NA

416300 Drafting ATD 195 Drafting 24

416883 Industrial Co-op ATD 196 Industrial Co-op 3

416939 Marketing MGT 101 Marketing 25

416965 Visual Imaging GRC 101 Visual Imaging I NA

412410 Public Speaking SPR 201 Public Speaking 118

414040 Algebra I & II A 101 Algebra 115

412323 English Composition A 106 Composition I 18

411650 Business Law Law 211 Business Law 29

Page 3 of 9

○○○○○○○○○○ 22 - Data Book DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Fitzgerald Public Schools 416809 Construction Technology ACT 101 Construction Technology I 50

416801-6 Auto Tech A-100- Auto Tech 62 A101

Total Number of Students Enrolled: 508 Fraser Public Schools 0911/0921 Spanish I & II SPN 145 Conv. Spanish 218

0961/0963 German I & II GER 148 Conv. German 47

4360/4362 Marketing I & II MKT 280 Marketing 141

6241 Com Foods CUL 105 Culinary Techniques 77

5621 Allied Health Pending 36

6231 Bake Shop CUL 134 Production Baking 49

Total Number of Students Enrolled: 568 Lakeview Public Schools 4555 Advanced Calculus MTH 176 Analytic Geometry and Calculus I 2

Total Number of Students Enrolled: 2 L'Anse Creuse Public Schools 973 Office Technology ACC 109 Accounting 23

948 Health Occupation II CCHS 101 35

Page 4 of 9

○○○○○○○○○○ Data Book - 23 DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name L'Anse Creuse Public Schools 975 Web Design Web 111 Internet Communication 67

918 Visual Imaging Technology 27

900 Auto Body 43

904 Auto Mechanics 48

908 Construction Technology BCTM 213 Wood & Steel Framing 38

912 Childcare ECH 111 Early Childhood 53

965 Manufacturing Technology 40

917 Computer Information Systems CIS 106 Basic Operating Systems 38

969 Drafting Technology DST 111 Drafting Practices 63

932 Electronics Technology EET 110 Intro to Electronics 62

935 Commercial Foods 44

960 Agriscience 71

915 Law Enforcement Law 110 Criminal Justice 54

Total Number of Students Enrolled: 706

Page 5 of 9

○○○○○○○○○○ 24 - Data Book DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Roseville Community Schools 999999 Data Not Available NA

Total Number of Students Enrolled: 0 South Lake Schools 6321 Automotive Mechanics 2A Aut 100 Auto Technology 23

7141 Hosp. & Culinary Arts 1A CUL 105 Culinary Technologies 25

6222 Automotive Mechanics IB Aut 100 Auto Technology 31

6322 Automotive Mechanics 2B Aut 101 Auto Technology 23

7146 Hosp. & Culinary Arts 2A CUL 135 Production Baking 41

7142 Hosp. & Culinary Arts 1B CUL 105 Culinary Technologies 25

7147 Hosp. & Culinary Arts 2B CUL 135 Production Baking 41

4111 Keyboarding & Bus. Format BIS 160 MS Word For Off. Prof I 48

4131 Word-processing for Prof I BIS 161 MS Word For Off. Prof II 38

4133 Excel/Access/PowerPoint BIS 162 MS Excel for Off. Prof 19

4135 Prof. Presentations BIS 164 MS PowerPoint For Off. Prof NA

6221 Automotive Mechanics IA Aut 100 Auto Technology 31

Total Number of Students Enrolled: 345

Page 6 of 9

○○○○○○○○○○ Data Book - 25 DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Van Dyke Public Schools 6827/28 Hosp/Food Service I 16

6939/40 Marketing I 48

6847/48/49/ Electronics I/II 50 2

6853/54 Early Child. II 4

6851/52 Early Child. I 10

6819/20 Drafting III CAD 22

6910 Nutrition/Foods for Fitness 89

6945/46 Store Management/Operations 30

6829/30 Hosp/Food Service II 47

6941/42 Marketing II 9

6923/24 Accounting II 12

6921/22 Accounting I 48

6831/32 Advanced Foods 62

6883/84 Trade & Ind Co-Op 1

Total Number of Students Enrolled: 400

Page 7 of 9

○○○○○○○○○○ 26 - Data Book DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Warren Consolidated Schools 9041/9541 Commerical Art/Visual Imaging GCA 101 Perspective Tech. 27

9091/9591 Hospitality & Food Service CUL 131 Culinary Practices 29

9531 Child Care ECE 101 Intro to Early Childhood Educ. NA

9131-9631 Landscape Technology HORT 296 (Course Title Not Listed) 9

9561 Vocational Drafting/w CAD II DST 111 Drafting Practices 14

9061 Vocational Drafting/w CAD DST 110 Preprogram Requirement 22

9071/9571 Electronic Service Tech & ECS 111 Electrical Systems Electronic Equp. & Computer 44 Services 7412/7420 Introduction to Marketing & MKT 101 Principles of Marketing Management 23

6360/6560 Automotive Technology 1 & II AUTO 111 Manual Transmissions and Drives 61

6560 Automotive Technology II AUT 101 Automotive Electronic Systems 41

6360 Automotive Technology I AUT 100 Automotive Systems 20

9171/9671 Machine Technology I & II COR 105 Introduction to Machine Tech. 30

9161/9151/9 Admin. Office INF 112 Word Processing 141 Specialist/Medical Office 41 Specialist/Legal Office Specialist 9221/9721 Medical Careers CCHS 103 Clinical Skills for Health Care 64 Providers

Page 8 of 9

○○○○○○○○○○ Data Book - 27 DISTRICT LEVEL COLLEGE LEVEL # of Equivalent Students To Course # Course Name Enrolled Course # Course Name Warren Consolidated Schools 9051/9551 Computer Information Systems CIS 101 Computer Information Processing 62 Principles

Total Number of Students Enrolled: 487 Warren Woods Public Schools 6827/28 Hosp/Food Serv. I 63

6941/42 Marketing II 29

6939/40 Marketing I 77

6883/84 Trade & Ind. Co-Op 5

6847/48/49/ Electronics I/II 50 15

6853/54 Early Child. II 12

6851/52 Early Child. I 18

6945/46 Store Mgmt. 34

6829/30 Hosp/Food Serv. II 67

6817/18 Drafting II/CAD 2

Total Number of Students Enrolled: 322

Page 9 of 9

○○○○○○○○○○ 28 - Data Book Macomb County School Districts Summary of Academic Credit for CTE Classes by District

Academic Content CTE Course Number CTE Course Name Area

Armada Area School

V6270-72 Emergency Medical Services Data Not Available

V6200 Vocational Exploration Data Not Available

V6201/V6202 Video Production Data Not Available

V6210-12/V6220-22 Automotive Technology Data Not Available

V6230-32/V6241-42 Building Trade Block Data Not Available

V6240 Mech Design Technology Data Not Available

V6260-62 Machine Tooling Technology Data Not Available

V6280-92 Trade & Industry/Business/Office Co-Op Data Not Available

V6250-52 Electronics Technology Data Not Available

Fraser Public Schools

5831 Landscape Tech Science

5810 Horology Fine Arts

5790 Graphics II Science

5770 Floral Design II Fine Arts/Math

5751 Commercial Art II Fine Arts/Math

5740 Child Care & Guidance Fine Arts/Social Studies

5720 Building Trades II Math/Science

Lake Shore Public Schools

5041 & 5061 Cosmetology 1 & 2 Chemistry

5081 Childcare Psychology

5011 Dental Assistant I Health

Page 1 of 3

○○○○○○○○○○ Data Book - 29 Academic Content CTE Course Number CTE Course Name Area

Lake Shore Public Schools

5231 Allied Health Technology Health

5021 Dental Assistant II Health

2951 & 4951 Graphics Communication Technology Communication

3931 & 4931 Drafting & Design Industrial Technology

3911 & 4911 Manufacturing & Industry Math/Science

Lakeview Public Schools

9060 and 9070 Childcare Health

L'Anse Creuse Public Schools

965 Manufacture Math

969 Drafting Math

948 Health Occupations Science

908 Construction Math

932 Electronic Math or Science

960 Agriscience Science

935 Commercial Foods Science

New Haven Community Schools

9917/9918 Health Occupations Science

7102 Accounting Math

Utica Community Schools

V010 Health Occupation Science

V030 Nurse Assistant Science

Warren Consolidated Schools

9111 Graphics/Print Technology Science

9131 Landscape Technology Sceince

Page 2 of 3

○○○○○○○○○○ 30 - Data Book Academic Content CTE Course Number CTE Course Name Area

Warren Consolidated Schools

9071 Electronics Science

9061 Drafting Technology Science

9191 Dental Careers Science/Health

9051 Computer Information Systems Science

9221 Medical Careers Science/Health

9171 Machine Technology Science

Page 3 of 3

○○○○○○○○○○ Data Book - 31 Macomb County School Districts Summary of Advanced Placement Classes by District: 2000-01 AP Course Number AP Course Name Armada Area School S4082 AP History V6320 AP Art E0200 AP English Center Line Public Schools 1257 AP English I 1440 AP Spanish II (Ind. Study) 2151 AP Calculus II 2161 AP Calculus III 3075 AP Chemistry 3076 AP Chemistry 1438 AP Spanish 1437 AP Spanish 1439 AP Spanish I (Ind. Study) 1258 AP English II Chippewa Valley Public Schools 7221/7222 AP Chemistry 8231/8232 AP Government 2605/2606 AP English 2601/2602 AP English Literature & Composition 2590/2591 AP English Language & Composition & American History 7201/7202 AP Biology 8501/8502 AP American History East Detroit Public Schools 8275/8276 AP Chemistry 1255/1256 AP English 8325/8326 AP Biology 2165/2166 AP Studio Art 6255/6266 AP Calculus Fitzgerald Public Schools 412224 AP English

Page 1 of 3

○○○○○○○○○○ 32 - Data Book AP Course Number AP Course Name 412223 AP Calculus Fraser Public Schools 3351 AP Chemistry 0411 AP Senior Comp 1133 AP American History 3461 AP Biology Lake Shore Public Schools 4343 AP Government 4242 AP Calculus 4101 AP Seminar in World Fution Lakeview Public Schools 4555 AP Calculus 7040 AP U.S. History L'Anse Creuse Public Schools 835 AP Studio Art 370 AP Calculus 213 AP Art History 216 AP U.S. History 166 AP Literature Mt. Clemens Community Schools BO0412 AP English C1652 AP U.S. History Roseville Community Schools 2060-2061 AP U.S. History 9032-9033 AP English Literature & Composition 4141-4142 AP Biology South Lake Schools 2480 AP Government 150 AP Language 1 151 AP Language 2 0331 AP Literature 1 0332 AP Literature 2 Utica Community Schools C191 AP U.S. Government B090 AP English C192 AP Comparative Government C200 AP Western Civilization C130 AP U.S. History

Page 2 of 3

○○○○○○○○○○ Data Book - 33 AP Course Number AP Course Name D240 AP Physics D040 AP Biology E161 AP Calculus L017 AP Art History 2 Renaissance-Contemporary L013 AP Art History 1 Prehistoric Gothic D160 AP Chemistry Van Dyke Public Schools 999991 AP Calculus 999999 AP Chemistry 999992 AP Physics Warren Consolidated Schools 5161/5162 AP Music Theory 2501 AP Government 1730 AP Calculus 3180 AP Chemistry 0400 AP Composition 2015/2016 AP American History 2530 AP Psychology Warren Woods Public Schools 000 AP English

Page 3 of 3

○○○○○○○○○○ 34 - Data Book Macomb County School Districts Virtual High School: 2000-01

District Name Registered with the Michigan Virtual High School?

Armada Area School Yes Center Line Public Schools No Chippewa Valley Public Schools Yes Clintondale Community Schools Yes East Detroit Public Schools No Fitzgerald Public Schools In Process Fraser Public Schools In Process Lake Shore Public Schools In Process Lakeview Public Schools Yes L'Anse Creuse Public Schools Yes Mt. Clemens Community Schools Yes New Haven Community Schools No Richmond Community Schools Yes Roseville Community Schools No South Lake Schools Yes Utica Community Schools No Van Dyke Public Schools Yes Warren Consolidated Schools No Warren Woods Public Schools No

Page 1 of 1

○○○○○○○○○○ Data Book - 35 DISTRICT INFORMATION: 2000-01 Anchor Bay School District # of high schools County Macomb Total Enrollment 5357 1 within district

High School Enrollment 990 High School Grades 10-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Data Not Available

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Data Not Available

Aligned Programs

Does the school district have articulation agreements with post-secondary institutions? Data Not Available Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Articulated Courses

Does the school distict offer articulated classes? Data Not Available

If yes, did any students enroll in articulated classes? Data Not Available

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Data Not Available Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Data Not Available enroll in dual enrollment Data Not Available

program? ○○○○ ○○○○○○ Page 1 of 1 36 - Data Book DISTRICT INFORMATION: 2000-01 Armada Area School # of high schools County Macomb Total Enrollment 1783 1 within district

High School Enrollment 554 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name E0200 AP English V6320 AP Art S4082 AP History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content V6280-92 Trade & Industry/Business/Office Co-Op Data Not Available V6270-72 Emergency Medical Services Data Not Available V6260-62 Machine Tooling Technology Data Not Available V6250-52 Electronics Technology Data Not Available V6240 Mech Design Technology Data Not Available V6230-32/V6241-42 Building Trade Block Data Not Available V6210-12/V6220-22 Automotive Technology Data Not Available V6201/V6202 Video Production Data Not Available V6200 Vocational Exploration Data Not Available

Aligned Programs

Does the school district have articulation agreements with post-secondary institutions? Yes Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Industrial Co-Operative Education X Culinary Arts X

Automotive Technology X ○○○○ Page 1 of 2 ○○○○○○ Data Book - 37 DISTRICT INFORMATION: 2000-01 Armada Area School Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment No

program? ○○○○ ○○○○○○ Page 2 of 2 38 - Data Book DISTRICT INFORMATION: 2000-01 Center Line Public Schools # of high schools County Macomb Total Enrollment 2690 1 within district

High School Enrollment 760 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 1257 AP English I 1258 AP English II 1437 AP Spanish 1438 AP Spanish 1439 AP Spanish I (Ind. Study) 1440 AP Spanish II (Ind. Study) 2151 AP Calculus II 2161 AP Calculus III 3075 AP Chemistry 3076 AP Chemistry

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Manufacturing Technology X Industrial Co-Operative Education X Electronic Communications Service X Early Childhood Care X

Drafting/Computer Graphics X ○○○○ Page 1 of 2 ○○○○○○ Data Book - 39 DISTRICT INFORMATION: 2000-01 Center Line Public Schools Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

6725/26 Drafting/Auto CAD 16

6851/52 Early Childhood Dev Teach. Educ. I 8

6853/54 Early Childhood Dev Teach. Educ. II 6

6871/72 Manufacturing Tech. I 17

6873/74 Manufacturing Tech. II 5

6883/84 Trade & Industry Co-Op 1

Total Number of Students Enrolled: 53

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Intermediate French 2 Argumentation and Debate 1 Elementary Spanish 1 Astronomy 1 Intro. Psychology 1 Composition I 1 Institution Total: 7

Total Number of Dual Enrolled Students: 7 ○○○○ ○○○○○○ Page 2 of 2 40 - Data Book DISTRICT INFORMATION: 2000-01 Chippewa Valley Public Schools # of high schools County Macomb Total Enrollment 11864 2 within district

High School Enrollment 3374 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 2590/2591 AP English Language & Composition & American History 2601/2602 AP English Literature & Composition 7201/7202 AP Biology 7221/7222 AP Chemistry 8231/8232 AP Government 2605/2606 AP English 8501/8502 AP American History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Medical X Marketing X Manufacturing Technology X X Graphic and Commercial Art X Early Childhood Care X X Drafting/Computer Graphics X Culinary Arts X X Business Information Systems X X X Automotive Technology X X

Accounting X X ○○○○ Page 1 of 2 ○○○○○○ Data Book - 41 DISTRICT INFORMATION: 2000-01 Chippewa Valley Public Schools

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Data Not Available 50 Institution Total: 50

Total Number of Dual Enrolled Students: 50 ○○○○ ○○○○○○ Page 2 of 2 42 - Data Book DISTRICT INFORMATION: 2000-01 Clintondale Community Schools # of high schools County Macomb Total Enrollment 2652 1 within district

High School Enrollment 696 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? No

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing X X Industrial Co-Operative Education X Early Childhood Care X Culinary Arts X Computer Information Systems X X Business Information Systems X X Accounting X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes ○○○○ Page 1 of 2 ○○○○○○ Data Book - 43 DISTRICT INFORMATION: 2000-01 Clintondale Community Schools

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

999991 Into to Computers 150

999992 Commercial Foods 33

999993 T & I Co-op 3

999999 Intro to Processing 25

Total Number of Students Enrolled: 211

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Davenport University Course Name # of Students

Resource Development 16 Institution Total: 16

Total Number of Dual Enrolled Students: 16 ○○○○ ○○○○○○ Page 2 of 2 44 - Data Book DISTRICT INFORMATION: 2000-01 East Detroit Public Schools # of high schools County Macomb Total Enrollment 6730 1 within district

High School Enrollment 1878 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 1255/1256 AP English 2165/2166 AP Studio Art 6255/6266 AP Calculus 8325/8326 AP Biology 8275/8276 AP Chemistry

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing X X X X Industrial Tech. Manufacturing Tech. X X Health Occupations X Electronic Engineering Technology X X Electronic Communications Service X X Early Childhood Care X X X Drafting/Computer Graphics X X X Culinary Arts X X Computer Information Systems X X X Business Information Systems X X X Automotive Technology X X

Accounting X X X X ○○○○ Page 1 of 3 ○○○○○○ Data Book - 45 DISTRICT INFORMATION: 2000-01 East Detroit Public Schools

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

0070 Business Application & Technology Business Information Systems 10

0100 Marketing I & II Marketing 19

0112 Marketing I & II, Shamrock Shoppe Marketing 33

0120 Accounting I & II Accounting 44

0132 Accounting III & IV Accounting 14

0150 Marketing III & IV Marketing 9

3102 Culinary Arts I & II Culinary Arts 23

3112 Culinary Arts III & IV Culinary Arts 7

4050 Electronics I & II Electronics Engineering Technology 32

4062 Electronics III, IV, V, VI Electronics Engineering Technology 23

4080 Drafting I & II Drafting 19

4100 Machine Shop I & II Ind. Tech. Manufacturing Technology 33

4112 Machine Shop II & III Ind. Tech. Manufacturing Technology 13

4142 Health Occupations I & II Health Occupations 19

4150 Health Occupations III & IV Health Occupations 19

9805 Intro to computers Computer Information Systems 308

9815 Advanced Computers Computer Information Systems 105

Total Number of Students Enrolled: 730 ○○○○ ○○○○○○ Page 2 of 3 46 - Data Book DISTRICT INFORMATION: 2000-01 East Detroit Public Schools Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Shop Arithmetic 1 Engineering 1 Institution Total: 2

Total Number of Dual Enrolled Students: 2 ○○○○ Page 3 of 3 ○○○○○○ Data Book - 47 DISTRICT INFORMATION: 2000-01 Fitzgerald Public Schools # of high schools County Macomb Total Enrollment 3098 1 within district

High School Enrollment 938 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 412223 AP Calculus 412224 AP English

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Electronic Engineering Technology X Algebra X Automotive Technology X X Broadcasting P Business Information Systems X X X X Business Law X Computer Information Systems P X X Construction X Drafting/Computer Graphics X X X Accounting X X X Electronic Communications Service X Visual Imaging X English Composition X X

Industrial Co-Operative Education X ○○○○ ○○○○○○ Page 1 of 3 48 - Data Book DISTRICT INFORMATION: 2000-01 Fitzgerald Public Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Industrial Tech. Manufacturing Tech. X Manufacturing Craft Apprenticeship X Manufacturing Technology X Marketing X X Medical Assistant P Video Production P Early Childhood Care X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

411601-2 Accounting ACC 101 Accounting 64

411650 Business Law Law 211 Business Law 29

412323 English Composition A 106 Composition I 18

412410 Public Speaking SPR 201 Public Speaking 118

414040 Algebra I & II A 101 Algebra 115

416300 Drafting ATD 195 Drafting 24

416801-6 Auto Tech A-100-A1 Auto Tech 62

416809 Construction Technology ACT 101 Construction Technology I

50 ○○○○ Page 2 of 3 ○○○○○○ Data Book - 49 DISTRICT INFORMATION: 2000-01 Fitzgerald Public Schools

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

416883 Industrial Co-op ATD 196 Industrial Co-op 3

416931-2 Business Info Sys INF 111 Micro Office Suite NA

416939 Marketing MGT 101 Marketing 25

416965 Visual Imaging GRC 101 Visual Imaging I 0

Total Number of Students Enrolled: 508

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Davenport University Course Name # of Students

Study Skills 34 Institution Total: 34

Total Number of Dual Enrolled Students: 34 ○○○○ ○○○○○○ Page 3 of 3 50 - Data Book DISTRICT INFORMATION: 2000-01 Fraser Public Schools # of high schools County Macomb Total Enrollment 4625 1 within district

High School Enrollment 1416 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 1133 AP American History 3351 AP Chemistry 3461 AP Biology 0411 AP Senior Comp

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content 5831 Landscape Tech Science 5810 Horology Fine Arts 5790 Graphics II Science 5770 Floral Design II Fine Arts/Math 5751 Commercial Art II Fine Arts/Math 5740 Child Care & Guidance Fine Arts/Social Studies 5720 Building Trades II Math/Science

Aligned Programs

Programs

Marketing X Foreign Language X Electronic Communications Service X Drafting/Computer Graphics X

Culinary Arts X ○○○○ Page 1 of 3 ○○○○○○ Data Book - 51 DISTRICT INFORMATION: 2000-01 Fraser Public Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Business Information Systems X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

0911/0921 Spanish I & II SPN 145 Conv. Spanish 218

0961/0963 German I & II GER 148 Conv. German 47

4360/4362 Marketing I & II MKT 280 Marketing 141

5621 Allied Health Pending 36

6231 Bake Shop CUL 134 Production Baking 49

6241 Com Foods CUL 105 Culinary Techniques 77

Total Number of Students Enrolled: 568

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes

program? ○○○○ ○○○○○○ Page 2 of 3 52 - Data Book DISTRICT INFORMATION: 2000-01 Fraser Public Schools Dual Enrollment

Post-Secondary Institution: Baker College Course Name # of Students

Medical Terminology 1 Institution Total: 1

Post-Secondary Institution: Davenport University Course Name # of Students

Social Diversity 20 Resource Dev. Class 25 Institution Total: 45

Post-Secondary Institution: Macomb Community College Course Name # of Students

Intro to Psych- PSY 101 1 Wellness Aerobics-PED 203 1 Self Defense-PEDA 151 1 Intro to Phil-PHI 201 1 European History- HIS 120 1 Principles of Econ I- Eco. 116 1 CIS 101 LP 2 Human Relations- PSY 101 1 Criminal Justice- LW 110 1 Music 105 1 Institution Total: 11

Total Number of Dual Enrolled Students: 57 ○○○○ Page 3 of 3 ○○○○○○ Data Book - 53 DISTRICT INFORMATION: 2000-01 Lake Shore Public Schools # of high schools County Macomb Total Enrollment 3087 1 within district

High School Enrollment 947 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 4101 AP Seminar in World Fution 4242 AP Calculus 4343 AP Government

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content 3931 & 4931 Drafting & Design Industrial Technology 2951 & 4951 Graphics Communication Technology Communication 3911 & 4911 Manufacturing & Industry Math/Science 5081 Childcare Psychology 5041 & 5061 Cosmetology 1 & 2 Chemistry 5231 Allied Health Technology Health 5021 Dental Assistant II Health 5011 Dental Assistant I Health

Aligned Programs

Programs

Industrial Tech. Manufacturing Tech. X Health Occupations X Drafting/Computer Graphics X

Business Information Systems X ○○○○ ○○○○○○ Page 1 of 2 54 - Data Book DISTRICT INFORMATION: 2000-01 Lake Shore Public Schools

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

C++ Programming 2 French 1 Intro to the Arts 1 Personal Finance 1 Intro to Anthropology 2 Institution Total: 7

Post-Secondary Institution: Wayne State University Course Name # of Students

Merchandise Information 1 Institution Total: 1

Total Number of Dual Enrolled Students: 8 ○○○○ Page 2 of 2 ○○○○○○ Data Book - 55 DISTRICT INFORMATION: 2000-01 Lakeview Public Schools # of high schools County Macomb Total Enrollment 2762 1 within district

High School Enrollment 914 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 4555 AP Calculus 7040 AP U.S. History

Academic Content for CTE Courses

Aligned Programs

Programs

Engineering Drafting P Early Childhood Care P X Calculus X Architectural Drafting P Accounting P

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes ○○○○ ○○○○○○ Page 1 of 2 56 - Data Book DISTRICT INFORMATION: 2000-01 Lakeview Public Schools DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

4555 Advanced Calculus MTH 176 Analytic Geometry and Calculus I 2

Total Number of Students Enrolled: 2

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

CIS 151 Netprep Local Area Networks 1 GER 127 German 1 SPN 127 Spanish 2 MTH 177 Analytic Geometry & Calculus II 2 SPN 236 Intermediate Spanish 1 HIS 231 History of U.S. 1865 to Present 2 ENG 118 Communications I 2 MTH 176 Analytic Geometry & Calculus I 1 ITA 126 Italian 1 CIS 150 Netprep Intro to Networking 1 CIS 152 Netprep Wide Area Networks 1 CIS 153 Netprep TCP/IP & Networking Architecture 1 CIS 101 Computer & Information Processing 1 ART 220 Jewel and Metalwork 1 MUS 180 Music Theory I 1 MUS 180 Music Theory II 1 MUS 180 Applied Music-Voice 1 MUS 126 Piano I 1 GCA 106 Photography I 2 Institution Total: 24

Total Number of Dual Enrolled Students: 24 ○○○○ Page 2 of 2 ○○○○○○ Data Book - 57 DISTRICT INFORMATION: 2000-01 L'Anse Creuse Public Schools # of high schools County Macomb Total Enrollment 10541 2 within district

High School Enrollment 2958 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 166 AP Literature 835 AP Studio Art 370 AP Calculus 213 AP Art History 216 AP U.S. History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content 969 Drafting Math 948 Health Occupations Science 935 Commercial Foods Science 908 Construction Math 965 Manufacture Math 960 Agriscience Science 932 Electronic Math or Science

Aligned Programs

Programs

Electronic Communications Service X X Agriscience X X Automotive Technology X X

Business Co-op X ○○○○ ○○○○○○ Page 1 of 4 58 - Data Book DISTRICT INFORMATION: 2000-01 L'Anse Creuse Public Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Business Information Systems X X X X Computer Information Systems X X X X Construction X Culinary Arts X X Accounting X X X Early Childhood Care X X X Web Design X X X Graphic and Commercial Art X Health Occupations X X Industrial Co-Operative Education X Law Enforcement X X X Manufacturing Craft Apprenticeship X Manufacturing Technology X X Marketing X Drafting/Computer Graphics X X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

900 Auto Body 43

904 Auto Mechanics 48

908 Construction Technology BCTM 213 Wood & Steel Framing

38 ○○○○ Page 2 of 4 ○○○○○○ Data Book - 59 DISTRICT INFORMATION: 2000-01 L'Anse Creuse Public Schools

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

912 Childcare ECH 111 Early Childhood 53

915 Law Enforcement Law 110 Criminal Justice 54

917 Computer Information Systems CIS 106 Basic Operating Systems 38

918 Visual Imaging Technology 27

932 Electronics Technology EET 110 Intro to Electronics 62

935 Commercial Foods 44

948 Health Occupation II CCHS 101 35

960 Agriscience 71

965 Manufacturing Technology 40

969 Drafting Technology DST 111 Drafting Practices 63

973 Office Technology ACC 109 Accounting 23

975 Web Design Web 111 Internet Communication 67

Total Number of Students Enrolled: 706

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

PSY 101 1 CIS 253 1 PHI 1

GEI 114 1 ○○○○ ○○○○○○ Page 3 of 4 60 - Data Book DISTRICT INFORMATION: 2000-01 L'Anse Creuse Public Schools Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Law 236 1 SPN 236 1 Law 110 1 CIS 101 2 Institution Total: 9

Total Number of Dual Enrolled Students: 9 ○○○○ Page 4 of 4 ○○○○○○ Data Book - 61 DISTRICT INFORMATION: 2000-01 Mt. Clemens Community Schools # of high schools County Macomb Total Enrollment 3556 1 within district

High School Enrollment 590 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name BO0412 AP English C1652 AP U.S. History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing P Manufacturing Technology P Industrial Tech. Manufacturing Tech. P Industrial Co-Operative Education P Graphic and Commercial Art P Electronic Engineering Technology P Electronic Communications Service P Early Childhood Care P Drafting/Computer Graphics P Culinary Arts P Computer Information Systems P Business Information Systems P Automotive Technology P

Applied Technology P ○○○○ ○○○○○○ Page 1 of 2 62 - Data Book DISTRICT INFORMATION: 2000-01 Mt. Clemens Community Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Accounting P

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Baker College Course Name # of Students

Accounting 101 1 Communications I 1 PSY 101 Human Relations 1 Visual Comp. Plus Programming 1 Computer, CIS (303A) 1 Institution Total: 5

Post-Secondary Institution: Macomb Community College Course Name # of Students

Child Growth & Development 1 Institution Total: 1

Total Number of Dual Enrolled Students: 6 ○○○○ Page 2 of 2 ○○○○○○ Data Book - 63 DISTRICT INFORMATION: 2000-01 New Haven Community Schools # of high schools County Macomb Total Enrollment 1112 1 within district

High School Enrollment 322 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? No

Academic Content for CTE Courses

Aligned Programs

Programs

Health Occupations P Automotive Technology X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No ○○○○ ○○○○○○ Page 1 of 2 64 - Data Book DISTRICT INFORMATION: 2000-01 New Haven Community Schools If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment No

program? ○○○○ Page 2 of 2 ○○○○○○ Data Book - 65 DISTRICT INFORMATION: 2000-01 Richmond Community Schools # of high schools County Macomb Total Enrollment 1917 1 within district

High School Enrollment 668 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Law Enforcement X Industrial Tech. Manufacturing Tech. X Industrial Co-Operative Education X Early Childhood Care X Drafting/Computer Graphics X Culinary Arts X Computer Information Systems X Business Information Systems X Automotive Technology X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes ○○○○ ○○○○○○ Page 1 of 2 66 - Data Book DISTRICT INFORMATION: 2000-01 Richmond Community Schools Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: LCC Course Name # of Students

English NA

College Math NA

Sociology NA

Writing NA Institution Total: 0

Post-Secondary Institution: Macomb Community College Course Name # of Students

Blue Prints NA

Psychology NA

Religion NA

Geography NA Institution Total: 0

Post-Secondary Institution: Oakland University Course Name # of Students

Psychology NA

English NA

Linguistics NA Institution Total: 0

Post-Secondary Institution: St. Clair Community College Course Name # of Students

Mechanical Reading NA

German NA

Drafting NA

Voice NA

Music Appreciation NA Institution Total: 0

Total Number of Dual Enrolled Students: 0 ○○○○ Page 2 of 2 ○○○○○○ Data Book - 67 DISTRICT INFORMATION: 2000-01 Romeo Community Schools # of high schools County Macomb Total Enrollment 5181 1 within district

High School Enrollment 1505 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Data Not Available

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Data Not Available

Aligned Programs

Programs

Articulated Courses

Does the school distict offer articulated classes? Data Not Available

If yes, did any students enroll in articulated classes? Data Not Available

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Data Not Available Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Data Not Available enroll in dual enrollment Data Not Available

program? ○○○○ ○○○○○○ Page 1 of 1 68 - Data Book DISTRICT INFORMATION: 2000-01 Roseville Community Schools # of high schools County Macomb Total Enrollment 6111 1 within district

High School Enrollment 1244 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 9032-9033 AP English Literature & Composition 4141-4142 AP Biology 2060-2061 AP U.S. History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes

Aligned Programs

Programs

Electronic Communications Service X AP Biology P Applied Technology P Automotive Technology X P Building Trade X Business Information Systems P P P P Childcare P Accounting P P P Culinary Arts X Spanish I & II P Electronic Engineering Technology X Industrial Co-Operative Education P

Keyboarding I & II P P P ○○○○ Page 1 of 3 ○○○○○○ Data Book - 69 DISTRICT INFORMATION: 2000-01 Roseville Community Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Law Enforcement P Manufacturing Technology X Marketing P Computer Information Systems P P P P

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

999999 Data Not Available NA

Total Number of Students Enrolled: 0

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Data Not Available 19

Institution Total: 19 ○○○○ ○○○○○○ Page 2 of 3 70 - Data Book DISTRICT INFORMATION: 2000-01 Roseville Community Schools Dual Enrollment

Post-Secondary Institution: Wayne State University Course Name # of Students

Data Not Available 1 Institution Total: 1

Post-Secondary Institution: Detroit College of Business Course Name # of Students

Data Not Available 13 Institution Total: 13

Total Number of Dual Enrolled Students: 33 ○○○○ Page 3 of 3 ○○○○○○ Data Book - 71 DISTRICT INFORMATION: 2000-01 South Lake Schools # of high schools County Macomb Total Enrollment 2248 1 within district

High School Enrollment 760 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 150 AP Language 1 151 AP Language 2 0331 AP Literature 1 0332 AP Literature 2 2480 AP Government

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Culinary Arts X Business Information Systems X P X Automotive Technology X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes ○○○○ ○○○○○○ Page 1 of 3 72 - Data Book DISTRICT INFORMATION: 2000-01 South Lake Schools # of Equivalent Students To Course # Course Name Enrolled Course # Course Name

4111 Keyboarding & Bus. Format BIS 160 MS Word For Off. Prof I 48

4131 Word-processing for Prof I BIS 161 MS Word For Off. Prof II 38

4133 Excel/Access/PowerPoint BIS 162 MS Excel for Off. Prof 19

4135 Prof. Presentations BIS 164 MS PowerPoint For Off. Prof 0

6221 Automotive Mechanics IA Aut 100 Auto Technology 31

6222 Automotive Mechanics IB Aut 100 Auto Technology 31

6321 Automotive Mechanics 2A Aut 100 Auto Technology 23

6322 Automotive Mechanics 2B Aut 101 Auto Technology 23

7141 Hosp. & Culinary Arts 1A CUL 105 Culinary Technologies 25

7142 Hosp. & Culinary Arts 1B CUL 105 Culinary Technologies 25

7146 Hosp. & Culinary Arts 2A CUL 135 Production Baking 41

7147 Hosp. & Culinary Arts 2B CUL 135 Production Baking 41

Total Number of Students Enrolled: 345

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

History of American Film 1 Algebra 1 Philosophy 1 English 1 Speech 1 Humanities 1

History 231 1 ○○○○ Page 2 of 3 ○○○○○○ Data Book - 73 DISTRICT INFORMATION: 2000-01 South Lake Schools Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Astromony 104 1 Psychology 101 1 Film as Art 2 Communications 1 Institution Total: 12

Total Number of Dual Enrolled Students: 12 ○○○○ ○○○○○○ Page 3 of 3 74 - Data Book DISTRICT INFORMATION: 2000-01 Utica Community Schools # of high schools County Macomb Total Enrollment 26925 4 within district

High School Enrollment 6326 High School Grades 10-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name B090 AP English L013 AP Art History 1 Prehistoric Gothic L017 AP Art History 2 Renaissance-Contemporary E161 AP Calculus D040 AP Biology D160 AP Chemistry D240 AP Physics C130 AP U.S. History C200 AP Western Civilization C191 AP U.S. Government C192 AP Comparative Government

Academic Content for CTE Courses

Aligned Programs

Programs

Law Enforcement X Health Occupations P

Graphic and Commercial Art P ○○○○ Page 1 of 3 ○○○○○○ Data Book - 75 DISTRICT INFORMATION: 2000-01 Utica Community Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Early Childhood Care P Drafting/Computer Graphics X Culinary Arts X Cisco Networking Academy X Business Information Systems X P Automotive Technology X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Baker College Course Name # of Students

PSY101 1 Institution Total: 1

Post-Secondary Institution: Macomb Community College Course Name # of Students

FRE237 AC 1 HIS230 AJ, HIS231 AQ 1 ACC108 2 MTH177 1

MTH176 1 ○○○○ ○○○○○○ Page 2 of 3 76 - Data Book DISTRICT INFORMATION: 2000-01 Utica Community Schools Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

CIS101 1 NSC131 1 ECS265, ECS266 2 ECO117 1 PSC100 1 ITA126E 1 PSY221 1 SOC101 1 PSY250 2 ITA237 1 Institution Total: 18

Post-Secondary Institution: Oakland University Course Name # of Students

THA110 3 Institution Total: 3

Total Number of Dual Enrolled Students: 22 ○○○○ Page 3 of 3 ○○○○○○ Data Book - 77 DISTRICT INFORMATION: 2000-01 Van Dyke Public Schools # of high schools County Macomb Total Enrollment 4408 1 within district

High School Enrollment 974 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 999999 AP Chemistry 999991 AP Calculus 999992 AP Physics

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing X Industrial Co-Operative Education X Electronic Communications Service X Early Childhood Care X Drafting/Computer Graphics X Culinary Arts X Accounting X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes ○○○○ ○○○○○○ Page 1 of 3 78 - Data Book DISTRICT INFORMATION: 2000-01 Van Dyke Public Schools Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

6819/20 Drafting III CAD 22

6827/28 Hosp/Food Service I 16

6829/30 Hosp/Food Service II 47

6831/32 Advanced Foods 62

6847/48/49 Electronics I/II /50 2

6851/52 Early Child. I 10

6853/54 Early Child. II 4

6883/84 Trade & Ind Co-Op 1

6910 Nutrition/Foods for Fitness 89

6921/22 Accounting I 48

6923/24 Accounting II 12

6939/40 Marketing I 48

6941/42 Marketing II 9

6945/46 Store Management/Operations 30

Total Number of Students Enrolled: 400

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Advanced Science 3 ○○○○ Page 2 of 3 ○○○○○○ Data Book - 79 DISTRICT INFORMATION: 2000-01 Van Dyke Public Schools Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Advanced Mathematics 3 Institution Total: 6

Total Number of Dual Enrolled Students: 6 ○○○○ ○○○○○○ Page 3 of 3 80 - Data Book DISTRICT INFORMATION: 2000-01 Warren Consolidated Schools # of high schools County Macomb Total Enrollment 14260 3 within district

High School Enrollment 4251 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 2530 AP Psychology 2501 AP Government 1730 AP Calculus 3180 AP Chemistry 0400 AP Composition 2015/2016 AP American History 5161/5162 AP Music Theory

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content 9221 Medical Careers Science/Health 9171 Machine Technology Science 9131 Landscape Technology Sceince 9111 Graphics/Print Technology Science 9071 Electronics Science 9061 Drafting Technology Science 9191 Dental Careers Science/Health 9051 Computer Information Systems Science

Aligned Programs

Programs

Office Secretarial X X X

Marketing X X ○○○○ Page 1 of 3 ○○○○○○ Data Book - 81 DISTRICT INFORMATION: 2000-01 Warren Consolidated Schools Baker College Davenport College Ferris State University College Macomb Community College Oakland Community Oakland University Community College St. Clair County University Wayne State Business Detroit College of Tech. National Institute of ITT Technical Institute Specs Howard North Star University Northwestern Aligned Programs P= In Progress X= Existing Agreement

Programs

Industrial Tech. Manufacturing Tech. X X Graphic and Commercial Art X P X Electronic Engineering Technology X Electronic Communications Service X X Early Childhood Care X X Drafting/Computer Graphics X X Culinary Arts X X Computer Information Systems X X X Automotive Technology X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

6360 Automotive Technology I AUT 100 Automotive Systems 20

6360/6560 Automotive Technology 1 & II AUTO 111 Manual Transmissions and Drives 61

6560 Automotive Technology II AUT 101 Automotive Electronic Systems 41

7412/7420 Introduction to Marketing & MKT 101 Principles of Marketing Management 23

9041/9541 Commerical Art/Visual Imaging Tech. GCA 101 Perspective 27

9051/9551 Computer Information Systems CIS 101 Computer Information Processing 62 Principles

9061 Vocational Drafting/w CAD DST 110 Preprogram Requirement

22 ○○○○ ○○○○○○ Page 2 of 3 82 - Data Book DISTRICT INFORMATION: 2000-01 Warren Consolidated Schools

Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

9071/9571 Electronic Service Tech & Electronic ECS 111 Electrical Systems Equp. & Computer Services 44

9091/9591 Hospitality & Food Service CUL 131 Culinary Practices 29

9131-9631 Landscape Technology HORT 296 (Course Title Not Listed) 9

9161/9151/ Admin. Office Specialist/Medical INF 112 Word Processing 9141 Office Specialist/Legal Office 41

9171/9671 Machine Technology I & II COR 105 Introduction to Machine Tech. 30

9221/9721 Medical Careers CCHS 103 Clinical Skills for Health Care Providers 64

9531 Child Care ECE 101 Intro to Early Childhood Educ. NA

9561 Vocational Drafting/w CAD II DST 111 Drafting Practices 14

Total Number of Students Enrolled: 487

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

English Composition 1 Psychology 1 Institution Total: 2

Total Number of Dual Enrolled Students: 2 ○○○○ Page 3 of 3 ○○○○○○ Data Book - 83 DISTRICT INFORMATION: 2000-01 Warren Woods Public Schools # of high schools County Macomb Total Enrollment 2867 1 within district

High School Enrollment 930 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 000 AP English

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Medical Assistant P Marketing X Industrial Tech. Manufacturing Tech. X Electronic Engineering Technology X Electronic Communications Service X X Early Childhood Care X Drafting/Computer Graphics X Culinary Arts X Computer Information Systems P

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Yes ○○○○ ○○○○○○ Page 1 of 2 84 - Data Book DISTRICT INFORMATION: 2000-01 Warren Woods Public Schools Articulated Courses DISTRICT LEVEL COLLEGE LEVEL

# of Equivalent Students To Course # Course Name Enrolled Course # Course Name

6817/18 Drafting II/CAD 2

6827/28 Hosp/Food Serv. I 63

6829/30 Hosp/Food Serv. II 67

6847/48/49 Electronics I/II /50 15

6851/52 Early Child. I 18

6853/54 Early Child. II 12

6883/84 Trade & Ind. Co-Op 5

6939/40 Marketing I 77

6941/42 Marketing II 29

6945/46 Store Mgmt. 34

Total Number of Students Enrolled: 322

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? No Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Macomb Community College Course Name # of Students

Calculus/Math Seminar 9 Institution Total: 9

Total Number of Dual Enrolled Students: 9 ○○○○ Page 2 of 2 ○○○○○○ Data Book - 85

Data Book St. Clair County School Districts

Summary of Dual Enrollment by Post-Secondary Institution: 2000-01 ...... 89

Summary of Aligned Programs: 2000-01 ...... 95

Summary of Academic Credit for CTE Classes by District...... 97

Summary of Advanced Placement Classes by District: 2000-01 ...... 98

Virtual High School: 2000-01 ...... 99

Individual School District Information ...... 100

St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Algonac Community Schools

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

CIS 110 2 BUS 153 2 CIS 115 5 ED 101 4 ENG 102 2 PS 101 7 PSY 108 7 BUS 150 4 BUS 155 1 CHM 101 1 ENG 101 1 MTH 112 1 RD 075 1 SOC 101 4 Institution Total: 42

Total Number of Dual Enrolled Students: 42 Capac Community Schools

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

PS 101 4 SPC 101 1 PSY 180 2 Sociology 101 7 Comp. Info. Sys. 115 5 C.E.C.S 142 2 HIS 102 1 G.R. 101 1 BUS 150 1

Page 1 of 6

○○○○○○○○○○ Data Book - 89 St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Capac Community Schools

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

RO 102 1 AG 102 2 ANT 171 1 Institution Total: 28

Total Number of Dual Enrolled Students: 28 East China School District

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

Data Not Available 66 Institution Total: 66

Total Number of Dual Enrolled Students: 66 Marysville Public Schools

Post-Secondary Institution: Baker College

Course Name # of Students

Computer Networking Programs-Novell NA Institution Total:

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

Psychology 180 NA

Criminal Justice 101 NA English 101 40

Sociology 101 NA Political Science 101 NA Institution Total: 40

Page 2 of 6

○○○○○○○○○○ 90 - Data Book St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Marysville Public Schools

Total Number of Dual Enrolled Students: 40 Memphis Public Schools

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

Math 111 1 Computer Information Systems 2 Speech 101 2 Eng 102 3 Eng 101 3 German 1 Math 120 1 Psych 1 Institution Total: 14

Total Number of Dual Enrolled Students: 14 Port Huron Area School District

Post-Secondary Institution: Baker College

Course Name # of Students

INF 131-Internet and The World Wide Web 1 Hardware Concepts 1 Institution Total: 2

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

HIS 150-History of the U.S. 1877 to Present 2 ELT 105-Fundamentals of Residential Wiring 2 ENG 101-English Composition I 11 ENG 102-English Composition II 2 FR 203-Intermediate French I 4

Page 3 of 6

○○○○○○○○○○ Data Book - 91 St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Port Huron Area School District

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

FR 204-Intermediate French II 2 GR 102-Elementary German II 2 HIS 175-History of Michigan 1 HIS 102-Histroy of Modern Civilization Since 1815 5 EG 180-Engineering Graphics 1 HE 210-Health Care Delivery Systems 1 CHM 101-Introduction to Inorganic Chemistry 1 HIS 101-History of Western Civilization to 1815 2 CIS 130-Operating Systems 1 BIO 171-Human Anatomy and Physiology I and II 1 BUS 150-Principals of Business 1 BUS 153-Introduction to Business Law 2 BUS 181-Professional Selling 1 BUS 121-Principals of Economics I 1 BUS 222-Principals of Economics II 1 MUS 118-Voice Class I 1 CHM 102-Introduction to Inorganic Chemistry and Biochemistry 1 HIS 190-Contemporary World History 1 CHM 215-Organic Chemistry I 6 CIS 115-Microcomputer Applications 1 ED 101-Introductin to a Career in Teaching 3 CIS 195-TCP/IP, Packets and Protocols, or Advanced Data Network Cabling 2 CIS 200-Electronic Spreadsheets 1 CIS 205-Internet Development 1 CIS 260-Introduction to C++ Programming 2 CIS 271-Advanced Visual BASIC Programming 1 CJ 101-Introduction to Criminal Justice 3 CJ 105-Police Procedures 1 CM 101-Introduction to Mass Media 1 CM 106A-Radio Broadcast 1

Page 4 of 6

○○○○○○○○○○ 92 - Data Book St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Port Huron Area School District

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

CM 106B-Radio Broadcast 1 CHM 216-Organic Chemistry II 4 SOC 101-Principals of Sociology 17 MTH 050-Arithmetic 2 PLT 235-Introduction to Mold Design 1 ANT 171-Introduction to Anthropology 4 PS 101-Introduction to Political Science 15 PS 220-State and Local Government 2 PHY 221-Mechanics, Heat and Sound 1 PSY 220-Life Span Development Psychology 1 PHY 222-Electricity, Light and Modern Physics 1 SOC 110-Social Problems 1 SP 101-Introductory to Spanish I 2 SP 102-Introductory to Spanish II 2 SP 203-Intermediate Spanish I 4 SPC 101-Speech Communication 3 RD 050-Introductory to College Reading I 1 PSY 180-Introduction to Psychology 8 AVI 101-Private Pilot Ground School 1 MTH 102-Technical Math/Elementary Algebra 1 MTH 114-Analytic Geometry and Calculus I 6 MTH 210-Linear Algebra 1 PLT 245-Computer Aided Engineering Applications 1 MTH 216-Math-Analytic Geometry and Calculus III 6 PHY 122-College Physics II 2 ART 109A-Clay Hand building 1 ART 122-Art of the Western World II 2 BIO 100-Contemporary Biology 3 MUS 100-Piano Class 1 MTH 217-Differential Equations 2

Page 5 of 6

○○○○○○○○○○ Data Book - 93 St. Clair County School Districts Summary of Dual Enrollment by Post-Secondary Institution: 2000-01

Port Huron Area School District

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

MUS 192-International Symphony Orchestra 1 PHL 220-Religions of the World 5 PHY 121-College Physics I 2 MTH 215-Math-Analytic Geometry and Calculus II 10 Institution Total: 185

Total Number of Dual Enrolled Students: 187 St. Clair Technical Education Center

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

PLT 115 10 ENG 101 9 PLT 210 9 PLT 235 1 PLT 245 1 Institution Total: 30

Total Number of Dual Enrolled Students: 30 Yale Public Schools

Post-Secondary Institution: St. Clair Community College

Course Name # of Students

Eng 101 1 Soc 101 1 Psy 180 1 Institution Total: 3

Total Number of Dual Enrolled Students: 3

Page 6 of 6

○○○○○○○○○○ 94 - Data Book ○○○○ North Star Data Book - 95 Specs Howard

ITT Technical ○○○○○○ Institute National Institute of Tech.

Detroit College of Business

Wayne State University

St Clair County X X X X X X X X X X X X X X X X Community College X X X

Oakland University

Oakland Community College Macomb Community College Page 1 of 2 Ferris State University X

Davenport College X X X X X X X X Baker College X X X St. Clair County School Districts County St. Clair Summary of Aligned Programs: 2000-01 2000-01 Aligned Programs: of Summary St. Clair Technical Education Center Accounting Business Information Systems Marketing Computer Information Systems Port Huron Area School District Accounting Accounting Business Information Systems Marketing Memphis Public Schools Broadcasting Business Information Systems Marysville Public Schools Accounting Business Information Systems Computer Information Systems Marketing East China School District Accounting Business Information Systems Math Capac Community Schools Accounting Algonac Community Schools Algonac Community Accounting Business Information Systems Programs P = In Progress X = Existing Agreement North Star

Specs Howard ITT Technical

Institute X National Institute of Tech.

Detroit College of Business

Wayne State University

St Clair County X X X X X X X Community College X X X

Oakland University

Oakland Community College Macomb X X Community College X X Page 2 of 2 Ferris State X X University X X X X X X X

Davenport College X Baker College X X X St. Clair County School Districts County St. Clair ○○○○ Summary of Aligned Programs: 2000-01 2000-01 Aligned Programs: of Summary ○○○○○○ 96 - Data Book Business Information Systems Plastics Technology Welding Yale Public Schools Health Occupations Marketing Culinary Arts Electronic Engineering Technology Computer Information Systems Construction CAD/Drafting Childcare Automotive Technology Business Information Systems St. Clair Technical Education Center St. Clair Technical Automation Automotive Body Programs P = In Progress X = Existing Agreement St. Clair County School Districts Summary of Academic Credit for CTE Classes by District

Academic Content CTE Course Number CTE Course Name Area

Capac Community Schools

010-011 Life Management Health

010/011 Animal Science Science/Ag

008/009 Plant Science Science/Ag

Marysville Public Schools

20.0299 Child Development Family & Consumer Science- Life Mgmt. 20.0499 Foods & Nutrition Nutrition Ed.-Life Mgmt. Education 19.0101 Independent Living Personal Living-Life Mgmt. Education

Page 1 of 1

○○○○○○○○○○ Data Book - 97 St. Clair County School Districts Summary of Advanced Placement Classes by District: 2000-01 AP Course Number AP Course Name Algonac Community Schools 00325/00326 AP United States History 00629/00630 AP Biology 00531/00532 AP Calculus Marysville Public Schools 999999 NO DATA AVAILABLE Port Huron Area School District HS 1089 AP Problems of Democracy HS 3069 AP Biology HS 3079 AP Chemistry HS 0069 AP English HS 1049 AP American History Yale Public Schools HGCO67-68 AP History HAEO67-68 AP Calculus

Page 1 of 1

○○○○○○○○○○ 98 - Data Book St. Clair County School Districts Virtual High School:2000-01

District Name Registered with the Michigan Virtual High School?

Capac Community Schools Yes East China School District Yes Marysville Public Schools In Process Memphis Public Schools In Process Port Huron Area School District In Process Yale Public Schools In Process

Page 1 of 1

○○○○○○○○○○ Data Book - 99 DISTRICT INFORMATION: 2000-01

Algonac Community Schools # of high schools County St. Clair Total Enrollment 2557 1 within district

High School Enrollment 739 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 00531/00532 AP Calculus 00629/00630 AP Biology 00325/00326 AP United States History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Data Not Available

Aligned Programs

Programs

Business Information Systems X Accounting X

Articulated Courses

Does the school distict offer articulated classes? Data Not Available

If yes, did any students enroll in articulated classes? Data Not Available

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Data Not Available

Data from this district was obtained from secondary sources ○○○○

○○○○○○ Page 1 of 2 100 - Data Book DISTRICT INFORMATION: 2000-01

Algonac Community Schools Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

SOC 101 4 RD 075 1 MTH 112 1 ENG 101 1 CHM 101 1 BUS 155 1 BUS 150 4 PSY 108 7 PS 101 7 ENG 102 2 ED 101 4 CIS 115 5 CIS 110 2 BUS 153 2 Institution Total: 42 Total Number of Dual Enrolled Students: 42

Data from this district was obtained from secondary sources

○○○○ Page 2 of 2 ○○○○○○ Data Book - 101 DISTRICT INFORMATION: 2000-01 Capac Community Schools # of high schools County St. Clair Total Enrollment 1781 1 within district

High School Enrollment 709 High School Grades 8-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? No

Academic Content for CTE Courses

Aligned Programs

Programs

Math X Business Information Systems X Accounting X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes ○○○○

○○○○○○ Page 1 of 2 102 - Data Book DISTRICT INFORMATION: 2000-01 Capac Community Schools Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

SPC 101 1 AG 102 2 RO 102 1 BUS 150 1 G.R. 101 1 HIS 102 1 C.E.C.S 142 2 Comp. Info. Sys. 115 5 PS 101 4 Sociology 101 7 ANT 171 1 PSY 180 2 Institution Total: 28

Total Number of Dual Enrolled Students: 28

○○○○ Page 2 of 2 ○○○○○○ Data Book - 103 DISTRICT INFORMATION: 2000-01 East China School District # of high schools County St. Clair Total Enrollment 5614 2 within district

High School Enrollment 1765 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses?Yes

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing X Computer Information Systems X X Business Information Systems X X Accounting X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? Data Not Available

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Yes ○○○○

○○○○○○ Page 1 of 2 104 - Data Book DISTRICT INFORMATION: 2000-01 East China School District If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

Data Not Available 66 Institution Total: 66

Total Number of Dual Enrolled Students: 66

○○○○ Page 2 of 2 ○○○○○○ Data Book - 105 DISTRICT INFORMATION: 2000-01 Marysville Public Schools # of high schools County St. Clair Total Enrollment 2587 1 within district

High School Enrollment 794 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name 999999 NO DATA AVAILABLE

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? Yes Academic Credit for CTE Classes Academic CTE Course Number CTE Course Name Content Area 20.0299 Child Development Family & Consumer Science-Life Mgmt. 20.0499 Foods & Nutrition Nutrition Ed.-Life Mgmt. Education 19.0101 Independent Living Personal Living-Life Mgmt. Education

Aligned Programs

Programs

Marketing X Business Information Systems X X Broadcasting X Accounting X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No ○○○○

○○○○○○ Page 1 of 2 106 - Data Book DISTRICT INFORMATION: 2000-01 Marysville Public Schools

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Baker College Course Name # of Students

Computer Networking Programs-Novell NA Institution Total:

Post-Secondary Institution: St. Clair Community College Course Name # of Students

Political Science 101 NA

Criminal Justice 101 NA

Sociology 101 NA

Psychology 180 NA English 101 40 Institution Total: 40

Total Number of Dual Enrolled Students: 40

○○○○ Page 2 of 2 ○○○○○○ Data Book - 107 DISTRICT INFORMATION: 2000-01 Memphis Public Schools # of high schools County St. Clair Total Enrollment 1006 1 within district

High School Enrollment 289 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? No

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Computer Information Systems X Business Information Systems X Accounting X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process ○○○○

○○○○○○ Page 1 of 2 108 - Data Book DISTRICT INFORMATION: 2000-01 Memphis Public Schools If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

Math 120 1 Psych 1 German 1 Eng 101 3 Eng 102 3 Speech 101 2 Math 111 1 Computer Information Systems 2 Institution Total: 14

Total Number of Dual Enrolled Students: 14

○○○○ Page 2 of 2 ○○○○○○ Data Book - 109 DISTRICT INFORMATION: 2000-01 Port Huron Area School District # of high schools County St. Clair Total Enrollment 11876 2 within district

High School Enrollment 3491 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name HS 1049 AP American History HS 0069 AP English HS 3079 AP Chemistry HS 3069 AP Biology HS 1089 AP Problems of Democracy

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Marketing X X Business Information Systems X X Accounting X X

Articulated Courses

Does the school distict offer articulated classes? Data Not Available

If yes, did any students enroll in articulated classes? Data Not Available ○○○○

○○○○○○ Page 1 of 4 110 - Data Book DISTRICT INFORMATION: 2000-01 Port Huron Area School District Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: Baker College Course Name # of Students

Hardware Concepts 1 INF 131-Internet and The World Wide Web 1 Institution Total: 2

Post-Secondary Institution: St. Clair Community College Course Name # of Students

EG 180-Engineering Graphics 1 CIS 205-Internet Development 1 CIS 260-Introduction to C++ Programming 2 CIS 271-Advanced Visual BASIC Programming 1 CJ 101-Introduction to Criminal Justice 3 CJ 105-Police Procedures 1 CM 101-Introduction to Mass Media 1 CM 106A-Radio Broadcast 1 GR 102-Elementary German II 2 ED 101-Introductin to a Career in Teaching 3 CIS 130-Operating Systems 1 ELT 105-Fundamentals of Residential Wiring 2 ENG 101-English Composition I 11 ENG 102-English Composition II 2 FR 203-Intermediate French I 4 FR 204-Intermediate French II 2 CM 106B-Radio Broadcast 1 BUS 222-Principals of Economics II 1 ART 122-Art of the Western World II 2 AVI 101-Private Pilot Ground School 1 BIO 100-Contemporary Biology 3 BIO 171-Human Anatomy and Physiology I and II 1 BUS 150-Principals of Business 1 BUS 153-Introduction to Business Law 2 CIS 200-Electronic Spreadsheets 1

BUS 121-Principals of Economics I 1

○○○○ Page 2 of 4 ○○○○○○ Data Book - 111 DISTRICT INFORMATION: 2000-01 Port Huron Area School District Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

CIS 195-TCP/IP, Packets and Protocols, or Advanced Data Network Cabling 2 CHM 101-Introduction to Inorganic Chemistry 1 CHM 102-Introduction to Inorganic Chemistry and Biochemistry 1 CHM 215-Organic Chemistry I 6 CHM 216-Organic Chemistry II 4 CIS 115-Microcomputer Applications 1 HIS 102-Histroy of Modern Civilization Since 1815 5 BUS 181-Professional Selling 1 SOC 101-Principals of Sociology 17 PHY 221-Mechanics, Heat and Sound 1 PHY 222-Electricity, Light and Modern Physics 1 PLT 235-Introduction to Mold Design 1 PLT 245-Computer Aided Engineering Applications 1 PS 101-Introduction to Political Science 15 PS 220-State and Local Government 2 HE 210-Health Care Delivery Systems 1 PSY 220-Life Span Development Psychology 1 PHL 220-Religions of the World 5 SOC 110-Social Problems 1 SP 101-Introductory to Spanish I 2 SP 102-Introductory to Spanish II 2 SP 203-Intermediate Spanish I 4 SPC 101-Speech Communication 3 RD 050-Introductory to College Reading I 1 PSY 180-Introduction to Psychology 8 MTH 210-Linear Algebra 1 HIS 101-History of Western Civilization to 1815 2 ANT 171-Introduction to Anthropology 4 HIS 150-History of the U.S. 1877 to Present 2 HIS 175-History of Michigan 1 HIS 190-Contemporary World History 1 MTH 050-Arithmetic 2 PHY 122-College Physics II 2 MTH 114-Analytic Geometry and Calculus I 6 PHY 121-College Physics I 2 MTH 215-Math-Analytic Geometry and Calculus II 10 MTH 216-Math-Analytic Geometry and Calculus III 6 MTH 217-Differential Equations 2

MUS 100-Piano Class 1 ○○○○

○○○○○○ Page 3 of 4 112 - Data Book DISTRICT INFORMATION: 2000-01 Port Huron Area School District Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

MUS 118-Voice Class I 1 MUS 192-International Symphony Orchestra 1 ART 109A-Clay Hand building 1 MTH 102-Technical Math/Elementary Algebra 1 Institution Total: 185

Total Number of Dual Enrolled Students: 187

○○○○ Page 4 of 4 ○○○○○○ Data Book - 113 DISTRICT INFORMATION: 2000-01

St. Clair Technical Education Center # of high schools County St. Clair Total Enrollment 0 0 within district

High School Enrollment 0 High School Grades Advanced Placement Courses

Does the school district offer Advanced Placement Courses? No

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Welding X Plastics Technology X Marketing X Health Occupations X X X Electronic Engineering Technology X X X Culinary Arts X Construction X Computer Information Systems X X Childcare X CAD/Drafting X X X X X Business Information Systems X X X Automotive Technology X X Automotive Body X Automation X Accounting X X X

Data from this district was obtained from secondary sources ○○○○

○○○○○○ Page 1 of 2 114 - Data Book DISTRICT INFORMATION: 2000-01

St. Clair Technical Education Center

Articulated Courses

Does the school distict offer articulated classes? Data Not Available

If yes, did any students enroll in articulated classes? Data Not Available

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? Data Not Available

Dual Enrollment

If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

PLT 245 1 PLT 235 1 PLT 210 9 ENG 101 9 PLT 115 10 Institution Total: 30 Total Number of Dual Enrolled Students: 30

Data from this district was obtained from secondary sources

○○○○ Page 2 of 2 ○○○○○○ Data Book - 115 DISTRICT INFORMATION: 2000-01 Yale Public Schools # of high schools County St. Clair Total Enrollment 2121 2 within district

High School Enrollment 608 High School Grades 9-12 Advanced Placement Courses

Does the school district offer Advanced Placement Courses? Yes Advanced Placement Courses

AP Course Number AP Course Name HAEO67-68 AP Calculus HGCO67-68 AP History

Academic Content for CTE Courses

Does the school district offer academic credit for Career and Technical Education (CTE) courses? No

Aligned Programs

Programs

Business Information Systems X X

Articulated Courses

Does the school distict offer articulated classes? Yes

If yes, did any students enroll in articulated classes? No

Michigan Virtual High School

Is the school district registered with the Michigan Virtual High School? In Process ○○○○

○○○○○○ Page 1 of 2 116 - Data Book DISTRICT INFORMATION: 2000-01 Yale Public Schools If yes, did any students School Offer Dual Enrollment? Yes enroll in dual enrollment Yes program? Dual Enrollment

Post-Secondary Institution: St. Clair Community College Course Name # of Students

Soc 101 1 Psy 180 1 Eng 101 1 Institution Total: 3

Total Number of Dual Enrolled Students: 3

○○○○ Page 2 of 2 ○○○○○○ Data Book - 117