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College Credit cover:Layout 1 2/4/10 11:18 AM Page 1 C o l l e g e Co lle ge Cre dit C r e he first-year college writing requirement is a time-honored tradition d for Writing in High School i Tin almost every college and university in the United States. Many t high school students seek to fulfill this requirement before entering f o college through a variety of programs, such as Advanced Placement r The “Taking Care of” Business tests, concurrent enrollment programs, the International Baccalaureate W diploma, and early college high schools. The growth of these programs r i t raises a number of questions, including: i n • Is this kind of outsourcing of instruction to noncollege providers of g educational services something to be resisted or embraced? i • What are the possible benefits and detriments to students, their n parents, their teachers, and the educational institutions? What H i standards should be met with respect to student readiness, teacher g preparation, curricular content, pedagogical strategies, and learning h outcomes? S c • How can we create a seamless K –14 educational system that h effectively teaches writing to students in the transition from o adolescence to adulthood? o l Contributors to this volume—including high school teachers, professors at community colleges and universities, and administrators H at both the secondary and postsecondary levels—explore the complexity a of these issues, offer best practices and pitfalls of such a system, n s e establish benchmarks for success, and lay out possible outcomes for a n new educational landscape. • F a r r i s National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Edited by Kristine Hansen and Christine R. Farris 800-369-6283 or 217-328-3870 www.ncte.org Foreword by David A. Jolliffe Afterword by Douglas Hesse The “Taking Care of” Business COntentS FOREWORD: TOUGH QUESTIONS FOR THOUGHTFUL EDUCATORS. vii David A. Jolliffe ACKNOWLEDGMENTS . xv INTRODUCTION: THE “TAKING CARE OF” BUSINESS. xvii Kristine Hansen and Christine R. Farris 1 The Composition Marketplace: Shopping for Credit versus Learning to Write . 1 Kristine Hansen I Advanced Placement: Issues and Answers 2 The Beginnings of AP and the Ends of First-Year College Writing. 43 Joseph Jones 3 The Evolution of AP English Language and Composition. 68 Kathleen M. Puhr 4 What Do the Students Think? An Assessment of AP English Preparation for College Writing. 86 Colleen Whitley and Deirdre Paulsen 5 From Advanced Placement Student to Concurrent Enrollment Teacher: A Personal and Professional Evolution. 119 Steve Thalheimer II Concurrent Enrollment: Programs and Policies 6 Early College High Schools: Double-Time. 141 Barbara Schneider v a07225fm.indd 5 2/5/10 8:22 AM INTRODUC ONTENTC TIONS 7 Round Up the Horses—The Carts Are Racing Downhill! Programmatic Catch-up to a Quickly Growing Concurrent Credit Program. 165 Joanna Castner Post, Vicki Beard Simmons, and Stephanie Vanderslice 8 Concurrent Enrollment in Rural Minnesota: Addressing the Needs Caused by Shifting Demographics, Economics, and Academics. 189 Randall McClure, Kevin Enerson, Jane Kepple Johnson, Patricia Lipetzky, and Cynthia Pope 9 Contesting the Territoriality of “Freshman English”: The Political Ecology of Dual Enrollment. 208 Miles McCrimmon 10 Syracuse University Project Advance: A Model of Connection and Quality. 227 Patricia A. Moody and Margaret D. Bonesteel 11 Absentee Landlords or Owner-Tenants? Formulating Standards for Dual-Credit Composition Programs. 245 Chris M. Anson 12 Minding the Gap and Learning the Game: Differences That Matter between High School and College Writing. 272 Christine R. Farris Afterword: Of Cellists and Writers, Getting Better and Getting On . 283 Douglas Hesse INDEX. 293 EDITORS. 309 CONTRIBUTORS. 311 vi a07225fm.indd 6 2/5/10 8:22 AM The “Taking Care of” Business INTRODUCTION The “Taking Care of” Business KRISTINE HANSEN Brigham Young University CHRISTINE R. FARRIS Indiana University n late 2007 Harvard Education Press published a book called IMinding the Gap with the intriguing subtitle Why Integrating High School with College Makes Sense and How to Do It (Hoff- man et al.). The book is a collection of forty-two essays written by people interested in public education policy. Eleven of the authors are from universities, either professors or administrators. Four others are directly employed in formulating or carrying out public educational policies in federal or state education agencies. Of the remaining twenty-seven authors, twenty-two represent nonprofit groups such as the following : ◆ The American Youth Policy Forum, a “professional develop- ment organization” that provides “learning opportunities for policy leaders, practitioners, and researchers working on youth and education issues at the national, state, and local levels.” This entity receives grants from a long list of foundations, including the following: Bill and Melinda Gates, Carnegie, Eli Lilly, Ford, General Electric, and Kellogg. ◆ The Institute for Educational Leadership, a Washington-based nonprofit organization founded in 1971 to “build the capacity of individuals and organizations in education and related fields to work together—across policies, programs, and sectors.” It receives funding from Lockheed Martin, J. P. Morgan, and UPS, as well as Atlantic Philanthropies, the Carnegie Corpo- xvii a07225fm.indd 17 2/5/10 8:22 AM INTRODU C TION ration, the Ford Foundation, and the Bill and Melinda Gates Foundation, among others. ◆ Jobs for the Future, a nonprofit research, consulting, and ad- vocacy agency, founded in 1983 to influence “major national policies on education, welfare, job training, and unemploy- ment.” It has been or is now funded by businesses such as IBM, Fidelity Investments, and McGraw-Hill, as well as by private foundations, including Ford, Wal-Mart, and Bill and Melinda Gates Foundation. ◆ Achieve, a bipartisan, nonprofit organization created by state governors and business leaders in 1996 to help “states raise academic standards, improve assessments and strengthen accountability to prepare all young people for postsecond- ary education, work and citizenship.” Among the companies and foundations that help support its efforts are Boeing, IBM, State Farm, the Carnegie Corporation, the Bill and Melinda Gates Foundation, the Intel Foundation, and the Prudential Foundation. ◆ The National Center for Educational Accountability, an arm of the Education Commission of the States (ECS), organized in 1965 to help “states develop effective policy and practice for public education by providing data, research, analysis and leadership; and by facilitating collaboration, the exchange of ideas among the states, and long-range strategic thinking.” Home of the prototype of the National Assessment of Educa- tional Progress (NAEP), the ECS was funded by federal grants until 1983, when the federal government took away its $10 million a year and gave the private Educational Testing Ser- vices management of the NAEP program. ECS has struggled financially since then but has managed to stay alive with reve- nue from state membership fees, contracts, grants from private foundations, and sponsorship by Microsoft, Pearson Educa- tion and its National Evaluation Systems, College Board, ETS, and Measured Progress. ◆ The National Center for Public Policy and Higher Educa- tion, founded in 1998, which “promotes public policies that enhance Americans’ opportunities to pursue and achieve high-quality education and training beyond high school” and “prepares action-oriented analyses of pressing policy issues facing the states and the nation regarding opportunity and achievement in higher education—including two- and four- year, public and private, for-profit and nonprofit institutions.” (Its sources of funding are not publicized on its website, and our requests for information were ignored.) xviii a07225fm.indd 18 2/5/10 8:22 AM The “Taking Care of” Business From this roll call of nonprofit organizations that most Americans have likely never heard of, it is clear that public edu- cational policy is being subjected to concerted influence from private groups supported by the private foundations of private businesses. But it’s not just centers, institutes, and forums that are bidding to help formulate policy: three of the authors in Minding the Gap are independent researchers who consult with state agencies on educational policy. Two are from the Oregon Business Council—and one of those wears a second hat as a member of the Oregon State Board of Education. The biograph- ical profiles of many of the authors, printed at the back of the book, suggest how intensely their interests in education and eco- nomics are intertwined. Not surprisingly, then, the gap that the authors of Minding the Gap have in mind is an education gap that results from and perpetuates an earnings gap. It is the earnings gap that many students fall into after high school when they fail to complete or even to begin any postsecondary education. The editors ob- serve that “young people from the middle and upper ends of the socioeconomic spectrum are almost five times more likely to earn a two- or four-year college degree than those from low- income families.” Low-income students with test scores in the top quartile, who apparently have the ability to succeed in post- secondary education, are no more likely to attend college than high-income students with test scores in the lowest range. Afri- can American and Latino students are at even greater risk