Overview

Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.

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9780815634324

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Reviews

Concurrent enrollment is entering a new era of greater visibility and popularity. However, concurrent enrollment programs exist in an astounding variety. If we are to make certain that the ideals of quality and equity are not lost in this rich but wild diversity, we need big-picture overviews of the field. This book tackles our current need by addressing a myriad of issues that a program could face, presenting the reader with diverse perspectives, instructive models, and pertinent research. -Michael Giazzoni, director, College in High School, University of Pittsburgh

Concurrent enrollment is entering a new era of greater visibility and popularity. However, concurrent enrollment programs exist in an astounding variety. If we are to make certain that the ideals of quality and equity are not lost in this rich but wild diversity, we need big-picture overviews of the field. This book tackles our current need by addressing a myriad of issues that a program could face, presenting the reader with diverse perspectives, instructive models, and pertinent research. -Michael Giazzoni, director, College in High School, University of Pittsburgh

Author Information

Gerald S. Edmonds is assistant provost of academic programs at Syracuse University, USA, and executive director of Syracuse University Project Advance. Tiffany M. Squires is a research and evaluation assistant at Syracuse University Project Advance.

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