Page 329 - Crisis in Higher Education

Revamping Relationships • 299

Decades ago, advanced placement (AP) courses were established for high
school students to address this concern. These are specially identified
classes with limited enrollment for only the best students. Credit for
higher education courses could be earned by passing an exam admin-
8
istered by the College Board. This opportunity, which is still available
today, has not reached the breadth of courses and numbers of students
that it should.
In response, many states have established additional programs for high
school students, which allow them to get a jump-start on the pursuit of a
two-year or four-year degree. Some examples are as follows:

1. College tech-prep: This blends college preparation with technology
as students in grades 11 and 12 enroll in high school courses as well
as college equivalent courses. Students can get a head start on two-
year and four-year degrees as they prepare for jobs in high-demand
technical fields.
2. Early college high schools: Students enroll in special high schools with
curriculum that blends high school and higher education. In grades
9 and 10, they take the usual college preparatory classes, and in the
last two years, they take college-level classes, in most cases, without
cost.
3. Postsecondary enrollment options (PSEOs): High school students
take classes at a local two-year college or four-year university usu-
ally with no cost. These courses earn credit toward a high school
diploma and a two-year or four-year degree. Eligibility can begin in
the ninth grade. 9

Although these options have value, they are incomplete because they
are only available to students who meet certain criteria, are in school
districts that have these programs, and are close by institutions of
higher learning. Even if these programs are available, there is still a need
to simplify handoffs between high schools and higher education, so
students do not waste time and resources repeating courses. This coor-
dination occurs naturally between primary and secondary education
because one entity plans and manages both. States should work with
their high schools, public community and technical colleges, and public
universities to rationalize and routinize this process. Private universi-
ties may find it helpful to participate, or they may face a competitive
disadvantage.