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An examination of the Oregon state college and career education investment and the Eastern Promise program

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An examination of the Oregon state college and career education investment and the Eastern Promise program

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Content Running head: OREGON STATE DUAL ENROLLMENT 1

AN EXAMINATION OF THE OREGON STATE COLLEGE AND CAREER EDUCATION
INVESTMENT AND THE EASTERN PROMISE PROGRAM

BY
ERIN MCKENZIE CRAIG

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2014

OREGON STATE DUAL ENROLLMENT 2
DEDICATION
This dissertation is dedicated to my fiancé Joon, whose patience, understanding, and
support through the past three years made this experience positive and attainable for me. I love
you and cannot wait for the next chapter of our lives together.

OREGON STATE DUAL ENROLLMENT 3
ACKNOWLEDGEMENTS
First, I would like to thank my dissertation chair Dr. Larry Picus who spent numerous
hours reviewing my drafts and sharing his knowledge and experience in navigating the state of
Oregon. Your support and feedback have increased my knowledge and practice as an educator
and student. Next, I would like to thank John Smith. Your initial offer to edit my dissertation
for free was not only extremely affordable, but provided insight as to why you are Joon’s best
friend. Thank you for every way you have helped me through this process, truly. Finally, I
would like to thank the peers I have grown close with over the past three years. The interpretive
dances, Friday bonding through accountability, saved by the bell trivia, and stories about those
kids increased the laughter and fun through this academic program. Thank you for our
friendship. It has been one of the best parts of this experience.

OREGON STATE DUAL ENROLLMENT 4
TABLE OF CONTENTS
CHAPTER ONE ............................................................................................................................. 9
Introduction................................................................................................................................. 9
Purpose of the Study ................................................................................................................. 13
Research Questions................................................................................................................... 13
Importance of the Study............................................................................................................ 14
Summary of the Methodology .................................................................................................. 15
Limitations ................................................................................................................................ 15
Delimitations............................................................................................................................. 16
Assumptions.............................................................................................................................. 16
Definitions of Terms................................................................................................................. 17
Dissertation Organization ......................................................................................................... 20
CHAPTER TWO - LITERATURE REVIEW.............................................................................. 21
Introduction............................................................................................................................... 21
Oregon Education Statewide Reform ....................................................................................... 21
Oregon Education Investment Board........................................................................................ 27
Achievement Compacts ............................................................................................................ 31
The Eastern Promise ................................................................................................................. 32
College and Career Readiness .................................................................................................. 37
High School to College Link ................................................................................................ 37
College and Career Readiness .............................................................................................. 38
New Millennial Students....................................................................................................... 41
The Gap................................................................................................................................. 43
High School Predictors for College Success ........................................................................ 45
College Credits in High School ................................................................................................ 47
College Credits in High School ............................................................................................ 47
Students Served..................................................................................................................... 52
Student Support Structures ................................................................................................... 54
Policies and Funding............................................................................................................. 55
Conclusion ............................................................................................................................ 57
Summary................................................................................................................................... 57
CHAPTER THREE – METHODS ............................................................................................... 58
Introduction............................................................................................................................... 58
Research Questions................................................................................................................... 59
Purposeful Sample and Population ........................................................................................... 59
Instrumentation and Data Collection ........................................................................................ 63
Total Eastern Promise versus Total Non-Eastern Promise................................................... 64
Student Data Within Eastern Promise Schools..................................................................... 64
Eastern Promise Student Characteristics .............................................................................. 64
Revised Data Collection Plan ............................................................................................... 65
Data Analysis............................................................................................................................ 66
Summary................................................................................................................................... 67
CHAPTER FOUR - FINDINGS................................................................................................... 68
Introduction............................................................................................................................... 68
Overview of the Eastern Promise ......................................................................................... 68
OREGON STATE DUAL ENROLLMENT 5
Demography of Eastern Promise and Non Eastern Promise Schools................................... 71
Research Questions................................................................................................................... 74
Conclusion .............................................................................................................................. 106
CHAPTER FIVE - DISCUSSION ............................................................................................. 109
Background............................................................................................................................. 109
Overview of the Study ............................................................................................................ 109
Summary of Findings.............................................................................................................. 110
Limitations .............................................................................................................................. 113
Recommendations for Future Research.................................................................................. 114
Conclusion .............................................................................................................................. 115
References................................................................................................................................... 119
APPENDIX A: DATA ELEMENTS OF INTEREST FOR EASTERN PROMISE.................. 124
APPENDIX B: CRITERIA FOR EASTERN PROMISE RFP .................................................. 130
APPENDIX C: HEALTH 250 GRADING RUBRIC................................................................. 133
APPENDIX E: EASTERN PROMSIE INTERNAL GAP ANALYSIS .................................... 136

OREGON STATE DUAL ENROLLMENT 6
LIST OF TABLES
Table 1.1 2011 Oregon High School and Greater Education Rates 11
Table 2.1 40-40-20 Strategic Plan 29
Table 2.2 OEIB Adopted Outcomes and Indicators 30
Table 2.3 Highest Level of Educational Attainment In Oregon by Race/Ethnicity
Age 25 and Older (2008) 36

Table 2.4 Conley College Readiness Conceptual Framework (2011) 39
Table 2.5 Key Elements of Dual Enrollment Approaches 55
Table 3.1 Eastern Oregon Schools’ Eastern Promise Participation Status 60
Table 3.2 Eastern Promise Schools Demographic Date 61-62
Table 3.3 College Credit Acquisition Pathways 62
Table 3.4 Statistical Comparison Subgroups 65
Table 4.1 Eastern Promise Educational Institution Organization 69
Table 4.2 Eastern Promise Educational Institution Role 70
Table 4.3 Frequency and Percentage of Students by Race and Intermountain
Education Service District 71

Table 4.4 Frequency and Percentage With Free or Reduced Lunch Status
Intermountain Education Service District 72

Table 4.5 2012-13 Demographics of Students by Eastern Promise High
Schools and Non-Eastern Promise High Schools 73

Table 4.6 College and Career Return on Investment Expectations and
Measurement 78

Table 4.7 Oregon Transfer Module Credit Requirements by Foundational
Skills and Discipline Studies 80

Table 4.8 AAOT Credit Requirements by Foundation Skills and Discipline
Studies 81

Table 4.9 Eastern Promise College Credit 82-83
OREGON STATE DUAL ENROLLMENT 7

Table 4.10 2012-13 Eastern Promise vs. Non Eastern Promise
Preliminary Data Collection Plan 84

Table 4.11 2012-13 Eastern Promise and Non-Eastern Promise
Available Data 85

Table 4.12 2012-13 Eastern Promise Credit by Proficiency
Grade Distribution 87

Table 4.13 2012-2013 Credit by Proficiency Totals 88

Table 4.14 2013-14 Eastern Promise OTM and AAOT Offering
By High School 90

Table 4.15 OTM through Eastern Promise and Course Titles 91

Table 4.16 AAOT through Eastern Promise and Course Titles 92

Table 4.17 Eastern Promise Data Collection Proposal from Education
Northwest 93

Table 4.18 Two Million Dollar Eastern Promise Known Costs 99-100

Table 4.19 Eastern Promise RFP Draft Pillar and Criterion 101-102

OREGON STATE DUAL ENROLLMENT 8
Abstract
The purpose of this study is to focus on the OEIB’s college and career investments and
determine: OEIB’s expectation for a plan to address Oregon college and career readiness; how
these investments align to high school students’ successful completion of at least nine college
credits prior to high school graduation; how successful Eastern Promise vs. non-Eastern Promise
high school students are in completing at least nine college credits prior to high school
graduation; and how scalable the Eastern Promise early college program is statewide. The study
investigated a purposeful sample of high schools participating in Eastern Promise compared to a
purposeful sample of non-Eastern Promise high schools in an effort to determine how many
students acquired at least nine college credits prior to high school graduation, graduate from high
school in four years, and enroll in a post-secondary institution the following semester.
After a single year of pilot data, the Eastern Promise is lacking substantial and adequate
quantitative data to determine how effective the Eastern Promise is in students completing at
least nine credits prior to high school graduation, graduating from high school, and enrolling in a
post-secondary institution as compared to a control group of Eastern Oregon high school
students. Eastern Promise data availability for 2012-2013 is strictly limited to credit by
proficiency overall performance by college course and only represented by academic grade and
pass/withdraw rates.
The OEIB investments for the Eastern Promise have been allocated so $2,000,000 will
support the existing program in Eastern Oregon, and another $2,000,000 will be allocated to
scale the Eastern Promise across Oregon through the RFP process. Structured and proactive
supports for diverse students’ needs to ensure that all students have the opportunity to take
college courses through the Eastern Promise could address at-risk student access.
OREGON STATE DUAL ENROLLMENT 9
CHAPTER ONE
Introduction
No Child Left Behind (NCLB), a reauthorization of the Elementary and Secondary
Education Act (ESEA) in 2001 was passed by congress and signed by President George W. Bush
in 2002 (United States Department of Education, 2010a). The United States Department of
Education then developed the NCLB implementation plan based on four pillars: stronger
accountability results; increased freedom for states and communities; proven evaluation
methods; and increased choices for parents. This reauthorization of ESEA was primarily due to
an achievement gap on standardized tests between Caucasian, minority, socioeconomically
disadvantaged, English learners, and students with special needs (Ed Source, 2008). As a result
of NCLB, local education agencies (LEAs) and schools were required to meet Adequate Yearly
Progress (AYP) achievement targets for both the entire student population and numerically
significant subgroups each academic year. In 2001 at the start of NCLB, these achievement
targets were relatively low and since have steadily increased to the target that all students show
proficiency in English and Math in 2014 (Ed Source, 2008).
No Child Left Behind is a major federal funding mandate for the United States public
school system and was due for Congressional reauthorization in 2007 and reform based on the
number of schools not meeting their respective achievement targets. Congress decided to not
take action on this growing issue and in September of 2012, President Obama announced that
states would have the ability to request a flexibility waiver. States who are granted the flexibility
waiver would be exempt from the specific mandates of NCLB, but maintain strong
accountability and a commitment to high standards for all students (United States Department of
Education, 2012).
In 2011, Senate Bill 909 (2011) which was chaired by the Oregon State Governor
OREGON STATE DUAL ENROLLMENT 10
established the Oregon Education Investment Board (OEIB) to oversee educational investments
in an effort to create a seamless, unified system for public education from early childhood
through high school and college. The ultimate goal of this development was to ensure all
Oregonians are prepared for college and career life in the American economy. Under the
leadership of Oregon state Governor John Kitzhaber, Chief Education Officer Rudy Crew, and
over 100 educators (including superintendents, site leaders, teachers, and advocacy groups),
Oregon submitted its ESEA flexibility proposal in January of 2012, and received approval in
July of 2012 (Department of Oregon, 2012).
Oregon’s approved framework moved away from a one-size-fits-all of NCLB and toward
an authentic, evidenced-based methodology for individual students, schools, districts, and states.
The creation of achievement compacts fulfilled this new direction. Achievement ompacts hold
schools, districts, and regions accountable in reaching the statewide 40-40-20 goal by 2025
(Department of Oregon, 2012). 40-40-20 represents 40 percent of Oregonians graduating from a
four-year institution, 40 percent of Oregonians graduating from a two-year institution, and the
remaining 20 percent of Oregonians graduating from high school career ready (Department of
Oregon, 2012). Table 1.1 shows the 2011 Oregon high school diploma, associate degree, and
bachelor’s degree completion rate. Currently, there exits an 11.3% gap in high school diploma
completion, a 32.0% gap in associate degree completion, and an 11.1% gap in bachelor’s degree
completion as compared with the OEIB’s 40-40-20 goal showing college and career readiness as
a critical area of focus to close the Oregonian education gaps (Oregon College Access Network,
2012).

OREGON STATE DUAL ENROLLMENT 11

Table 1.1
2011 Oregon High School and Greater Education Rates
Education Level 2011 Oregon Results 2025 OEIB Goal Gap
High School Diploma 88.7% 100.0% 11.3%
Associate’s Degree 8.0% 40.0% 32.0%
Bachelor’s Degree 28.9% 40.0% 11.1%

College and career readiness refers to the content knowledge, skills, and habits necessary
for a student to be successful in a post-secondary institution or sustainable career. According to
Conley, college and career readiness consists of four “keys” including: cognitive strategies,
content knowledge, learning skills and techniques, and the ability to transition knowledge and
skills (2012). A student who is college-ready will enter a post-secondary institution with the
skills for entry-level, credit-bearing courses and without the need for remedial courses. A
student who is career-ready also requires possession of sufficient foundational knowledge, skills,
and general learning strategies necessary to begin studies in a career pathway (Conley, 2012).
The need for college and career readiness in all Oregonians is clear.
Adelman (2006) states in The Toolbox Revisited that a student who completes less than
20 credits in their first post-secondary educational year has a serious drag on degree completion.
The most profound implication indicates that transitioning students from high school to college
earlier by completing college credits while in high school will increase the likelihood students
complete at least 20 credits in the first year after high school graduation. According to Adelman,
a completion minimum of six college credits will help students cross that 20-credit line. Six
credits helps students, nine credits is better, and 12 credits is a guarantee of momentum for
students to cross the 20-credit line in their first year at a post-secondary institution (Adelman,
2006).
OREGON STATE DUAL ENROLLMENT 12
The current OEIB investment foci target four major areas (R. Crew, personal
communication as part of class guest lecturer, 2013): 1) early literacy and learning, 2) STEM
vertically aligned schools, 3) diverse teacher and leadership support, and 4) college and career
readiness. The current study will concentrate on the college and career readiness investment,
particularly college credit attainment prior to high school graduation and post-secondary
enrollment. The eastern side of Oregon developed an early college program called the Eastern
Promise to provide high school students access to college credits prior to high school graduation.
In the Eastern Promise high schools, access to college credits prior to high school graduation can
be attained through four pathways: Advanced Placement testing; dual credit; dual enrollment;
and credit by proficiency courses. This study will focus on applying Conley’s college and career
readiness theory, the early/middle college model and results, and an analysis of The Eastern
Promise versus the OEIB’s college and career investment (Conley, 2012).
Statement of the Problem
Oregon’s NCLB waiver has removed a large statewide educational barrier and increased
the state’s ability to focus on authentic, evidence-based practice, intersecting the school, district,
and regional goal-setting compacts. The creation and practice of the compacts fosters
accountability that is diverse and directly reflects Oregonians’ need to increase college and
career readiness. Adelman’s research indicates that increasing students’ access and completion
of college credits while in high school will increase the likelihood that students complete 20
college credits in their first year at a post-secondary institution (2006). It is important to
understand what the OEIB’s expectation is to address Oregonians’ college and career readiness
and how the OEIB investments are aligned to college and career readiness indicators in the
achievement compacts. Moreover, it is critical to evaluate the effectiveness of the current
OREGON STATE DUAL ENROLLMENT 13
early/middle college Oregon program, that is Eastern Promise’s capacity to facilitate students’
transition from high school to post-secondary institutions and the potential scalability of the
Eastern Promise statewide.
Purpose of the Study
The purpose of this study is to focus on the OEIB’s college and career investments and
determine:
1) OEIB’s expectation for a plan to address Oregon college and career readiness
2) How these investments align to high school students’ successful completion of at least nine
college credits prior to high school graduation
3) How successful Eastern Promise vs. non-Eastern Promise high school students are in
completing at least nine college credits prior to high school graduation
4) How scalable the Eastern Promise early college program is statewide.
Research Questions
The research questions for this study are:
 What is the OEIB’s expectation for a plan that ensures high school students
successfully complete at least nine college credits prior to graduation?
 What is the effectiveness of the Eastern Promise at graduating high school students
with up to nine college credits and enrolling in a post-secondary institution after
graduation?
 How are the OEIB college and career investments aligned to increase students’
successful completion of at least nine college credits prior to graduation and
enrollment in a post-secondary institution?
 What is the potential scalability of the Eastern Promise to increase students’
OREGON STATE DUAL ENROLLMENT 14
successful completion of at least nine college credits prior to high school graduation
statewide?
Importance of the Study
With the Oregon job market in high demand for career-ready Oregonians, it is critical to
determine the most effective method to produce college and career-ready students and examine
how investments can be aligned to standardize this program for all high school students. The
current study will be informative for practitioners, policy makers, and investors. District and
school leaders can make use of research coupled with analysis of their early college programs to
increase student college credit completion, enrollment at a post-secondary institution, and
educationally develop Oregonians that are career-ready and employable in their communities.
Policy makers should consider the results of the current study as they make decisions
regarding funding for high school student enrollment in community college and university
courses concurrent with high school enrollment. Investors should consider the current study as
they determine how investments should align to facilitate an increase in high school students’
early college access and success, and matriculation to post-secondary institutions.
When the current study has been completed and college and career-ready success rate has
been analyzed, Oregon can first consider how the Eastern Promise can be scaled statewide to
ensure all Oregonians have access to this pathway. Furthermore, after the college credit and
post-secondary enrollment data is available to be analyzed longitudinally, other states can
determine if the Oregon early college model is transferable to students in their respective state.
Essentially, determining how generalizable is the Oregon early college model?

OREGON STATE DUAL ENROLLMENT 15
Summary of the Methodology
This study will provide a thorough analysis of the OEIB’s expectation for a state level
college and career readiness plan and an through analysis of the current early/middle college
program as it relates to high school students earning at least nine college credits prior to high
school graduation. This study will synthesize the scalability of the program statewide and the
investments necessary to do so.
The preliminary data collection plan for this study was to gather extensive quantitative
data from college and career achievement compact indicators and supplementary qualitative data
from Eastern Promise leader interviews. The quantitative college and career achievement
compact indicator data included: students gaining at least nine college credits prior to high
school graduation, high school graduation, and post-secondary enrollment, however this data did
not exist for the pilot year of the Eastern Promise. The revised quantitative data collection
included gathering of all quantitative data available and included: Eastern Promise overall
student performance for credit by proficiency courses, the alignment of the Eastern Promise to
community college degrees, teacher participation, and the data collection plan moving forward.
Limitations
The following limitations were present in the study:
o The Eastern Promise pilot data was only available for 2012-13 allowing for only one year
of available data
o The purposeful sample of Eastern Promise and non-Eastern Promise high schools was
restricted due to the quantity and size of high schools in rural Eastern Oregon
o Quantitative pilot data was only available for the credit by proficiency pathway so does
not fully represent all courses and credits earned through the Eastern Promise in 2012-13
o Quantitative pilot student performance data was only available by grade distribution and
OREGON STATE DUAL ENROLLMENT 16
pass rates making it impossible to analyze data by Eastern Promise and non-Eastern
Promise school, demographic, or student characteristic.
o Due to the lack of quantitative data available, the majority of data collected was
qualitative
o Because achievement compacts were initially established in 2012-2013 with new
indicators, district and regional goals might be unrealistic
o Qualitative data collection using interviews with OEIB, Eastern Promise leaders, and
high school teachers increase the potential for subjective interpretation of results
o Oregon currently does not have a longitudinal student tracking system, so there is no
effective method of assessing post-secondary matriculation/persistence
Delimitations
The following delimitations are present in the study:
o Examination is restricted to the effectiveness of the Eastern Promise, rather including the
six independent early and middle college high schools in Oregon.
o The focus is on two college and career indicators within the compacts: the quantity of
students who completed nine-plus college credits prior to graduation and the quantity of
students enrolled in a post-secondary institution the semester following high school
graduation.
o There is limited national generalizability due to the one-state focus of the study.
Assumptions
The following assumptions are made in the study:
o College and career investments will remain a high priority for OEIB through the timeline
of this study.
o Methodology and procedure selected are congruent with the scope of the study.
o The OEIB and Eastern Promise leaders will be honest, forthcoming, and candid during
OREGON STATE DUAL ENROLLMENT 17
their interviews.
o Accurate quantitative data collection from the schools.
Definitions of Terms
Achievement Compact: Two-way partnership agreements created by schools and regions in
Oregon to set targets on key student outcomes and encourage broad collaboration to adopt
tranformational practices, policies and budgets to help students achieve the educational outcomes
valued by Oregonians
Achievement Gap: A difference in scores on student achievement tests between groups of
students.
Adequate Yearly Progress (AYP): A series of annual academic performance goals established
for each school, LEA, and the state as a whole. Schools, LEAs, and the state are determined to
have met AYP if they meet or exceed each year’s goals (California Department of Education,
2009b).
Advanced Placement Courses: Thirty-five full and half-year courses across 20 subject areas
offered to high school students. Students must take and pass the Advanced Placement exam in
the spring to receive college credit.
Career Readiness: the possession of sufficient foundational knowledge and skill as well as
general learning strategies necessary to begin studies in a career pathway.
College Readiness: Preparation in the four dimensions of college readiness necessary to succeed
in entry-level general education courses
College and Career Readiness: The level of preparation a student requires in order to enroll and
succeed—without remediation—in a credit‐bearing course at a postsecondary institution that
offers a baccalaureate degree or transfer to a baccalaureate program, or in a high‐quality
OREGON STATE DUAL ENROLLMENT 18
certificate program that enables students to enter a career pathway with potential future
advancement (Conley, 2011).
Dual Credit: Students take college or university courses for college and high school credit.
Courses must be built around specific learning outcomes for the similar post-secondary course
and must be taught by a high school teacher who meets the criteria of an adjunct faculty member
at the corresponding community college or university.
Early College High School: A high school designed to combine grades 9-14 into one institution
with college courses offered so that all students will achieve two years of college credit at the
same time that they earn a high school diploma.
Earning 9+ College Credits: Percentage of students who have received nine or more college
credits while enrolled in high school or earlier. Credits can be earned through any means
approved by local school board policy, including but not limited to AP exam, IB course
completion, dual credit course completion, and community college or university enrollment.
Calculated as the percent of students who earned at least nine college credits by the end of their
fourth year in high school divided by the size of the cohort.
The Eastern Promise: A collaboration between Eastern Oregon University, the InterMountain
Education Service District (IMESD), Blue Mountain and Treasure Valley community colleges,
and school districts in the eastern Oregon to create additional opportunities for high school
students to participate in college-level courses, as well as earn college credits and/or certificates
prior to high school graduation.
Expanded Dual Credit: College/university courses are taught to high school students at high
school and post-secondary sites through distance learning technologies.
International Baccalaureate (IB): A 11
th
and 12
th
grade program designed around theory of
OREGON STATE DUAL ENROLLMENT 19
knowledge, service learning, and independent research project with coursework in students’ first
language, a second language, individual and societies, experimental sciences, mathematics, arts,
and electives. Upon completion of the IB curriculum, students take exit exams and receive
college credit.
Job Readiness: The possession of specific knowledge necessary to begin an entry-level position
Middle College High School: A high school offering dual credit to students by use of
interdisciplinary curricula, cooperation between schools, community organizations, and business,
self-pacing, and a variety of measures designed to improve students’ connections to the school.
New Millennial Students: Students graduating from high school after the year 2000.
No Child Left Behind (NCLB): NCLB is the 2002 reauthorization of the Elementary and
Secondary Education Act (ESEA) and increased the federal government’s focus on assessment,
accountability, and teacher quality. It also holds schools and LEAs accountable for increasing
student achievement for all students, including minorities, English learners, students who are
socioeconomically disadvantaged, and students with disabilities.
Oregon Education Investment Board (OEIB): Oversees an effort to create a seamless, unified
system for investing in and delivering public education from early childhood through high school
and college so that all Oregonians are well prepared for careers in our economy.
Post-Secondary Enrollment: Number of students enrolled in a post-secondary institution
(community college, technical certificate program, or 4-year institution) within 16 months of
high school completion. Defined as the number of graduates in a particular cohort that enroll in
post secondary education divided by the number of completers in that cohort.
Reverse Transfer Agreement: An agreement between community college and four-year
institution used when a student completes the remaining units for an associate’s degree at the
OREGON STATE DUAL ENROLLMENT 20
university, so the community college can count the student as a successful community college
graduate.
Work Readiness: The ability to meet basic expectations regarding workplace behavior and
demeanor.
Dissertation Organization
Chapter I of the study presented the introduction, statement of the problem, purpose of
the study, research questions, importance of the study, summary of the methodology used,
limitations, delimitations, assumptions, definition of terms, and the organization of the
dissertation.
Chapter II of the study presents a review of the literature in the following areas: national
public K-12 accountability, systems change, Oregon Education Investment Board’s (OEIB)
history and recent contextual background, early/middle college high school model, and how
investment impacts student achievement.
Chapter III of the study presents the research methodology used, the data collection
process, and the methods used to perform the data analyses.
Chapter IV reports the findings from the study including a summary of the Eastern
Promise High School Attendees’ vs. Non-Eastern Promise High School Attendees’: credit
accumulation, pass rate, grade percentage average in college courses, graduation rate, and
admission to post-secondary institutions the fall semester following high school graduation.
Chapter V provides a summary of the study, research conclusions, and implications from
the study.

OREGON STATE DUAL ENROLLMENT 21
CHAPTER TWO - LITERATURE REVIEW
Introduction
An overview of the literature related to the Oregon statewide school reform including
history and current reform movement, college and career readiness, and the indicators students
will persist and graduate from four-year universities was presented. This chapter was divided
into the following four sections:
1. Oregon Statewide Education Reform – the history of Oregon statewide education
reform efforts including: Measure 5, Oregon Educational Act for the 21
st
Century,
Oregon Quality Education Model, SB 909, SB 253, and SB 1581.
2. OEIB – an overview of the OEIB strategic plan, outcomes and indicators,
achievement compacts, current objectives, and the largest Oregon early college program:
The Eastern Promise.
3. College and Career Readiness – an analysis of the characteristics of a college and
career-ready student and the skills required to succeed in college and career.
4. College Credits Prior to High School Graduation – an analysis of the middle/early
college design model in the United States, organizational and financial implications, and
relationships between high schools and post-secondary institutions required for student to
have access and succeed in gaining college credits prior to high school graduation.
Oregon Education Statewide Reform
Prior to 1990, Oregon schools were primarily locally funded and controlled (Conley &
Picus, 2003). Between 1988 and 1990, the Oregon high school graduation rate dropped from
23rd to 30th, per pupil expenditures dropped from 6th to 13th, the estimated average teacher
salary dropped from 12th to 18th, and Oregon ranked 39th in teacher to student ratio as
compared to all other states in the United States (Baylis, 1997). At the same time, local property
OREGON STATE DUAL ENROLLMENT 22
taxes provided approximately 70% of school funding and state revenue approximately 30%
(Conley & Picus, 2003). 54 local districts attempted to pass new levies in June of 1990, but only
11 districts were successful. These levies were unsuccessful due to voter frustration with the
current property tax levels. At the end of the 1990-1991 academic year, only 15% of schools
were financially sound and at least one district had to end the school year early due to running
out of funds (Baylis, 1997). This context of the Oregon education system funding showed a high
need for reform on a very short timeline.
Measure 5
Measure 5 was placed on the ballot in fall 1990 due to the critical need for education
funding reform and voter frustration with high property taxes. This was the sixth time in 12
years that a proposal has been put to vote (Baylis, 1997). Measure 5 would create property tax
limitations to be phased in over five years with Legislature required to replace the funds lost for
the five years. Moreover, the state assumed major responsibility for K-12 education and set high
quality goals. This required legislature to find a solution for school funding and assured voters
that the impact on schools would be immediate (Baylis, 1997). This shift in funding then led to
the creation of a property tax equalization formula based primarily on student demographics and
enrollment numbers. The new funding formula determined the amount of money each school
district received from the State School Fund, to ultimately close the gap between the local
district’s revenue and the funding target under this formula (Figlio, 1998).
Almost every state and local government body was against Measure 5, but the measure
succeeded in raising the state’s awareness and focus on education. Ultimately, Measure 5 passed
in November of 1990 by a measure of one percent (Baylis, 1997). Measure 5 capped the local
property tax rate at $5 per $1,000 of assessed valuation. Once Measure 5 was fully
implemented, districts received anywhere from 5% to 90% of their funding from the state,
OREGON STATE DUAL ENROLLMENT 23
depending on how much money was raised locally (Baylis, 1997). The phasing in of Measure 5
caused 95% of Oregon school districts with over 300 students to raise their student-teacher
ratios. In contrast, Oregon schools generally did not reduce the administration-to-instructional
expenditures, contrasting the efficiency purpose of Measure 5 (Figlio, 1998). The passing of
Measure 5 ultimately equalized funding between high-property value and low property-value
districts phased in over a five-year period.
Oregon Educational Act for 21
st
Century
In 1991, the Oregon legislature adopted an additional piece of legislation: the Oregon
Educational Act for the 21
st
Century. The legislature required each district to create a 21
st

Century Council to develop and oversee local programs establishing standards and assessments
with certificates of initial mastery and advanced mastery (CIM, CAM). The purpose of the CIM
and CAM were to set benchmarks in English, math, and science in grades 3, 5, 8, and 10
(Venezia & Kirst, 2006). The ultimate goal for this piece of legislation was for Oregonian
students to receive a CIM in the tenth grade and a CAM in the twelfth grade and a high school
diploma. The CIM was designed as a high set of expectations for general education where as the
CAM was specific to a student’s interest and future career goals (Venezia & Kirst, 2006).
The statewide reforms of financing through Measure 5 and the standards-based
assessment through Oregon Educational Act for the 21
st
Century focused on equally important
aspects of public education almost simultaneously. Speaker of the House Vera Katz had
developed the 21st Century Schools Reform package with the Carnegie Commission before
Measure 5 passed, so the two pieces of legislation were more connected by chance and timing
(Venezia & Kirst, 2006). Measure 5 and the Oregon Educational Act for the 21st Century
resulted in four conditions in education that had not previously existed in Oregon: (1) state
OREGON STATE DUAL ENROLLMENT 24
responsibility for school funding; (2) equalized funding in schools; (3) state standards-based
assessments; (4) and standardized reporting of educational expenditures at the school level
(Conley & Picus, 2003). These four factors set the stage for the creation and implementation of
the Oregon Quality Education Model.
Oregon Quality Education Model
The Oregon Quality Education Model (OQEM) was created in 1999 and allowed
Governor Kitzhaber to show how funding cuts would impact student educational programs and
services. This tool proved to be successful during the budget processes as it explicitly linked
funding to specific services and instructional programs for students (Venezia & Kirst, 2006).
The OQEM has the following characteristics: (1) it is based on the Oregon definition of a quality
education; (2) the school is used as the unit of analysis; (3) is detailed enough to allow enough
distinction in programs when funding was increased or decreased; (4) captures and allocates the
entire K-12 budget; (5) can be manipulated in multiple ways depending on the definition of
adequacy; (6) indentifies non-monetary factors that affect efficiency; and (7) establishes a
connection between resource allocation and student achievement (Conley & Picus, 2003).
Through implementation and analysis, the Oregon Quality Education Commission
reviewed, critiqued, validated, and refined the model then determined key findings and
recommendations. The OQEM produced the following findings: (1) the OQEM is conceptually
sound on its approach to determine the costs of providing an quality and adequate education; (2)
the level of resources recommended is consistent with adequacy models in other states; (3) the
OQEM can reasonable estimate education costs on a statewide level (Oregon Quality Education
Commission, 2001). The OQEM could not be used as a replacement for local decision-making,
rather provide detailed information on resources needed at a school to increase student
OREGON STATE DUAL ENROLLMENT 25
achievement (Venezia & Kirst, 2006). The OQEM proved to be the best tool Oregon had to date
when working with funding and educational outcomes simultaneously.
The Oregon Quality Education Commissions provided the following recommendations
for the OQEM: (1) the model needs ongoing refinement to adapt to the changing economic and
education conditions to remain effective; (2) should increase the accuracy of salary and benefit
estimates; (3) modify the components in the original prototype schools to reflect research-based
practice with added resource flexibility; (4) and keep the model easy to understand and use
(Oregon Quality Education Commission, 2001). Although the OQEM was not a panacea for
solving the funding and student achievement challenges in Oregon, it has shown legislators and
educators that there exists a clear connection between the resources allocated to schools and
student performance gains (Conley & Picus, 2003).
In recent years, national and state funding for K-12 and post-secondary institutions has
been squeezed as a result of general budget cuts during the recession and as costs of corrections
and social services grow (U.S. Department of Education, 2012). The funding restrictions due to
the recession and the high expectations of No Child Left Behind left Oregon in need of another
funding and achievement-connected reform.
Oregon Senate Bills
The 2011, the re-elected Governor Kitzhaber had another opportunity to address the
investment and educational outcome challenge in Oregon. Under his leadership, Oregon
Legislature addressed these challenges by enacting two senate bills: SB 253 which established
the most aggressive high school and college completion goals of any state in the country, and SB
909, calling for the creation of an aligned, student-centered, P-20 public education system to
achieve the outcomes set forth in SB 253 (2011). Senate Bill 253 established that by 2025, 40
OREGON STATE DUAL ENROLLMENT 26
percent of adult Oregonians will earn a bachelor’s degree or higher, 40 percent will earn an
associate’s degree or post-secondary credential, and the remaining 20 percent or less will earn a
high school diploma or its equivalent. The goal is called 40-40-20 (SB 253, 2011).
Senate Bill 909 created the Oregon Education Investment Board (OEIB) and established
the responsibility, across P-20, to ensure that all public school students in the state reach the
established educational 40-40-20 outcomes. Moreover, SB 909 created the position of Chief
Education Officer (CEdO) for the state of Oregon. Lastly, SB 909 created the Early Learning
Council under OEIB to improve the learning outcomes for children through age five. This will
increase kindergarten readiness to ensure students enter kindergarten ready to learn (SB 909,
2011). SB 253 and SB 909 provided the framework for the investment and education work to
continue in Oregon.
Senate Bill 1581 (2011) includes two critical recommendations of the OEIB as it relates
to the structure and design of Oregon’s P-20 system and a strategic approach to budgeting and
accountability for educational outcomes. Senate Bill 1581 authorizes the Chief Education
Officer to direct other state education officials in the design and organization of the state’s
unified public education system and requires that all of the state’s education entities enter into
annual achievement compacts with the Oregon Education Investment Board beginning with the
2012-13 school year (2011).
The key reform strategies in these Senate Bills are in three major areas: (1) creation of a
seamless public education system from pre-kindergarten through college and career; (2)
focusing state investments on increasing student outcomes; and (3) statewide support systems to
set standards, provide support, vertically align, and track students longitudinally (SB 253, 2011).
There exists a large intersection between the three strategies with each individual strategy being
OREGON STATE DUAL ENROLLMENT 27
driven by student learning outcomes. Governor Kitzhaber’s effort in changing Oregon’s
approach to budget, leveraging investments to create educational change, and rewarding success
has the potential to transform the public education system in the state of Oregon and reach the
40-40-20 goal by 2025.
Oregon Education Investment Board
The OEIB is chaired by Governor Kitzhaber and includes 12 educator and community
leaders from the state to serve on the board. The goal of the OEIB is the 40-40-20 goal which
will be a significant improvement to the current educational demographic in Oregon. That is, for
all Oregonians to be prepared for lifelong learning, rewarding work, and engaged in citizenship
(Crew, 2013a). The OEIB’s vision states: So that the destiny of Oregon’s children shall not fall
to the conundrum of fiscal challenges or ideological division, the OEIB will mobilize its effort
around a vision that will use the statutory right to create, invest in, align and build a P-20 system
and the moral authority to influence, convene, report, and measure the conditions of student
success (Crew, 2013a). This vision directly aligns with the legislation and language in SB 909,
253, and 1581 to initiate education transformational change for all students in Oregon by
aligning investments to student outcomes by 2025. The OEIB is responsible for ensuring all
Oregon students meet the 40-40-20 goal and requires:
• Appointment of a Chief Education Officer to oversee a unified PreK-20 vertically aligned
education system.
• The development of an educational investment strategy explicitly linked to student
achievement at all levels of education from early childhood through post-secondary
institutions.
• Development of a state-wide longitudinal accountability database.
OREGON STATE DUAL ENROLLMENT 28
• Establishment of an Early Learning Council and restructure of early learning and literacy
services.
• Provision that there will be ongoing communication between OEIB and the Oregon
Legislature. (Oregon Education Investment Board, 2012b)
The requirements of OEIB address the educational needs of Oregon in all levels of education
and from structural, instructional, and legislative angles.
Chief Education Officer
Under the Senate Bill 909, the OEIB was directed to appoint a Chief Education Officer
(CEdO). The OEIB approved Governor’s Kitzhaber’s recommendation to hire Dr. Rudy Crew to
solve the statewide educational challenges and reach the 40-40-20 goal by vertically aligning
PreK-20 school systems (Crew, 2013b). Dr. Crew has served as an educator, principal,
superintendent of Miami-Dade County Public Schools, chancellor of New York City Public
Schools and professor at University of Southern California (Oregon Education Investment
Board, 2012). Through the creation of a strategic plan and Governor Kitzhaber’s vision, the
OEIB has adopted outcomes and indicators to reach the 40-40-20 goal by 2025.

OREGON STATE DUAL ENROLLMENT 29
Table 2.1

40-40-20 Strategic Plan

The OEIB’s strategic plan starts with the OEIB outcomes and indicators that will be
required to produce Oregonians who are prepared for lifelong learning, rewarding work, and
engaged in citizenship. The Chief Education Officer then works from the outcomes and
indicators to develop organizational objectives and initiatives required to meet each outcome and
indicator. The objectives and initiatives are then translated to districts and regions where district
and regional compacts are created to set goals to meet each objective. The activities, resources,
OREGON STATE DUAL ENROLLMENT 30
and budget required to meet each achievement compact goal must then be considered to
determine if the action plan is feasible (Crew, 2013b).
Table 2.2

OEIB Adopted Outcomes and Indicators

A critical component for the outcomes and indicators is early achievement gap detection
and early intervention for all students (Crew, 2013a). The earlier the gap can be closed with
each student in his or her education, the more likely they will be reaching the next indicator or
outcome. Dr. Crew then worked with the OEIB to develop biannual objectives aligned to state
biannual budget schedule.
OEIB Objectives 2013-2015
1. Complete the design and implement the P-20 structure

2. Design and implement high-impact, cost-effective initiatives that improve
achievement of all students

3. Assess, write, and respond to policies needed to accomplish student achievement
initiatives and to create the “loose/tight” direction of Oregon Learns

4. Create an outcome-based budget, aligned to initiatives

5. Work to build an informed, motivated, and engaged public

These objectives constitute foci for Dr. Crew to begin his work both legislatively and
educationally in creating a vertically aligned education system through achievement compacts,
with cost effective initiatives focused on the 40-40-20 goal.
One year after accepting the position as Chief Education Officer, Crew resigned to accept
a position as President of Medgar Evers College in New York, NY. Crew was replaced by
OREGON STATE DUAL ENROLLMENT 31
Nancy Golden, an educator with over 30 years of experience in Oregon who recently retired as
Superintendent of Springfield Public Schools. Golden has experience with the OEIB as she
served as the alternate chair and as Governor Kitzhaber’s Education Policy Advisor in 2011.
The recent shift Chief Education Officer leadership has allowed Golden to reframe the 40-40-20
goal work to focus on conversation and collaboration regarding achievement compact goals
(Golden, 2013).
Achievement Compacts
An achievement compact is an agreement between the state of Oregon and the school
district, community college, university, or region that defines key measures for student
achievement and specific targets each year as defined by the district, institution, or region
(Oregon Education Investment Board, 2012). All K-12 school districts, education-service
districts, community colleges, the universities will participate in the achievement compacts. The
2012-2013 school year will provide baseline data for the first year of the achievement compacts.
(Oregon Education Investment Board, 2012).
The achievement compacts have multiple measures but are categorized into five major
categories: (1) college and career ready: are students completing high school ready for college or
career; (2) progression: are students making sufficient progress towards college and career
readiness; (3) equity: are students succeeding across all populations; (4) local priorities: what
other measure reflect key priorities in the district; and (5) investment: what is the public
investment in the district (Oregon Education Investment Board, 2013). For purposes of this
study we will be focusing on one College and Career Ready indicator and one Progression
indicator in the achievement compacts, particularly students earning 9+ college credits prior to
high school graduation and students who enroll at a post-secondary institution the semester after
OREGON STATE DUAL ENROLLMENT 32
high school graduation.
Dr. Crew outlined a specific plan that to be completed by June 2013 to provide structure
for students to earn 9+ college credit prior to high school graduation and enroll at a post-
secondary institution. The plan included: increasing HS students’ access to college credits
completed and approved; allocate funding for increasing students’ access to financial aid;
provide tools for students to access college course or design multiple pathway options; and
develop a program to decrease gang violence (Crew, 2013a).
The Eastern Promise
To analyze the current Oregon high school students’ successful completion of at least 9+
college credits while in high school and enrollment at a post-secondary institution, the largest
early college program, the Eastern Promise is considered. The Eastern Promise is a collaboration
between the InterMountain Education Service District (IMESD), Blue Mountain and Treasure
Valley Community Colleges, Eastern Oregon University (EOU), and the school districts in
Eastern Oregon to increase the college going culture and to provide high school students access
to college courses, credits, and/or certificates prior to high school graduation (Eastern Oregon
University, 2012). The Eastern Promise continues to break down barriers for students,
consolidate resources and improve efficiencies, and increase post-secondary educational
opportunities and experiences (Eastern Promise, 2013).
There are currently 28 high schools participating in the Eastern Promise program serving
6,523 high school students. Students taking college courses through the Eastern Promise must be
at least 16 years of age or a junior in high school, be selected and approved by the high school
administration and faculty, and be prepared academically (prerequisites or placement tests) to be
successful in college courses (Eastern Oregon University, 2012).
OREGON STATE DUAL ENROLLMENT 33
The Eastern Promise directly supports 40-40-20 by increasing the number of students:
from rural Oregon who are prepared for and attend college directly from high school; who obtain
the Oregon Transfer Module (OTM) and/or the Associates of Art Oregon Transfer (AAOT)
degrees; who earn degrees or certificates and remain in rural eastern Oregon; who successfully
transfer to EOU or other four-year institutions; and; who graduate with a bachelor’s or advanced
degree and live in rural Oregon (Eastern Oregon University, 2012).
The Eastern Promise’s three key strategies to reach the 40-40-20 goal are: the four
college credit pathways; professional learning communities; and reverse transfer agreements
(Eastern Promise, 2013). The four current pathways offered to Eastern Promise students are:
advanced placement course, traditional dual credit, expanded dual credit, and the credit by
proficiency pathway (Eastern Promise, 2013).
Eastern Promise College Credit Pathways
Pathway Description

Advanced Placement Students enroll and complete an advanced placement course. Students
must take and pass the Advanced Placement exam in the spring to
receive college credit.

Traditional Dual Credit Students take college or university courses for college and high
school credit. Courses must be built around specific learning
outcomes for the similar post-secondary course and must be taught by
a high school teacher who meets the criteria of an adjunct faculty
member at the corresponding community college or university.

Expanded Dual Credit College/university courses are taught to high school students at high
school and post-secondary sites through distance learning
technologies.

Credit By Proficiency High school teachers with a master’s degree in education or another
discipline teach high school courses using college-level curriculum
and outcomes. Students would be assessed at the end of the course
with a proficiency exam to determine level of mastery and college
credits would be awarded. Professional learning communities
between high school teachers and college/university professors meet
OREGON STATE DUAL ENROLLMENT 34
regularly to ensure learning outcomes and curriculum are the same.

Professional Learning Communities
Professional Learning Communities (PLCs) within the Eastern Promise are a composition
of high school, college and university faculty who work together to develop objectives,
curriculum, assessments, and proficiency levels for the fourth pathway of gaining college credits.
The PLCs meet monthly to calibrate practice, plan and modify curriculum, and assess the
proficiency of student work (Eastern Promise, 2013). The presence of PLCs in the fourth
pathway for college credits in the Eastern Promise is critical to maintain the quality and rigor of
the academic early college program.
Reverse Transfer Agreements
Reverse transfer agreements occur when Eastern Promise community college students
transfer to an Oregon State University a few credits shy of earning the associate’s degree. This
typically means that community colleges cannot count these students as a success in their
program. Reverse credits occur when a student completes the remaining units for an associate’s
degree at the university, and then the community college can count the student as a successful
case (Mulvihill, 2011). The reverse transfer agreements provide an incentive for community
colleges to support their students in matriculating to a four-year university as the student
completes their associate’s degree coursework.
New Strategies and Challenges
The Eastern Promise’s continual expansion of college credit pathways brings new
opportunities and challenges for the program. The current Eastern Promise pathway work
focuses on establishing agreements between elementary, middle, high schools, community
OREGON STATE DUAL ENROLLMENT 35
colleges, and four-year universities to ensure students who are college ready are automatically
accepted to Oregon State Universities (Eastern Promise, 2013). These agreements will allow for
seamless transitions from kindergarten through bachelor’s degree attainment. Another current
strategy is for the Eastern Promise partners to develop and implement local student success
solutions, rather than a one-size-fits-all support and intervention structure. Finally, the most
critical area for focus is to ensure students from all subgroups have the access, opportunity, and
support to take the four pathways and work towards 9+ college credits prior to high school
graduation. The highest level of educational attainment in Oregon by Race/Ethnicity shows the
gap between Caucasian students and all other ethnic groups. In 2008, the gap showed 47% more
Caucasian students graduated from high school as compared with Hispanic students (Eastern
Promise, 2013).

OREGON STATE DUAL ENROLLMENT 36
Table 2.3

Highest Level of Educational Attainment In Oregon by Race/Ethnicity Age 25 and Older
2008

The challenges the Eastern Promise tackles are not restricted to the students the program
serves, rather considering the state of Oregon as a whole. The expanded dual credit option of
college credits requires ongoing use of technology and distance learning requiring more funding
and resources. The four pathways also require systematic and ongoing funding and a positive
cohesive partnership between educational organizations to keep the Eastern Promise sustainable.
The OEIB and Chief Education Officer have shown strong interest in scaling this program to
OREGON STATE DUAL ENROLLMENT 37
serve all Oregon high school students statewide which poses financial, structural, and partnership
challenges (Eastern Promise, 2013). To determine next steps in expanding the Eastern Promise,
college and career readiness should be first examined to determine the characteristics necessary
for early college success in high school students.
College and Career Readiness
College and career readiness is a key area of focused research for the state of Oregon as it
implements its aggressive statewide education reform to produce employable Oregonians who
are also college and career ready. Currently, the link between high school graduates’ skill set
and readiness for college and career is relatively weak. To understand the necessary steps and
supports for college and career ready students, one must learn why such a weak link exists
between high school and post-secondary institutions exists.
High School to College Link
In 2011, approximately 45 percent of first year college students in the United required
remedial education courses once they attended (Conley, 2011). The most pronounced issue was
the skill gap between students exiting high school and entering college. High schools in the
United States were adequately preparing students to be college eligible, but not college ready.
College-eligible refers to a student meeting the admission requirements for a post-secondary
institution where as college-ready focuses on the requisite skills for a student to meet the
academic expectations in entry level courses (Creed, Muller, & Patton, 2006).
Historically, high schools were designed for students to graduate and for those with
adequate cognitive and achievement functioning to continue their education in college. This
historical system resulted in K-12 and post-secondary institutions existing in isolation rather than
as a pipeline of educational continuity. This was not an issue when fewer students went on to
college, higher education institutions were not as competitive, and a college degree was not the
OREGON STATE DUAL ENROLLMENT 38
most optimal route to financial and future success (Ewell, Jones, & Kelly, 2003). The high
school to college landscape has dramatically changed in recent years, yielding a large gap
between high school graduate skill set and the skills necessary to be successful in college.
The college entry process remains similar: students take certain required courses in high
school, obtain passing grades, and perform well on admissions tests; although successful
completion of this process and subsequent acceptance to a higher education institution does not
necessarily ensure that a student has the skills to perform adequately and academically achieve in
college (Conley, 2005). College readiness is a comprehensive skill set and collection of
characteristics that students need to begin and matriculate through college.
College and Career Readiness
College readiness can be systemized by a multi-level set of readiness skills including:
work, job, career, and college readiness (Conley, 2011).
1. Work readiness: the ability to meet basic expectations regarding workplace behavior
and demeanor
2. Job readiness: the possession of specific knowledge necessary to begin an entry-level
position
3. Career readiness: the possession of sufficient foundational knowledge and skill as well
as general learning strategies necessary to begin studies in a career pathway
4. College readiness: Preparation in the four dimensions of college readiness necessary
to succeed in entry-level general education courses
More formally, Conley defines college and career readiness as the level of preparation a
student requires in order to enroll and succeed—without remediation—in a credit‐bearing course
at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate
program, or in a high‐quality certificate program that enables students to enter a career pathway
OREGON STATE DUAL ENROLLMENT 39
with potential future advancement (Conley, 2011). Success can be defined as: completing the
entry level courses or core-certificate courses at a level of understanding and proficiency that
makes it possible for the student to consider taking the next course in the sequence or the next
level of course in the subject area or of completing the certificate (Conley, 2005).
Conley introduced a conceptual model to represent college readiness that highlights four
dimensions: key cognitive strategies, mastery of key content knowledge, academic behaviors,
and contextual skills and awareness (Conley, 2011).
Table 2.4
Conley College Readiness Conceptual Framework (2011)

Key cognitive strategies are habits of mind or intentional behaviors students must employ
over time and in a variety of situations so that they learn when and where to employ them
appropriately. Key cognitive strategies are systematic approaches to achieve key learning goals
that use methods of thinking imbedded in academic disciplines. Cognitive strategies are usually
OREGON STATE DUAL ENROLLMENT 40
embedded in first level college courses across the disciplines and include problem formulation,
research, interpretation, communication, precision, and accuracy. Cognitive strategies allow
learners to shift from novice students who tend to focus on discrete knowledge and can recall
rote information to the more expert, experienced learners who can connect new and prior
knowledge and are faster, more accurate, able generalize knowledge to new settings and
contexts, and learn through example and analogy (Conley, 2005).
Key content knowledge is mastered through information processing and application of
the information through the learning. Content knowledge is acquired through the learning of key
terms and terminology, factual information, linking ideas, and organizing concepts including:
writing, core academic content knowledge including math, science, language, and the arts
(Conley, 2011).
The third dimension in Conley’s conceptual framework focuses on academic behaviors
including: time management, study skills, goal setting, self-awareness, self-monitoring, and self-
control. These skills are critical as a student transitions into being solely responsible for their
academic achievement, persistence through college, and career success (Conley, 2011).
Lastly, contextual skills and awareness, is most commonly referred to as college
knowledge. Contextual skills and awareness is a student’s understanding of the relationship
between the students’ cultural frame of reference and culture of the college. This includes the
ability to collaborate while learning in college courses, being comfortable around people from
diverse backgrounds including the ability to have interactions and relations with professors.
Moreover, contextual awareness includes the student’s ability to understand and navigate the
cost of college and the procedural steps necessary to navigate the post-secondary system
(Conley, 2011).
OREGON STATE DUAL ENROLLMENT 41
Conley’s framework provides a clear skill set needed for students to exit high school and
successfully manage post-secondary institutions and their future careers. The aforementioned
criterion should be compared to the changing demographic of students who are applying to
college, commonly referred to as New Millennial or Generation Z students.
New Millennial Students
Currently, New Millennial/Generation Z (Millennial) students are the most racially and
ethnically diverse in American history (Howe & Strauss, 2003). Between 1980, when the
members of Generation X began to attend college, and 2000, when the millennial students began
to attend college, enrollment of Caucasian students as a percentage of total decreased from 81.53
percent to 69.38 percent. Enrollment of females increased from 51.45 percent of the total to
56.12 percent. The number of Asian American students alone more than tripled, whereas overall
enrollment in higher education grew only 22 percent (NCES, 2000). This shift in college student
demography comes with an evolving set of characteristics college students possess.
A set of characteristics identified by Howe and Strauss (2000) as central tendencies of
Millennial-generation college students include: special, sheltered, confident, conventional, team-
oriented, achieving, and pressured.
Special. Millennial students believe they are special which is a response to baby
boomers’ telling them exactly this (Ravitch & Mathis, 2010). Millennial students have been
made to feel important by a product or organization trying to sell them a service or product,
including universities (Howe & Strauss, 2000). Millennial students were given trophies as
children for participation rather than victory, evincing millennials are considered to be a civic
generation; one that believes coming of age is empowering and exciting. Such a phenomenon
suggests that these students are to be considered special by those who would provide for their
student service needs because of the high expectations placed on them but also that they perceive
OREGON STATE DUAL ENROLLMENT 42
themselves as special (Strauss & Howe, 2003).
Sheltered. Another characteristic of millennial students is that they are sheltered.
Millennial students have been protected since birth from parents as seen from “baby on board”
signs, school lockdown procedures, and ratings on television shows and movies (Howe &
Strauss, 2000). Millennials are encouraged to follow rules and expect rules clearly
communicated to them including structure, deadlines, and expectations (Strauss & Howe, 2003).
This has resulted in a need for and expectation of structure on the part of millennial students.
Confident. Millennial students are also confident, which is what they expect of their
future. They have a sense of optimism, expect good news, and have been encouraged to believe
in themselves, particularly in school (Hull, Stevens, & Meeder, 2005) through awards, positive
reinforcement, and rewards for good behavior and achievement. Millennials tend to trust this
authority because it has worked on their behalf, partly because of their civic orientation and
partly because of their practical approach to achieving outcomes (DeBard, 2004). Millennial
students believe in community service as long as they get credit for it, literally and figuratively.
Conventional. Millennial students are also conventional. They have accepted the social
rules that have been imposed on them from authority figures, respect cultural differences, and
accept codes of conduct and dress. A Cooperative Institutional Research Program (CIRP) data
from 2002 shows how the millennial generation of college freshmen can be to authority. The
five-year trend in which students gravitated toward politically liberal labels has reverse with
some movement back to middle of the road or conservative leanings. Millennial students have
learned that one of the best ways of getting along is to go along (DeBard, 2004).
Team-Oriented. Whether facilitated through Internet and the use of cell phones to keep
in contact, or from living in the dorms, Millennial students like to congregate and work together
OREGON STATE DUAL ENROLLMENT 43
(DeBard, 2004). Part of the motivation for this is their desire to cooperate and be perceived as
being cooperative by those who are in a position to judge them (Howe and Strauss, 2000).
Millennial students have grown up in an age of chat rooms, text messages, and social media,
increasing the interaction with others on a regular and daily basis. Millennial students enjoy
working with others on projects which lowers the individual pressure working independently
brings. Contrastingly, Millennial students expect peers to work collaboratively with them and
generally do not enjoy working without safety nets (DeBard, 2004).
Achieving. The strongest characteristic of the millennial student is their need for
achievement. K-12 and post-secondary academic expectations continue to rise and millennial
students have grown up through the increased accountability process. Millennial students expect
to be held accountable and want clear expectations of what they are accountable for (DeBard,
2004). High stakes testing is a solid example of their need for achievement. Millennial students
have accepted being assessed objectively and have identified successful individuals they want to
emulate through their academic achievement (DeBard, 2004).
Pressured. The final key characteristic of millennial students, being pressured, relates to
the need to perform academically. Millennial students thrive with a structure that is enforced
that will ensure them a path to achievement (Howe & Strauss, 2000). Millennial students have
been pushed by their parents to do the best they can, which should result in positive outcomes.
This characteristic is also due to the fact that the students are not being comfortable with straying
from the path their parents took to find success. The pressure millennial students feel causes a
lack of creativity, outside the box problem solving, and varying approaches to problem solving
(DeBard, 2004).
The Gap
The college-readiness conceptual framework of Conley provides dimensions of skills and
OREGON STATE DUAL ENROLLMENT 44
characteristics students entering college should possess where as the Millennial student
characteristics depict the developed characteristics students entering college have acquired
through their educational K-12 years. Some of the Millennial student characteristics support
college-readiness where as other characteristics could be a potential barrier to students
acquisition of Conley’s dimensions. A team-oriented and high-achieving student has the
potential to support his or her personal development of key cognitive strategies, as the strategies
require students to research, interpret, and communicate with others. A millennial student who is
conventional and sheltered might be challenged by using a variety of techniques in developing
the cognitive strategies due to lack of exposure and critical thinking. Key content knowledge is
likely to be formed from students who are high achieving if the knowledge opportunities are
provided in the K-12 system. In contrast, a millennial student who is considered too special
might not have the adequate focus and attention to detail to develop key content knowledge and
develop this dimension.
Academic behaviors and self-management require greater self-awareness and reflection.
A student who feels pressure to do well and is self-reflective can self-assess their success and
challenges through the transition from high school to post secondary studies. When a Millennial
student is overly confident in his or her skills and in college ready characteristics, that confidence
could potentially result in the student overlooking his or her ability to self-reflect and monitor.
Contextual skill and knowledge are easily built through team-oriented individuals who can
recognize differences in others. Believing in oneself to be special and unique helps appreciate
others from diverse backgrounds. A student who has been sheltered and only exposed to a
homogenous population might not be comfortable with others from diverse backgrounds or their
ability to navigate the college system.
OREGON STATE DUAL ENROLLMENT 45
The focus becomes the need to develop the college readiness characteristics in students
while in high school and before they pursue post-secondary options. The generational
characteristics of a millennial student cannot be controlled or changed immediately. Conley’s
framework for college readiness can be scaffolded in a K-12 education system from before
kindergarten through college graduation to ensure college ready skills are developed early and
continually built upon. The high school site is the key place of focus for students to receive the
most benefit and develop college ready skills.
Until the creation and implementation of the Common Core State Standards, the
development and implementation of state academic content standards in the 1990s were not
connected to postsecondary success (Hoffman, 2005). The state content standards were not
working against college success, but were developed without college readiness in mind and
varied between states. In 2011, approximately one third of all students admitted to postsecondary
institutions graduated with a bachelor’s degree in four years from the institution where they were
admitted. This shows that although students have taken the successful steps to be accepted to a
university, they do not have the skills or know what to do to succeed once they attend the
institution (Conley, 2011). The college and career preparation work must take place in high
schools primarily and consider the biggest predictors of success in college.
High School Predictors for College Success
According to two studies by the United States Department of Education, the single most
important factor in determining college success is the academic challenge of the high school
courses students take (Adelman, 2006). This is particularly true for African-American and
Latino students whose college degree completion rates are more positively affected than any
other demographic group by an academically challenging high school curriculum. Moreover, the
academic performance subject with the most predictive validity for college success is the level of
OREGON STATE DUAL ENROLLMENT 46
mathematics completed (Hoffman, 2005). Students who complete courses beyond Algebra II
(trigonometry and pre-calculus) are more than twice as likely to graduate from college than those
students who do not complete these courses. Students who take a math course in their senior
year and another in their first year of college are more likely to succeed in college math than
those who take either of these years off from math (Adelman, 2006). Sciences such as college
chemistry and physics are affected by math skills, so it is important for students to have
continuity in math and take the most rigorous math courses offered (Brand, 2009).
Another indicator of college success in four years is the improvement of student reading
and writing skills. High school reading needs to be progressively more challenging and include a
wide range of texts and styles. Common Core State Standards that engage students in literacy in
all academic classes now has potential to support students in improving reading and writing
(Conley, 2011). College ready students are required to have deep understanding of a few texts,
not all of them literary, and an awareness of a wide range of publications to prepare for the
analytical skills necessary in college. It is when students are provided with a well-constructed
four-year vertically aligned sequence of language arts that includes analytical skills and a great
deal of writing with feedback, that students will develop the habits of mind they need to succeed
in entry-level courses in college (Conley, 2005). The importance of challenging and
appropriately sequenced math, reading, and writing skills are the most critical indicators for
college readiness. Aligning a high school’s instructional program to theses indicators is critical
in closing this gap.
Schools can establish internal databases where student skill and standard performance is
tracked and vertically aligned and carried over into the next instructional year. Early
intervention will allow for learning or skill gaps to be closed and ensure student learning is
OREGON STATE DUAL ENROLLMENT 47
developed systematically and progressively in core content classes, specifically in English and
math. The alignment of all coursework in an intellectually and developmentally coherent way
will disallow students to choose poorly when signing up for classes and ensure all students were
working towards the common goal of college readiness. As a result, students have fewer class
choices, but more common experiences centered on college readiness (Casillas, Robbins, &
Langley, 2005). High school curriculum would become clearer and more meaningful because it
would be preparing everyone for the same goal: to succeed in college (2005).
In addition to a systematic, coherent and rigorous high school academic program, other
avenues should be considered to increase high school students’ college readiness, particularly
providing high school students access to college course prior to high school graduation. Access
to college courses and experiences while in high school provide the opportunity to increase
college readiness dimensions in students and gradually transition from high school graduates to
post-secondary college ready students.
College Credits in High School
To further analyze effective methods at increasing college credit acquisition prior to high
school graduation, the following will be considered:
1. Different types of high school reforms that provide high school students with access to
college credits prior to high school graduation
2. The students served by these programs
3. Support structures for high school students gaining high school credits prior to high
school graduation
4. Policies and funding required for such programs.
College Credits in High School
Across the United States, there are a variety of pathways students have access to college
OREGON STATE DUAL ENROLLMENT 48
credits prior to high school graduation. These pathways include: Advanced Placement (AP)
courses and exams, International Baccalaureate programs, Middle and Early College High
Schools, and Dual Enrollment (Hoffman, 2005).
Advanced Placement (AP). The College Board administered AP program began in the
1950’s with the goal of preparing students through early exposure for the academic rigor of
college courses prior to high school graduation. The AP program includes 35 full and half-year
courses across 20 subject areas. In 2010, 11,196 public schools participated in the AP program,
showing almost 70 percent of public schools in the United States offering AP courses. The AP
program access is more limited in rural and urban schools with 50 percent and 40 percent
respectively participating in 2010 (Ravitch & Mathis, 2010). However, in the 11,196 public
schools, 1.8 million students participated in the program across the nation. This is 12 percent of
the entire high school student population in the United States; also showing limited access
(Ravitch & Mathis, 2010). The mean AP exams grade for the class of 2008 is 2.96 lower than an
exam grade of 3, which is considered B to mid-level C college work. Typically, an exam score
of 3 will only gain elective college credit, whereas an exam score of 4 and 5 will gain credit for a
similar college course (Powell & Luzzo, 1998).
Beyond the gap in AP program access, there is also a lack of consistency in AP teacher
qualifications, preparation, and experience teaching AP courses. The College Board offers AP
training but is not required for AP teachers. AP teacher qualification and professional
development is then left to the district and school site to ensure teachers are adequately and
appropriately trained to teach such classes. The school structure and teaching in AP programs at
high-performing schools can sufficiently provide high school students with early college credit
access and rigor, but is not enough to prepare students for college readiness across the United
OREGON STATE DUAL ENROLLMENT 49
States.
International Baccalaureate (IB). The International Baccalaureate program has permuted
into a worldwide model of rigorous, high achieving secondary education that focuses on college
preparation. Public and private high schools across the United States have adopted the program
originally designed in Switzerland to prepare children of international diplomats and business
people for university enrollment while traveling between countries (Martinez & Klopott, 2005).
The IB program is designed around three components: (1) theory of knowledge: an
interdisciplinary curriculum designed for students to connect content in the class with
experiences outside the classroom; (2) service learning; and (3) an independent research project
(Martinez & Klopott, 2005). The IB program is implemented in the 11
th
and 12
th
grades and
student complete coursework in: their first language, a second language, individual and societies,
experimental sciences, mathematics, arts, and electives. Upon completion of the IB curriculum,
students take exit exams and complete their individual research projects. All grades are strictly
based on criterion-referenced rubrics to ensure calibration throughout the world (Berry, 2003).
The United States Department of Education reports that 2 percent of public high schools
offered IB courses in the 2009-10 academic year and an estimated 165,000 students enrolled in
IB courses across the world (Ravitch & Mathis, 2010). In almost 30 years of existence, the IB
program has consistently produced students who are prepared for post-secondary course work
immediately. The majority of IB programs are located in affluent communities but a strong
focus has shifted to open and increase the IB opportunities for underserved, low socio-economic
status, and minority students in the United States (Berry, 2003).
Dual Enrollment. Dual enrollment is the most popular method for states to increase
college preparedness by offering college credits to students while in high school. Dual
OREGON STATE DUAL ENROLLMENT 50
enrollment is also known as “dual credit”, “concurrent enrollment” and “joint enrollment”, but
for purposes of this study dual enrollment will be used. In most states including Oregon, dual
enrollment allows high school students to enroll in college courses, offering them the opportunity
to experience academically rigorous curricula while earning college-level credit. Credit for
college courses can be earned at both the high school and college levels; usually only high school
juniors and seniors are eligible to participate (Hoffman, 2005). Dual enrollment programs vary
greatly, but generally are based on five principles: (1) education is a continuum in which the
basics must be learned before proceeding; (2) courses offered through the programs should
augment, not replace, high school curricula; (3) programs are most effective when they are
physically accessible to students; (4) programs should provide financial support when necessary;
and (5) the secondary-postsecondary partnership should be supplemented with academic support
in the form of academic advising, pre-college counseling, financial aid planning, study skills
workshops, and assessment (MCNC, 2012).
For the 2011-12 academic year, approximately 5 percent of all high school students were
dual enrolled in postsecondary education. Dual enrollment opportunities are most prevalent at
public two-year colleges. Students who immediately attend a four-year college who participated
in a high school dual enrollment program have, on average, a higher college GPA and a higher
four-year graduation rate than students who did not participate (MCNC, 2012). Moreover,
students who have participated in dual enrollment have higher postsecondary aspirations, enter
postsecondary education at higher rates, and are retained at slightly higher rates than non-
participating students (Wise, 2008).
According to Adelman, students who entered postsecondary with college credits
completed prior to high school graduation, earned more credit or passed more units than those
OREGON STATE DUAL ENROLLMENT 51
entering without college credit. In addition, they had a higher grade point average and higher
retention rates (2006). In particular, a student who acquires at least 12 college credits prior to
high school graduation has the highest likelihood of graduating from a post-secondary institution
within four years. Programs that are based on the five principles of dual enrollment enable
students to take more rigorous courses than would otherwise be offered at their schools and
allow post-secondary institutions to provide college ready skills and knowledge to students prior
to their enrollment, thus decreasing the likelihood of remediation (MCNC, 2012). Dual
enrollment programs can provide a seamless transition for students, both academically and
emotionally, between high school and college.
Middle and Early College High Schools. Middle and Early College high schools are a
form of dual enrollment. The first middle college high school started in the 1974 as a middle
college charter high school at LaGuardia Community College in New York City in response to
concerns of falling graduation rate and poor academic preparation for post-secondary institutions
(MCNC, 2012). The original design was from the work of Dr. Janet Lieberman, Professor of
Psychology at LaGuardia who worked with a group of educators who all believed that through a
collaborative partnership between the high school and community college, at-risk students with
college potential could be nurtured and focused in completing up to two years of college credits
prior to high school graduation (Gibbons et, al, 2003). This middle college high school still
exists today. Today, the concept of the middle college high school has been mirrored across the
country, but is more varied in its configurations. Middle college high schools use
interdisciplinary curricula, cooperation between schools, community organizations, and business,
self-pacing, and a variety of measures designed to improve students’ connections to the school,
such as house systems and teacher-counselors who stay with students over several years (MCNC,
OREGON STATE DUAL ENROLLMENT 52
2012).
The Early College High School (ECHS) was originally designed differently from the
middle college model. It was started by a $60 million initiative funded by the Bill & Melinda
Gates Foundation along with the Carnegie Corporation of New York, the Ford Foundation, and
the W.K. Kellogg Foundation (Hoffman, 2005). The ECHS model was to combine grades 9-14
into one institution with college courses offered so that all students will achieve two years of
college credit at the same time that they earn a high school diploma (within four to five years of
entering as a 9th grade student). Like Middle College High Schools, ECHSs vary in size,
location, and style but are all designed to be small, autonomous high schools that blend high
school and college into a coherent education program, especially for low income and first-
generation college-goers, English language learners, and students of color.
Data from the Middle College National Consortium show that, of the middle and early
colleges reporting graduation rates, the majority had graduation rates between 85 percent and
100 percent, with all but two above 90 percent. Additionally, the average pass rate (with a C or
higher) for students taking college courses while in high school is 89% (MCNC, 2012). Although
the middle college high school approach is sometimes reduced to dual enrollment, it can be used
as a far more comprehensive approach to increasing student achievement. More importantly, the
model can encourage, support, and prepare low-income and minority youth for college by
providing multiple access points for students to become engaged in the curriculum thus allowing
students to make academic gains at their own pace. This then encourages further learning and
providing strong support systems for students, both academically and socially (MCNC, 2012).
Students Served
Student demographics of those served college credit access programs vary depending on
the program offered. As noted above, AP Programs serve a diverse student population but
OREGON STATE DUAL ENROLLMENT 53
success is concentrated in affluent communities. Similarly IB programs are heavily concentrated
in affluent areas in the United States. The limited access of AP and IB prevent diverse student
populations and underserved students from having the opportunity to participate and succeed in
the early college opportunities (Hoffman, 2005).
Dual enrollment participation varies widely from state-to-state. Some are highly
selective where as other programs provide access to all students who attend the school. Middle
and early college schools particularly focus on first generation college goers, students from low
socio-economic backgrounds, and minority students (Bailey, Hughes, & Mechur Karp, 2003).
Most states with a large dual enrollment program do not set an extremely high bar for
participation. Florida students must have 440 on each section of the SAT, substantially below
the national average of 508 (verbal) and 518 (math) for 2004 (Florida Department of Education
2004). Utah leaves the decision about participation to the district, local school, and, in reality,
the student and her/his counselor. In Illinois, dual enrollment is solely a program of community
colleges, which set their own entrance criteria. At some of these colleges, career and technical
education students are not tested; at others, multiple measures are used, and admission is based
on student desire to participate and advisor recommendations (Martinez & Klopott, 2005).
In Florida, dual enrollment students who have taken and passed at least one college
course enroll in post-secondary institutions at rates significantly higher than students who do not
enroll. This data are particularly strong for African-American and Latino students (70 percent
enroll as opposed to 45 percent; and 69 percent versus 54 percent respectively) (Florida
Department of Education 2004). City University’s College Now (CUNY) program and Florida
both show that while the majority of dual enrollment courses are given by community colleges,
students complete their bachelors degree or higher in four-year institutions. The Middle College
OREGON STATE DUAL ENROLLMENT 54
National Consortium provides significantly more support for students in their early and middle
college high schools than do dual enrollment programs. For the 2011-12 academic year, among
the 24 middle or early college high schools associated with the consortium, 5705 students
enrolled in 49,569 courses and gained 119,400 college credits prior to high school graduation
(MCNC, 2012). The critical component to ensure dual enrollment students are successful
throughout their journey is the support structures the school and post-secondary institution have
in place.
Student Support Structures
To consider implementing a statewide dual enrollment program, student centered support
structures must be put in place for early intervention, support, and remediation when necessary
for all students. These student support structures and interventions must be continually
monitored, adjusted, and gradually released as students matriculate to a post-secondary
institution. To make dual enrollment a statewide strategy and improve college readiness and
success, states should consider dual enrollment policy and legislation to support a new way of
thinking about college readiness by the “Add and Subtract” model (Hoffman, 2005). This policy
framework can be used as a model to increase college completion rates in underrepresented
students by adding supports for high school students to ensure students can succeed in entry-
level college course prior to high school graduation, and potentially subtract from the total
educational expense for a student. Consider the Add and Subtract model for Florida, Utah, and
College Now at the City University of New York’s dual enrollment model (Hoffman, 2005).

OREGON STATE DUAL ENROLLMENT 55
Table 2.5
Key Elements of Dual Enrollment Approaches

Element Florida Utah
CUNY – College
Now
Mission to serve a
wide range of
students
No. Articulated
acceleration
Partially.
Acceleration,
challenge, and
transition to post-
secondary
institution
Yes. Helps
underprepared
students meet
CUNY admission
standards without
remediation
Embedded in K-
16/20 high school
reform
Yes. K-20 No. K-16
discussion in
progress
Yes, within city.
Not statewide.
Equity of Access Yes.
Admission set by
state
Reasonably open
All two year and
some four-year post
secondary
institutions
participate
Yes.
Admission set
locally
Reasonably open
All two-year and
four-year post
secondary
institutions
participate
Yes.
Serves all NYC
high schools
Two-year and four-
year post secondary
institutions
participate
Diverse participants
from grades 9-12.
Concurrent Credits Yes
State-mandated
system
AA is attainable.
Yes
Up to 30 credit per
year
AA is attainable
No
Most courses in
addition to high
school courses.
Secondary/post
secondary shared
responsibility
Local agreements
that vary
Local agreements
that vary
Yes
High school and
College Now staff
advises and support.
Data Collection Significant data on
analysis of cost and
student participation
by race/ethnicity
Some participation
data
Currently expanding
and organizing
electronically
Yes since 2001
Considerable data
and some analysis
of participation by
race/ethnicity
Funding holds
partners harmless or
almost harmless
Yes
High school retains
ADA
Community college
waives tuition
Yes
State appropriate for
discounted tuition
High school retains
ADA
Yes
State, city, and
CUNY co-fund

Policies and Funding

Given the severe limitations of public funds, policy makers must make decisions that are
OREGON STATE DUAL ENROLLMENT 56
as cost effective as possible. Middle to high-income students are persisting in college relatively
well and have more resources to help themselves so the focus should be on those who do not
have such resources and/or income. Dual enrollment fits this in multiple ways: (1) students can
complete a bachelor’s degree in as little as two years; (2) families can save money by students
taking little or no-cost college course; (3) students can try the college environment before they
fully commit and attend; and (4) students can work part of full time after graduating from high
school and attending a post-secondary institution (Hoffman, 2005). In conclusion, the best way
to get prepare for college is to experience college (Martinez & Klopott, 2005).
A major component in shaping policy is to reframe dual enrollment as a key platform for
high school and college success by embedding it in the larger program of a seamless PK-20
aligned educational system. This reframing will require collaboration across secondary and post-
secondary partners and significantly change the focus on their work with high school and post-
secondary students. The secondary and postsecondary institutions must take collective
responsibility for moving students successfully from one level of education to the next.
Dual enrollment on the state level also has governance implications. It is necessary to
have ongoing post-secondary goal conversations with policy makers and practitioners to discuss
the high school and post-secondary connections that currently exist and focus on streamlining
(Hughes & Mechur Karp, 2006). These efforts could reconcile exit exams, college admission
and placement tests, ultimately saving time and money of duplicated coursework by placing
students in a post-secondary institution when they were actually ready, rather based on seat time
(Adelman, 2006). Secondary and post secondary institutions must work collaboratively together
to identify and implement the added supports in high school that would later be subtracted in
dollars and time. These additions include a coherent course of study, not random course taking;
OREGON STATE DUAL ENROLLMENT 57
individualized advising; supplemental instruction as needed to bolster skills needed in college-
level classes; students progressing into college courses in a cohort rather than individually; and
wraparound services, including access to health, housing, and other non-school functions
(Hoffman, 2005).
Conclusion
The state of Oregon has set the aggressive 40-40-20 goal, continues working towards
formative goals through achievement compacts that include students acquiring 9+ college credits
prior to high school graduation and enrollment in a post-secondary institution, and is engaging in
dual enrollment conversations by region. Finally, The Eastern Promise is offering dual
enrollment to students at 28 high schools on the eastern side of Oregon allowing for a detailed
analysis of effectiveness.
Summary
In preparation for this study, the review of literature in this chapter included a history of
Oregon statewide education reform, overview of the OEIB strategic plan including compacts and
the largest early college program: The Eastern Promise, analysis of college and career readiness
by Conley (2011), and multiple programs to increase students’ college credit accumulation prior
to high school graduation. The dual enrollment pathways provided through The Eastern Promise
will be analyzed in this study to determine effectiveness and alignment to the OEIB’s vision of
expansion statewide. The following chapter will summarize the methodology used to conduct
the current study.

OREGON STATE DUAL ENROLLMENT 58
CHAPTER THREE – METHODS
Introduction
The purpose of the current study is to focus on the OEIB’s college and career investments
and determine the following: (1) the OEIB’s expectation for a plan to address Oregon college
and career readiness; (2) how these investments align with high school students’ successful
completion of at least nine college credits prior to high school graduation; (3) how successful
Eastern Promise vs. non-Eastern Promise high school students are in completing at least nine
college credits prior to high school graduation; and (4) the potential scalability of the Eastern
Promise early college program statewide. At a time when Oregon has set aggressive statewide
education transformational goals, Oregon educators and policy makers will benefit from an
analysis of the effectiveness and scalability of The Eastern Promise (the largest dual enrollment
program in Oregon) to reach the 40-40-20 goal. The 2012-13 academic year provides baseline
data for district and regional achievement compacts with two years of Eastern Promise college
credit data available.
The study investigated a purposeful sample of high schools participating in Eastern
Promise compared to a purposeful sample of non-Eastern Promise high schools in an effort to
determine how many students acquired at least nine college credits prior to high school
graduation, graduate from high school in four years, and enroll in a post-secondary institution the
following semester. The original methodology to be implemented throughout the study was to
have a collection of qualitative data related to OEIB’s expectation for students’ acquisition of at
least nine college credits prior to high school graduation from document analysis and
conversations with Eastern Promise leaders. The purposeful sample of Eastern Promise schools
with non-Eastern Promise schools’ in terms of effectiveness was measured by students’
acquisition of at least nine college credits prior to high school graduation, graduating from high
OREGON STATE DUAL ENROLLMENT 59
school in four years, and enrolling in a post-secondary institution the next semester. Qualitative
and quantitative data was further analyzed to inform the scalability of The Eastern Promise
statewide and subsequently to develop recommendations to enhance the Eastern Promise
program’s effectiveness and overall administration in the state of Oregon.
Research Questions
Four primary questions guiding the investigations were:
 What is the OEIB’s expectation for a plan that ensures high school students
successfully complete at least nine college credits prior to graduation?
 What is the effectiveness of the Eastern Promise at graduating high school students
with up to nine college credits and enrolling in a post-secondary institution after
graduation?
 How are the OEIB college and career investments aligned to increase students’
successful completion of at least nine college credits prior to graduation and
enrollment in a post-secondary institution?
 What is the potential scalability of the Eastern Promise to increase students’
successful completion of at least nine college credits prior to high school graduation
statewide?
Purposeful Sample and Population
Purposeful sampling techniques were used to examine similar demographic variables
among the students at the 28 schools participating in Eastern Promise and the 8 schools located
on the Eastern side of Oregon not participating in Eastern Promise.

OREGON STATE DUAL ENROLLMENT 60
Table 3.1

Eastern Oregon Schools’ Eastern Promise Participation Status

Eastern Promise High School
Non-Eastern Promise High
School
Radian High School Waker High School
Truxton High School Falcon High School
Fire Lake High School Heights High School
Voce High School River Trail High School
Heco High School North Sacwa High School
Gelgin High School Walken High School
Griffin High School Thomas Charter School
Felix High School Mission High School
Vista Grande High School
Newport High School
Barrington High School
Peter School District
Marking Union High School
El Rancho High School
McGregor High School
Greener High School
Fallington High School
Crestview High School
South Trail High School
El Cerro High School
Greenstone High School
Aspen Crow High School
Whitewater High School
Tansriver Secondary School
Kayak High School
Tamilla High School
Nunion High School
Lavel High School

Each school has two student subpopulations: students who acquired college credits while
in high school, and students who do not acquire college credits. This categorization is
independent of Eastern Promise participation or not.

OREGON STATE DUAL ENROLLMENT 61
Table 3.2

Eastern Promise Schools Demographic Data

2012-2013 Data
Eastern Promise High School
Student
Population
Hispanic
African
American
Low
SES
Radian High School 67 19.4% 0.0% 61.2%
Truxton High School 174 5.7% 1.0% 46.0%
Fire Lake High School 19 0.0% 0.0% 47.1%
Voce High School 104 2.0% 0.0% 46.2%
Heco High School 80 10.5% 0.0% 53.9%
Gelgin High School 135 2.2% 0.7% 67.0%
Griffin High School 216 4.2% 0.0% 56.5%
Felix High School 38 0.0% 0.0% 34.8%
Vista Grande High School 1398 41.6% 0.5% 57.2%
Newport High School 22 0.0% 0.0% 75.0%
Barrington High School 107 1.8% 0.0% 17.7%
Peter School District 58 12.0% 3.4% 50.0%
Marking Union High School 205 3.9% 0.0% 34.6%
El Rancho High School 587 3.7% 0.7% 43.2%
McGregor High School 509 55.8% 0.6% 66.6%
Greener High School 120 7.5% 0.0% 38.9%
Fallington High School 220 46.0% 0.5% 74.0%
Crestview High School 260 78.5% 0.0% 77.7%
South Trail High School 69 17.3% 0.0% 52.4%
El Cerro High School 915 10.0% 1.0% 44.8%
Greenstone High School 121 3.0% 0.6% 53.3%
Aspen Crow High School 69 5.7% 0.0% 58.5%
Whitewater High School 47 8.5% 0.0% 56.4%
Tansriver Secondary School 170 2.3% 0.0% 77.6%
Kayak High School 35 6.0% 0.0% NA
Tamilla High School 408 62.5% 0.7% 85.3%
Nunion High School 120 2.5% 0.0% 56.1%
Lavel High School 250 20.0% 0.5% 54.0%

Non Eastern Promise High
Schools
Student
Population
Hispanic
African
American
Low
SES
Waker High School 477 5.3% 0.5% 47.9%
Falcon High School 57 10.5% 0.0% 72.6%
Heights High School 167 3.9% 1.1% 28.1%
River Trail High School 588 47.6% 0.3% 56.1%
North Sacwa High School 81 9.0% 0.0% 75.0%
Walken High School 87 6.0% 1.0% 52.0%
Thomas Charter School 58 5.7% 0.9% 25.0%
OREGON STATE DUAL ENROLLMENT 62
Mission High School 52 4.4% 1.5% NA

Students who attend Eastern Promise participating high schools can acquire college
credits through four pathways identified in Table 3.3.
Table 3.3

College Credit Acquisition Pathways

Pathway Description
Advanced Placement Students enroll and complete an advanced placement course. Students
must take and pass the Advanced Placement exam in the spring to
receive college credit.
Traditional Dual Credit Students take college or university courses for college and high
school credit. Courses must be built around specific learning
outcomes for the similar post-secondary course and must be taught by
a high school teacher who meets the criteria of an adjunct faculty
member at the corresponding community college or university.
Expanded Dual Credit College/university courses are taught to high school students at high
school and post-secondary sites through distance learning
technologies.
Credit By Proficiency High school teachers with a master’s degree in education or another
discipline teach high school courses using college-level curriculum
and outcomes. Students would be assessed at the end of the course
with a proficiency exam to determine level of mastery and college
credits would be awarded. Professional learning communities
between high school teachers and college/university professors meet
regularly to ensure learning outcomes and curriculum are the same.

Students who attend a non-Eastern Promise high school can acquire college credits
through a pathway that is either offered by their high school or a selected extracurricular
pathway determined by the individual student and family. Inclusion criteria for Non-Eastern
Promise high schools selected to participate in the current study will be based on availability,
accessibility, and willingness to participate in the study.
OREGON STATE DUAL ENROLLMENT 63
Instrumentation and Data Collection
Qualitative Data
Qualitative methods were used to determine the plan, program, and goals of the OEIB.
Qualitative methods were used primarily in one-on-one personal interviews as well as document
analysis techniques to determine the OEIB’s expectation to ensure all students have access to at
least nine college credits prior to high school graduation and the Eastern Promise’s overall
program structure and partnerships. Qualitative data was then collected through one-on-one
interviews with a purposeful sample of five Eastern Promise and five comparable non-Eastern
Promise Schools to determine dual enrollment student selection criteria, school site program
structure, and partnership details that result in achieving the three achievement compact
indicators: acquiring 9+ college credits, high school graduation rate, and college going rate.
Quantitative Data
Quantitative data was to be used to determine effectiveness of the Eastern Promise in
students’ achievement of the three compact indicators. Quantitative methods were selected
given the potential comprehensive capacity to analyze college credit quantity completion, high
school graduation, and post-secondary enrollment for Eastern Promise and non-Eastern Promise
schools. Three achievement compact indicators were to be examined for two years of available
data when comparing Eastern Promise and non-Eastern Promise high schools.
9+ college credits: The number of students who successfully acquired at least nine
college credits prior to high school graduation
High school graduation rate: The percentage of students who graduate from high school
within four years
College going rate: The percentage of 12
th
grade students who enroll in a post-secondary
institution the following fall semester after high school graduations
OREGON STATE DUAL ENROLLMENT 64
Indicator data was to be collected on the student level showing: (1) the quantity of
college credits earned prior to high school graduation; (2) if the student graduated from high
school in four years; and (3) if the student enrolled in a post-secondary institution the semester
following high school graduation.
Total Eastern Promise versus Total Non-Eastern Promise
The first method was to collect indicator data on the purposeful sample of Eastern
Promise High Schools and Non-Eastern Promise High Schools. The indicator data collected for
students who attend an Eastern Promise High School and those who do not attend an Eastern
Promise High School was to be compared based on school attendance, rather than on program
participation.
Student Data Within Eastern Promise Schools
The second method in this study was to examine all 28 Eastern Promise schools and
categorize each Eastern Promise student as a student who participates in the Eastern Promise
(acquires college credits in high school), or as a student who does not participate in Eastern
Promise, but attends an Eastern Promise High School. Indicator data was to be collected on the
high school site level and then analyzed aggregately with the other 27 Eastern Promise Schools.
Eastern Promise Student Characteristics
The third method of data collection was to determine 3-4 characteristics that Eastern
Promise successful students possess. After the three characteristics were determined, the
researcher was to find another subset of students with the same demographic and collect data for
the three indicators.

OREGON STATE DUAL ENROLLMENT 65
Table 3.4

Statistical Comparison Subgroups

Eastern Promise
Versus
Non-Eastern Promise
Eastern Promise
(student data within
EP schools)
Characteristics of an
Eastern Promise
Student at One School
Details  N1=28, N2 = 8

 Each student
categorized as EP or
Non_EP attendee

 Indicator data
analyzed summatively
 N = 28 looking
within each Eastern
Promise School
 Each student
categorized as EP
participant or
Non_EP participant
 Indicator data
analyzed aggregate
and school by school
 Determine three
characteristics of an
EP student at one
EP school
 Find another school
with the same
student
characteristics
 Indicator data is
analyzed as EP
versus non EP

Indicator Data
9+ college credits prior to
HS graduation
9+ college credits prior
to HS graduation
9+ college credits prior
to HS graduation
HS graduation in 4 years HS graduation in 4 years HS graduation in 4
years

Enrollment at post-
secondary institution
Enrollment at post-
secondary institution
Enrollment at post-
secondary institution

Following the collection of indicator data on the student level, data was to be further
analyzed to determine which achievement compact indicators were met on a student, site,
district, and Eastern Promise level.
Revised Data Collection Plan
As noted above, the preliminary data collection plan for this study was to gather
extensive quantitative data of college and career achievement compact indicator performance
and supplementary qualitative data from Eastern Promise leader interviews. The quantitative
college and career achievement compact indicator data included: students gaining at least nine
OREGON STATE DUAL ENROLLMENT 66
college credits prior to high school graduation, high school graduation, and post-secondary
enrollment, however this data did not exist and was not available for the pilot year of the Eastern
Promise.
The data collection revealed that although the achievement compact indicators existed,
college credit and post-secondary enrollment achievement compact data was not available at the
student, high school, district, or Eastern Promise level. The revised quantitative data collection
included gathering of all quantitative data available and included: Eastern Promise overall
student performance for credit by proficiency courses, the alignment of the Eastern Promise to
community college degrees, teacher participation, and the data collection plan moving forward.
The lack of quantitative data available resulted in a primarily qualitative data collection through
interviews with the superintendent of the InterMountain Education Service District, president
and provost of Eastern Oregon University, the executive director of the Eastern Promise, and
other leaders.
Data Analysis
Qualitative data analysis will be conducted immediately following each interview or
document analysis. Quantitative data analysis will be conducted after the 2012-13 academic year
ends and data was made available in August 2013 from the Eastern Promise Office in La Grande,
OR. Data from each school and post-secondary institution will be verified for accuracy and
described.
The analytical methods described include the three achievement compact indicators to
potentially target where the similarities and differences are between students who acquire at least
nine college credits prior to high school graduation and attend a post-secondary institution and
those who do not. Specifically, the researcher attempted to determine if this academic success is
OREGON STATE DUAL ENROLLMENT 67
based primarily on school or individual characteristics. Finally, the researcher attempted to
determine how Eastern Promise can or should be scaled to be financially sustainable and provide
structure and support for high school Oregonians to accomplish this goal. Subsequent to data
analyses the results will be discussed in Chapter Four and a summary with recommendations will
be offered in Chapter Five.
Summary
The current chapter described the data collection procedure and various methodologies
informing data analyses. Detailed information was provided regarding the purposeful sample
and populations, identification of Eastern Promise and non-Eastern Promise high schools,
instrumentation and data collection process, and finally the data analysis procedure. The
following chapter will include interview and quantitative results, findings, and an analysis related
to the four research questions used in the current study.

OREGON STATE DUAL ENROLLMENT 68
CHAPTER FOUR - FINDINGS
Introduction

In this chapter, the findings of the study are presented by providing an overview of the
Eastern Promise and demography of sample schools, answers to each research question, and
subsequent discussion. The research questions were used as a framework to determine:
1) What is the OEIB’s expectation for a plan that ensures high school students successfully
complete at least nine college credits prior to graduation?
2) What is the effectiveness of the Eastern Promise at graduating high school students with up to
nine college credits and enrolling in a post-secondary institution after graduation?
3) How are the OEIB college and career investments aligned to increase students’ successful
completion of at least nine college credits prior to graduation and enrollment in a post-secondary
institution?
4) What is the potential scalability of the Eastern Promise to increase students’ successful
completion of at least nine college credits prior to high school graduation statewide?
Overview of the Eastern Promise
The Eastern Promise was born from conversations between the President and Provost of
Eastern Oregon University, Superintendent of the InterMountain Education Service District, and
President of Blue Mountain Community College focused on the need to better support students
through post-secondary persistence. The Eastern Promise offers high school students in Eastern
Oregon college courses through multiple pathways at a reduced cost, providing access to lower
division college courses at high schools. Although formally run through Eastern Oregon
University, the Eastern Promise is the intersection of multiple educational institutions
collaborating with the same common goal of developing employable and educated Oregonians.
Table 4.1 shows the educational institutions who participate in the Eastern Promise: Eastern
OREGON STATE DUAL ENROLLMENT 69
Oregon University, the InterMountain Education Service District, local school districts,
community college, and high schools.
Table 4.1
Eastern Promise Educational Institution Organization

Eastern Promise Organization

Eastern Oregon University facilitates collaboration between all participating educational
institutions to provide high school students with access, enrollment, participation, and success
with college courses prior to high school graduation. Table 4.2 depicts each Eastern Oregon
educational institutions’ role in the Eastern Promise for the 2013-14 academic year.

OREGON STATE DUAL ENROLLMENT 70
Table 4.2
Eastern Promise Educational Institution Role
Educational Institution Role with Eastern Promise
Eastern Oregon University Eastern Promise is an EOU program
Faculty lead professional learning communities
EOU courses offered through the Eastern Promise

InterMountain Education
Service District
Led the Eastern Promise through 2013
Facilitates professional learning communities
Superintendent is a member of the OEIB

Local School Districts Facilitates collaboration between high schools, InterMountain
ESD, and EOU regarding Eastern Promise
Community Colleges Provides lower division college courses to high school students
Professors participate in the professional learning communities
High Schools College courses offered by qualified high school teachers
Courses offered at high school locations
Teachers participate in professional learning communities
Teacher compensation and reimbursement for Eastern Promise
responsibilities
High school and college student transcript creation

Each educational institution plays a unique role in high school students’ completion of
college courses prior to high school graduation through the Eastern Promise. A recent shift in
Eastern Promise leadership was from the superintendent of the InterMountain ESD to the
Executive Director of the Eastern Promise as the main point of contact for the program.
The findings of this study are presented from a multi-level qualitative and quantitative
data collection to display the connections among high schools, school districts, community
colleges, Eastern Oregon University, and Eastern Promise program. The qualitative data
includes interviews with the: Executive Director of the Eastern Promise; Superintendent of the
InterMountain Education Service District; President of Eastern Oregon University; Provost of
Eastern Oregon University; Teacher of the Success 101 college course; and Coordinator of the
Academic Momentum program within the Eastern Promise. Although 28 high schools had
OREGON STATE DUAL ENROLLMENT 71
access to the Eastern Promise in 2012-13, only 8 high schools were active in the pilot year. The
quantitative data collected in this study includes all of the Eastern Promise performance data
available for the 2012-13 pilot year; however, only the overall student performance data for the
credit by proficiency pathway was available. The findings and discussion are presented by
research question using a purposeful sample of Eastern Promise and Non-Eastern Promise high
schools. The following section provides a demographic comparison among the schools in the
sample in order to provide context for examination of the research questions.
Demography of Eastern Promise and Non Eastern Promise Schools
In 2012-13, the InterMountain Education Service District served 19,826 students from 19
local school districts throughout Umatilla, Morrow, Union and Baker counties in Eastern
Oregon. Table 4.3 shows the frequency and percentage of students by race in the InterMountain
Education Service District for the 2012-13 pilot years.
Table 4.3
2012-13 Frequency and Percentage of Students by Race in Intermountain Education Service
District
Frequency Percent
American Indian/Alaska Native 650 3.30%
Asian 156 .80%
Pacific Islander 59 .05%
African American 99 .50%
Hispanic/Latino 6,469 32.65%
Caucasian 11,859 59.90%
Multi-racial 534 2.80%
Total 19,826 100.00%
Source: Oregon Department of Education, 2013
The 2012-13 total enrollment for the InterMountain Education Service District was
19,826 students serving grades Kindergarten through 12
th
. In the 2012-13 pilot year, 59.90% of
students within the InterMountain Education Service District were Caucasian, 32.65% of
students were Hispanic/Latino, 3.30% of students were American Indian/Alaska Native, 2.80%
of students were multi-racial, and less than 1% of students were either Asian, Pacific Islander, or
OREGON STATE DUAL ENROLLMENT 72
African American. The majority of the students being served by the InterMountain Education
Service District were either Caucasian or Hispanic with a combined total of over 90% of students
within the region. Table 4.4 shows the frequency and percentage of students within the
InterMountain Education Service District who qualify for free or reduced lunch in the 2012-13
academic year.

Table 4.4
2012-13 Frequency and Percentage of Students with Free or Reduced Lunch Status in
Intermountain Education Service District
Frequency Percent
Free Lunch 11,125 58.11%
Reduced Lunch 2, 086 10.52%
Total Students with Free/Reduced Lunch 13,211 68.63%
Source: Oregon Department of Education, 2013
In 2012-13, 58.11% of students in the InterMountain Education Service district qualified
for free lunch and an additional 10.52% of students qualify for reduced lunch. That is, 68.83%
of students qualified for either free or reduced lunch status within the InterMountain Education
Service District showing that almost 70% of students who live within the InterMountain ESD in
grades K-12 are of low socio-economic status.
The five sample Eastern Promise and Non-Eastern Promise High Schools are public high
schools with enrollment ranging from approximately 200 to 1,400 students within the
InterMountain Education Service District and their respective school district. Table 4.6 displays
each sample Eastern Promise and Non-Eastern Promise sample high school’s local district, total
enrollment, percentage by race, and percentage of students who qualify for free or reduced lunch
for each school for 2012-13.

OREGON STATE DUAL ENROLLMENT 73
Table 4.5
2012-13 Demographics of Students by Eastern Promise High Schools and Non-Eastern Promise
High Schools
Eastern Promise High Schools Non-Eastern Promise High
Schools
Tamilla Vista Grande El Cerro Waker Lavel
School Districts Tamilla Vista Grande El Cerro Waker Lavel
2012-13 Student
Enrollment
408 1398 915 656 234
Caucasian % 35% 54% 73% 34% 80%
Hispanic % 63% 42% 10% 60% 20%
African
American %
1% 1% 1% 1% 1%
Free or Reduced
Lunch %
85% 57% 45% 70% 52%
Source: Oregon Department of Education, 2013

The Eastern Promise sample high schools are Tamilla, Vista Grande, and El Cerro.
Tamilla high school has a total enrollment of 408 with 35% Caucasian, 63% Hispanic, 1%
African American, and 85% of students qualifying for free or reduced lunch. Vista Grande high
school serves 1398 students with 54% Caucasian, 42% Hispanic, 1% African American, and
57% of student qualifying for free or reduced lunch. El Cerro high school serves 915 students
with 73% Caucasian, 10% Hispanic, 1% African American, and 45% of students qualifying for
free or reduced lunch. The Non-Eastern Promise sample high schools are Waker and Lavel.
Waker high school served 656 students with 34% Caucasian, 60% Hispanic, 1% African
American, and 70% of students qualify for free or reduced lunch. Finally, Lavel high school
serves 234 students with 80% Caucasian, 20% Hispanic, 1% African American, and 52% of
students qualifying for free or reduced lunch. The Eastern Promise and non-Eastern Promise
sample schools serve a diverse range of students in size and demographic but are comparable in
size and demographic served.
The findings of this study will be reported by research question and subsequent
OREGON STATE DUAL ENROLLMENT 74
discussion to determine: OEIB’s expectation for a plan that ensures completion of least nine
college credits prior to graduation, the effectiveness of the Eastern Promise measured through the
compact data measures, the alignment between college and career investment and the Eastern
Promise, and potential scalability of the program statewide. The findings are developed from:
Eastern Promise leader interviews, observations of early college courses and professional
learning communities, and collection of pilot year student college course performance data.
The Eastern Promise and Non-Eastern Promise sample schools’ 2012-2013 college and
career achievement compact data measures: Nine-plus college credits, high school graduation,
and enrollment in a post-secondary institution was used to examine and analyze performance for
overall and diverse student populations in Eastern Oregon to answer the second research
question and determine overall Eastern Promise effectiveness. To fully analyze the effectiveness
of the Eastern Promise in students’ success in college credits prior to high school graduation, the
expectation from the OEIB to the Eastern Promise should be examined.
Research Questions
Research Question #1: What is the OEIB’s expectation for a plan that ensures high school
students successfully complete at least nine college credits prior to graduation?
The OEIB was created to serve as the only group in Oregon to examine the P-20
education transition points. These transition points are measured through achievement compacts
and include: 3
rd
grade reading proficiency, 5
th
and 8
th
grade math proficiency, high school credits
earned at the end of 9
th
grade, and completion of at least nine college credits prior to high school
graduation. The OEIB’s expectation for a plan to ensure high school students successfully
complete at least nine college credits prior to high school graduation is that early college
experiences are provided to all Oregon high school students and measured through achievement
OREGON STATE DUAL ENROLLMENT 75
compacts. These early college experiences include taking: college courses, AP classes, and dual
enrollment programs. In Eastern Oregon, the Eastern Promise is an example of an early college
program that provides high school students college credits through multiple pathways. An
examination of the data collected reveal that although the OEIB’s expectation for a plan that
students complete at least nine college credits prior to graduation was directly adopted from
preliminary work of Eastern Promise, the better story is how the Eastern Promise developed
internal accountability leading to statewide OEIB expectations and accountability. The creation
of the Eastern Promise’s internal accountability came from leaders’ shared vision and
collaboration, then pillar and goal development, all resulting in the OEIB’s adoption of Eastern
Promise’s college and career measures through statewide achievement compacts and determining
the best return on investment.
As previously noted, the founding Eastern Promise leaders included: the president and
provost of Eastern Oregon University (EOU), superintendent of the InterMountain ESD, and the
president of Blue Mountain Community College all wanting to address low college enrollment
and persistence rates, low-skilled students graduating from high school into college, and the need
for a P-20 educational pipeline in Eastern Oregon. The shared vision coupled with varied
perspective laid the foundation to the start of the Eastern Promise. Nine college credits was
determined by the leaders as the college credit mark to work towards in high school and the fifth
grade was decided as the start of the pipeline for early college experiences. The team then
created Eastern Promise pillars, general goals, and Eastern Oregon University developed the
implementation plan.
In 2011, Eastern Promise leaders, educators, and community constituents collaborated to
create the Five Pillars of the Eastern Promise before the OEIB or achievement compacts existed.
OREGON STATE DUAL ENROLLMENT 76
The pillars provided a framework and vision for the program’s future work.
The five pillars of the Eastern Promise are:
o A commitment to a cross sector collaborative between a university, community college,
education service district, and high schools
o A “Credit by Proficiency” early college credit offering built on professional learning
communities
o Build a college going culture through the Academic Momentum program
o Initiate a college credit career class in high schools that features a 10-year-plan
o Expand the range of students engaged in early college credit by identifying at risk,
underserved, and underrepresented populations and providing preparation and
opportunity to participate (Eastern Oregon University, 2013).
The superintendent of the ESD initiated the development of the Eastern Promise pillars
and used local funding to implement the program from 2011 to summer 2013. At the same time
in 2011, the superintendent of the ESD joined the OEIB as the only member representing rural
Eastern Oregon. The dual role of the superintendent with the Eastern Promise and as an OEIB
member raised the OEIB’s awareness and knowledge of how college credits in high school and
the Eastern Promise can support the 40-40-20 goal.
The Eastern Promise supports 40-40-20 by:
o Increasing the number of students from rural Oregon who are prepared for and attend
college directly from high school
o Increasing the number of students who obtain the Oregon Transfer Module (OTM) and/or
the Associates of Art Oregon Transfer (AAOT) degrees
OREGON STATE DUAL ENROLLMENT 77
o Increasing the number of BMCC and TVCC students who earn degrees or certificates and
remain in rural eastern Oregon
o Increasing the number of BMCC and TVCC students who successfully transfer to EOU
or other four-year institutions
o Increasing the number of EOU students who graduate with a bachelor’s or advanced
degree and live in rural Oregon (Eastern Oregon University, 2013).
The Eastern Promise foundational work then yielded the creation of internal goals:
students to acquire more college credits, be accepted and attend college, and ultimately persist
and graduate from a two or four-year university. The internal pillars and goals of the Eastern
Promise influenced the OEIB’s college and career investments and achievement compact
indicators statewide. The OEIB’s college and career achievement compact measures that were
directly adopted from the Eastern Promise goals: four-year and five-year high school graduation,
earning nine-plus college credits, and post-secondary enrollment. The OEIB’s expectation for
early college experiences for all students in Oregon shifted to OEIB’s expectation of the Eastern
Promise program and best the return on investment. Table 4.6 shows the OEIB’s college and
career return on investment expectations for the Eastern Promise aligned to achievement
compact measurement.

OREGON STATE DUAL ENROLLMENT 78
Table 4.6
College and Career Return on Investment Expectations and Measurement
Return on Investment Expectations Achievement Compact
Measurement
Expansion and implementation of elementary and middle
schools participating in early college experience program
Participation in Eastern Promise’s
5
th
-8
th
grade program
An increase in high school students taking early college
credits
Nine-plus college credits
Increased graduation rates Four-year and five-year high
school graduates
Increased number of students attending colleges and
universities from early college program and demonstrating
success through retention rates
Post-secondary enrollment

Each return on investment expectation in Table 4.6 is vertically aligned to students’
successful completion of at least nine college credits prior to high school graduation. The
Academic Momentum coordinator created and implemented elementary and middle school early
college experiences through Eastern Promise to provide access and buy-in to college at an early
age through college-centered learning experiences, goal setting, and college tours. An increase
of high school students taking college courses can be measured by the nine-plus college credit
indicator. Increased graduation rates will be measured by four-year and five-year graduation
rates. College persistence will be measured through the post-secondary enrollment achievement
compact indicator. Each return on investment expectation and connection to achievement
compact measure provides accountability to promote students’ post-secondary persistence.
The OEIB and Eastern Promise have created accountability and expectations that connect
completion of college credits, graduation from high school with college credits, enrollment and
persistence in a post-secondary institution. Adelman’s (2006) theory in The Toolbox Revisited
depicts that a student who completes nine college credits prior to graduation is likelier of
OREGON STATE DUAL ENROLLMENT 79
persisting through community college. Adelman suggests that in high school: six college credits
is good, nine is better, and completion of 12 college credits prior to high school graduation is the
biggest indicator that a student will persist through his or her first year of college, and graduate
with a bachelor’s degree (2006). The percentages of students graduating with their bachelor’s
and associate’s degree with the 40-40-20 goal supports the nine college credit achievement
compact indicator as an expectation.
The internal to external accountability from the Eastern Promise to statewide
achievement compacts is the result of an innovative early college program that gained OEIB’s
attention at the right time. The formation of OEIB and investment allocation occurred when the
Eastern Promise was gaining momentum and notice. These two events allowed for the Eastern
Promise to receive more funding to sustain and potentially scale the program. An examination of
the 2012-13 Eastern Promise pilot year data will assist in determining effectiveness of the
program in students graduating high school with up to nine college credits and enrolling in a
post-secondary institution.
Research Question #2: How effective is the current Oregon early college program (Eastern
Promise) at graduating high school students with up to nine college credits and enrolling in a
post-secondary institution after graduation?
The data indicate that although there are an increased number of students receiving more
college credits prior to high school graduation through the Eastern Promise in Eastern Oregon,
currently there is little to no data to link college course-taking in high school to post-secondary
enrollment. To provide graduating high school students with college credits in high school, the
Eastern Promise continues to focus on gatekeeper course offerings through the credit by
proficiency pathway, learned from the 2012-13 pilot data available, and devised a comprehensive
OREGON STATE DUAL ENROLLMENT 80
data collection plan moving forward working with a research institution.
The focus of the Eastern Promise course offerings to high school students is primarily
gatekeeper courses for students. Gatekeeper courses are defined as lower division college
courses required for students to either acquire the Oregon Transfer Module (OTM) or the
Associates of Arts for Oregon Transfer (AAOT) usually taken in the first two years of college.
The Oregon Transfer Module (OTM) is a one-year module designed to transfer to any college or
university in the Oregon University System. Table 4.7 shows the courses required for the OTM
with courses in foundational skills and discipline studies.
Table 4.7

Oregon Transfer Module Credit Requirements by Foundation Skills and Discipline Studies

Foundation Skills Credits
WR 121 English Composition 4
WR 122 English Composition 4
COM111 Fundamentals of Speech 4
MTH 105 Introduction to Contemporary Math (or above) 4
Discipline Studies
Arts and Letters 12
Social Sciences 12
Science/Math/Computer Science
(at least one biological or physical science with a lab) 10
Total 50
(Blue Mountain Community College, 2013)
The OTM is composed of 50 credits, equivalent to three academic quarters. All courses
for the OTM are known as gatekeeper courses. The OTM is available for students who plan to
transfer to a four-year university and are either undecided or their major or will be in a program
of study with specific lower division requirements that are not available at the local community
college. High school students completing the OTM, must pass all courses with a grade of C or
better and a cumulative grade point average of 2.00 in addition to their high school coursework.
OREGON STATE DUAL ENROLLMENT 81
The AAOT degree is a two-year program at the community college level. Table 4.8 depicts the
courses required for the AAOT with gatekeeper and major specific courses.
Table 4.8
AAOT Credit Requirements by Foundation Skills and Discipline Studies

Foundation Skills Credits
WR 121 English Composition 4
WR 122 English Composition 4
COM111 Fundamentals of Speech 4
MTH 105 Introduction to Contemporary Math (or above) 4
Health/Wellness 3
Discipline Studies
Arts and Letters 12
Social Sciences 16
Science With Laboratory 12
Science/Math/Computer Science 4
Electives (12 career and technical credits) 23
Total Credits Required 90
(Blue Mountain Community College, 2013)

Students enrolled in this program must successfully complete a minimum of 90 credits in
the quarter system. The AAOT degree will transfer to any Oregon University System institution
where students may complete requirements for a four-year baccalaureate degree. The AAOT is a
non-designated degree and students choose a focus of study with the AAOT to complete their
lower division requirements for the chosen major. Students must complete all courses for the
AAOT with a grade of “C” or greater and a cumulative grade point average of 2.00 or greater in
program required for graduation. The Eastern Promise offers gatekeeper courses for the OTM
and the AAOT through multiple pathways, but focus on the credit by proficiency pathway to
maximize course offerings.
Each of the four Eastern Promise pathways that exist for high school students to reach the
goal of completing college credits while in high school all have differing type of instructors,
OREGON STATE DUAL ENROLLMENT 82
associated costs, advantages, and drawbacks. Additionally, the course and pathway offerings are
varied dependent on the high school the student attends. Table 4.9 shows each Eastern Promise
college credit pathway, cost, description, advantages, and drawbacks.
Table 4.9

Eastern Promise College Credit Pathways
Dual Credit Advanced
Placements
Dual Enrollment
(online)
Dual Enrollment
(college site)
Credit by
Proficiency
Taught By: Approved
High school
teachers

High school
teachers

College
Instructors
College
Instructors
High School
Teachers
Cost: $10/credit $86/test $80/credit
+ $85
distance ed. Fee at
CC
$80/credit
at BMCC
$10/credit
Description: Students
take
courses for
college and
high school
credit built
around
specific
learning
outcomes

Students
must take
and pass
the AP
exam in the
spring to
receive
college
credit
College/university
courses taught to
high school
students at high
school and post-
secondary sites
through distance
learning
technologies
College/university
courses taught to
high school
students at high
school and post-
secondary sites

A process
with
multiple
measures
for students
to show
they have
mastered
the content
in the
college
course
Advantages: Low cost,
offered at
the high
school,
credits
accepted at
state schools

Reasonable
cost, offered
at the high
school,
credits
accepted at
state schools
and out of
state schools
(depending
on score on
AP test)

More course
options, can be
taken at home,
credits accepted at
most state schools

Classroom
Instruction by
college instructors,
credits accepted at
most state schools

Low cost,
offered at the
high school,
teachers are
approved
based on
student
proficiency
rather than
credentials

Drawbacks: High school
Cannot offer
All classes
For dual
credit, many
private
More
expensive
than Dual
credit.
Colleges
won’t grant
More expensive
than dual credit,
AP, and on site
classes, requires
more independent
study, requires
More expensive
than dual credit and
AP, student must
travel to site to take
the classes

To be
determined
OREGON STATE DUAL ENROLLMENT 83
colleges
won’t
Accept dual
credits

credit for
lower AP
scores or for
classes they
(the college)
don’t offer

certain level of
computer skills and
programs

Source: Eastern Oregon University, 2013
Dual credit and credit by proficiency are the most affordable pathways for students at
$10.00 a credit. Advanced placement tests cost $85.00 and rely on one summative assessment,
the AP test to determine if credit is granted. Dual enrollment (online and at a college site) is the
most costly credit option at $80.00 a unit; however, this experience provides the students with
the most authentic college course experience, since they are the same courses offered to the
typical community college student. . The credit by proficiency pathway is the most accessible
and affordable as it is offered at the high school site for $10.00 per credit and can maximize the
number of students completing of 9 college credits within the Eastern Promise.
Credit by proficiency is a process, with multiple measures for students to show mastery
of content in the college course. Credit by proficiency courses are offered at the high school site
and are taught by high school instructors, preferably with a master’s in the content area. The
high school teachers participate in professional learning communities (PLCs) each quarter led by
a community college or university faculty member who currently teach the particular course.
PLCs for each class meet at least twice per quarter to ensure calibration of rigor and
measurement by creating course syllabi, curriculum design and pacing, common assessment
creation and grading, and rubric refinement. Credit by proficiency courses ensures rigor across
the region, develop capacity across in high school instructors, and increase high school student
access to college courses.
OREGON STATE DUAL ENROLLMENT 84
The 2012-13 preliminary data collection plan for this study was to use statistically
comparable subgroups of Eastern Promise and Non-Eastern Promise High Schools and examine
three college and career achievement compact indicators: Nine-plus college credits, high school
graduation, and enrollment in a post-secondary institution as in Table 4.10 .
Table 4.10
2012-13 Eastern Promise vs. Non Eastern Promise Preliminary Data Collection Plan
Eastern Promise
Versus
Non-Eastern Promise
Eastern Promise
(student data within
EP schools)
Characteristics of an
Eastern Promise
Student at One School
Details  N1=28, N2 = 8

 Each student
categorized as EP or
Non-EP attendee

 Indicator data
analyzed summatively
 N = 28 looking
within each Eastern
Promise School
 Each student
categorized as EP
participant or Non-
EP participant
 Indicator data
analyzed aggregate
and school by school
 Determine three
characteristics of an
EP student at one
EP school
 Find another school
with the same
student
characteristics
 Indicator data is
analyzed as EP
versus non EP

Indicator Data
9+ college credits prior to
HS graduation
9+ college credits prior
to HS graduation
9+ college credits prior
to HS graduation
HS graduation in 4 years HS graduation in 4 years HS graduation in 4
years

Enrollment at post-
secondary institution
Enrollment at post-
secondary institution
Enrollment at post-
secondary institution

The preliminary data collection plan assumed quantitative data would be available for: all
pathways, all participating high schools, and all students. The Eastern Promise is an intersection
of educational institutions at different levels and functions, which has proven difficult to
determine which organization is or should control and collect data in the pilot year. High
Schools are resistant to provide the Eastern Promise with data, and there are multiple high
OREGON STATE DUAL ENROLLMENT 85
schools, local school districts, and community colleges actively participating in the program.
These challenges and lack of available data, made it impossible to analyze or compare Eastern
Promise and Non-Eastern Promise High Schools percentage of students completing 9+ college
credits prior to high school graduation or enrollment in a post-secondary institution. Table 4.11
shows the sample Eastern Promise and Non-Eastern Promise High Schools, demographics, and
college and career achievement compact data available for 2012-13.

Table 4.11
2012-13 Eastern Promise and Non-Eastern Promise Available Data
Eastern Promise High Schools Non-Eastern Promise High
Schools
Tamilla Vista Grande El Cerro Waker Lavel
2012-13 Student
Population
408 1398 915 656 234
Caucasian % 35% 54% 73% 34% 80%
Hispanic % 63% 42% 10% 60% 20%
African
American %
1% 1% 1% 1% 1%
Free or Reduced
Lunch %
85% 57% 45% 70% 52%
9+ college
credits

High School
Graduation
71.9% 72.7% 75.5% 52.0% 88.2%
Enrollment in
a Post-
Secondary
Institution

Source: Oregon Department of Education, 2013
Although data is difficult to compare, graduation rates were available for all Eastern
Promise and non-Eastern Promise high schools. The Eastern Promise high school 2013
graduation rates are between 71.0-75.5% where as the Non-Eastern Promise high school
graduation rates range from 52-88%. Lavel High School’s total student population of 234
OREGON STATE DUAL ENROLLMENT 86
students resulted in a challenge in graduation rate measurement when comparing with Vista
Grande and El Cerro. The percentage of students graduating from high school with nine-plus
college credits and enrolling in a post-secondary institution are not available for 2012-13. Post-
secondary enrollment percentages are available for all schools in Oregon but only reported up to
the graduating class of 2011. Despite the absence of quantitative data by school, student, and
demographic subgroup, Eastern Promise leaders are fairly certain that students who took the
credit by proficiency classes in 2012-13 were the same students who have completed college
credits through another of the four pathways in the past. The revised data collection included
compilation of all quantitative data available in 2012-13, to analyze student performance and
assist in determining effectiveness.
The Eastern Promise data available for 2012-13 is strictly limited to credit by proficiency
overall performance by college course and represented by academic grade and pass/withdraw
rates. There are currently no data available at the Eastern and non-Eastern promise high school
level or no way to identify performance by student, demographic subgroup, or by grade level.
Table 4.12 displays the overall 2012-13 credit by proficiency academic performance and pass
rates by gatekeeper course.

OREGON STATE DUAL ENROLLMENT 87
Table 4.12
2012-13 Eastern Promise Credit by Proficiency Grade Distribution
Course
Grade Biology 101 Biology 102 Biology 103 Com 111 Writing 121
A 2 47 51 12 29
B 5 65 63 35 17
C 3 58 49 24 1
D 0 2 0 1 0
F 0 1 1 6 58
W 0 1 2 1 2
Total
Number of
Students
8 174 165 79 107
Pass Rate
(C or higher)
100% 97.7% 98% 90% 44%
Source: Eastern Oregon University, 2013
The largest quantity of students took biology courses with 8 students in Biology 101, 174
students in Biology 102, and 165 students in Biology 103. The biology courses also had the
highest pass rates (with a C or higher) with between 97.7-100% of students passing. Speech
(Comm 111) had 79 students enrolled in the course with a 90% pass rate and writing 121 had 58
students in the class with a pass rate of 44%. Approximately 25% of the students enrolled in
Writing 121 failed the course because of plagiarism issues. The preliminary performance data of
533 students overall show positive pass rates for most courses, but challenges with plagiarism in
a college level course with high school students.
OREGON STATE DUAL ENROLLMENT 88
Credit by proficiency teacher PLC participation was available for 2012-13 and show
teacher participation in the PLCs at least twice per quarter. Table 4.13 shows the teacher PLC
participation by school and subject for the 2012-13 credit by proficiency courses.
Table 4.13
2012-2013 Credit by Proficiency Totals
PLCs
Number of schools participating in PLCs 33
Number of schools that held Eastern Promise CBP classes
20
Total Number of PLC Participants
86
Biology
23
Chemistry
3
Math
20
Speech
22*
Writing
23*
*Five PLC members are in speech and writing PLCs
(Eastern Oregon University, 2013).
33 high schools participated in the PLCs, 20 high schools held Eastern Promise courses,
and 86 teachers participated in PLCs. Biology, Math, Speech, and Writing PLCs had
approximately 20 teachers where as the chemistry PLC had three participating teachers. Regular
teacher participation in PLCs is a requirement to offer the credit by proficiency pathways and
also ensures calibration of rigor. PLCs provide the structure for effective collaboration to occur,
but the lack of quantitative data available, makes data-driven conversations extremely
challenging.
Without quantitative data by school and demographic, it is difficult to determine how
large the gap is between the low income and other students. The Eastern Promise understands
OREGON STATE DUAL ENROLLMENT 89
the gap exists and needs to be addressed with early intervention and involving the students and
families. To close the gap and meet the needs of the low SES students, the Eastern Promise has
taken the following steps in 2013:
1) Created and implemented an Academic Momentum program starting in the 5
th
grade
about getting ready for college
2) Offer Success 101 for college credit for every 9
th
grade student in the ESD through
the credit by proficiency pathway
3) Hired a K-12 Eastern Promise administrator who has over 10 years of experience as a
Spanish teacher
4) Created a Spanish proficiency based program to:
a. Identify native Spanish speaking students
b. Test verbally and in writing and award 100 level college credits
c. Offer 200 level Spanish college course through credit by proficiency
5) Work with an outside research group to determine a thorough data collection plan to
collect diverse, deep, and meaningful data to inform the planning and decision-
making process for the Eastern Promise (Eastern Oregon University, 2013).
According to Hoffman, at risk students taking college courses in high school need
student-centered support structures for early intervention, support, and remediation when
necessary. These support structures and interventions must be continually monitored, adjusted,
and gradually released as students matriculate to a post-secondary institution and take multiple
adults at the high school and college level working together (2005). The Eastern Promise has
some support structures in place, but each support heavily relies on the individual teacher on
record for the courses and is not formalized at the site, program, or district level yet.
OREGON STATE DUAL ENROLLMENT 90
The K-12 administrator has increased credit by proficiency course offerings for 2013-14,
so more Eastern Oregon students will have access to more gatekeeper courses. Table 4.14
depicts a breakdown of the percentage of the OTM and AAOT offered at each high school
through the credit by proficiency pathway in 2013-14.
Table 4.14
2013-14 Eastern Promise OTM and AAOT Offering by High School
Eastern Promise High
School
% of OTM
offered
% of AAOT
offered
% Offered through Credit
by Proficiency
Crestview 75% 70% 85%
Greener 61% 58% 78%
Vista Grande 100% 100% 48%
El Cerro 94% 91% 66%
El Rancho 63% 72% 82%
Greenstone 71% 70% 37%
Truxton 51% 57% 44%
Tamilla 81% 70% 60%
Tansriver 38% 47% 57%
Source: Eastern Oregon University, 2013

The 2013-14 academic year data has nine high schools that are actively utilizing in the
Eastern Promise pathways to offer the high school students college credits. The percentage of
the OTM and AAOT credits being offered at new participating high schools for the 2013-14
academic year is greater than the 2012-13 pilot year offerings since the credit by proficiency
pathway is the most cost-effective and accessible pathway. Vista Grande High School offers the
maximum gatekeeper courses with 100% of the OTM and AAOT with 48% offered by credit by
proficiency. Tansriver High School offers the minimum of college credits with 38% of the OTM
OREGON STATE DUAL ENROLLMENT 91
and 47% of the AAOT, but 57% of the college credits are offered through credit by proficiency.
Crestview and El Rancho high schools are offering over 80% of their college credits through
credit by proficiency. There is a relationship with the newer the high school is to participating in
the Eastern Promise, the higher the percentage of college credits being offered through credit by
proficiency. The K-12 administrator assessed the OTM and AAOT and Eastern Promise further
to see how close the Eastern Promise currently is in offering all students either an OTM or
AAOT prior to high school graduation. The course offerings far surpass the 9+ college credit
measure in the achievement compacts. Table 4.15 and 4.16 compare the OTM/AAOT credits
required and average credits offered through the Eastern Promise denoting the specific courses
titles.
Table 4.15
OTM through Eastern Promise and Course Titles
Foundation Skills Credits
Required
Credits
offered
through EP
Course Titles
WR 121 English Composition 4 4 WR 121
WR 122 English Composition 4 0 WR 122
COM111 Fundamentals of Speech 4 4 COM 111
MTH 105 Introduction to Contemporary Math
(or above)
5 5 MTH 105
Discipline Studies
(selection from College Transfer Courses)

Arts and Letters 12 12 SPAN 201,
202, 203
Social Sciences 12 0 HST 201, 202,
203
OR
PS 101, 102,
103
Science/Math/Computer Science (at least one
biological or physical science with a lab)
10 12 BIO 101, 102,
103
Foreign Language 12 12 SPAN 101,
102, 103
TOTAL CREDITS REQUIRED 65 49 75% of OTM
OREGON STATE DUAL ENROLLMENT 92
Source: Eastern Oregon University, 2013

Table 4.16
AAOT through Eastern Promise and Course Titles

Foundation Skills Credits
Required
Credits
offered
through
Eastern
Promise
Courses Offered
WR 121 English Composition 4 4 WR 121
WR 122 English Composition 4 0 WR 122
COM111 Fundamentals of Speech
OR
WR227 Technical Report Writing
4 4 COM 111
MTH 105 Introduction to Contemporary
Math (or above)
5 5 MTH 105
Health/Wellness 3 3 HE 250
Discipline Studies
(selection from College Transfer Courses)

Arts and Letters 12 12 SPAN 201, 202,
203
Social Sciences 16 0
Science with Laboratory 12 12 BIO 101, 102, 103
Science/Math/Computer Science 4 4 MATH 112
Electives (12 career and technical credits) 23 22 Success 101,
CHEM 101, CS
120, SPAN 101,
102, 103
TOTAL CREDITS REQUIRED 90 66 73% of AAOT
Source: Eastern Oregon University, 2013
The Eastern Promise has deliberately selected course offerings that account for 75% of
the OTM. There currently exists a course-offering gap in writing and social science course
requirements for the OTM. Most recently, the foreign language requirement: Spanish 101, 102,
and 103, has been implemented to the course offering to increase access of college credits for
native Spanish speaking students. The Eastern Promise currently offers an average of 73% of the
OREGON STATE DUAL ENROLLMENT 93
AAOT through credit by proficiency with course offering gaps in writing 122, social science
courses, and a minimal gap of one elective credit. Although an average of 75% of the OTM and
73% of the AAOT is offered through the Eastern Promise, it is not a guarantee that all students in
eastern Oregon have access to the full percentage of course offerings due to the fact multiple
factors weigh the availability of course offerings. These factors include: community college and
university faculty availability, high school instructor qualifications, student enrollment in the
course, and individual high school enrollment date.
In 2013-14, the Eastern Promise also started work with Education Northwest, a research
firm who works with schools, districts, and communities on research-based solutions in
education. Both groups currently work together to determine what data to collect at the student,
school, community college, and aggregate level. Table 4.17 is the most recent proposal from Ed
Northwest to the Eastern Promise regarding the type of data to collect moving forward.
Table 4.17
Eastern Promise Data Collection Proposal from Education Northwest
Type Elements
Student
identifiers
Student name, ID
Date of birth
Student
demographics

Gender
Ethnicity
FRPM eligibility
Migrant status
Special education

Course data

Course name/ID
Teacher name/ID
School name/ID
Student
enrollment data
Enrollment date
Complete date and status (withdrawn or completed)
Student course Course grade
Ratings from proficiency assessments
OREGON STATE DUAL ENROLLMENT 94
performance
Annual students
performance
OAKS scores (most recent)
Annual cumulative GPA
Teacher data Teacher name/ID
PLC participation date

Academic
Momentum Plan
Date initiated
Date updated
Source: Education Northwest, 2013

The data collection proposal includes student identifiers to protect confidentiality, gender,
ethnicity, and socio-economic status to determine how large the student participation gap is. The
course and student enrollment data elements will provide information for the courses students are
taking each quarter, which high school and teacher is facilitating the course, and if the student
persists through the course. Student course and annual student performance data elements will
allow for comparison between student proficiency grades on formative assessments, course
grades, OAK/Smarter Balanced scores, and annual cumulative GPA. Finally, when current 5
th

grade students enter high school, the academic momentum participating plan can be tracked.
Eastern Promise leaders believe the real impact and meaningful data will be available in
three years at a minimum. In 2015-16, there will exist a population of students who participated
in the 2012-13 pilot year as freshman enrolled in Success 101 for college credit as 9
th
grade
students. In 2016, the Eastern Promise will be able to track this cohort of students to determine:
how many college courses each student completed in high school, did each student graduate, and
what are each students’ post-secondary plans? Additionally, even more meaningful data will
exist with the high school graduating class of 2020; the first class who experienced the academic
momentum program in the 5
th
grade during the 2012-13 pilot year.
OREGON STATE DUAL ENROLLMENT 95
The Eastern Promise is attempting to close the gap between Conley’s college ready
characteristics, and the characteristics of a millennial high school graduate while working
towards the 40-40-20 statewide goal (2005). According to Conley, readiness can be systemized
by a multi-level set of readiness skills including: work, job, career, and college readiness.
College readiness includes the most robust set of readiness skills: key cognitive strategies;
mastery of key content knowledge; academic behaviors; and contextual skills and awareness
(2005).
The credit by proficiency pathway is the primary pathway of expansion for the Eastern
Promise due to the fact that it increases the amount of students to be served, ensures calibration
of rigor within courses, and is the most cost effective. This pathway has the potential to develop
key cognitive strategies and key content knowledge but lacks in the development of academic
behaviors and contextual skills and awareness. The PLCs in place for each credit by proficiency
course offered provide the space, time, and funds for teachers, faculty, and professors to create,
grade, and calibrate their courses and student work. This increases the likelihood that rigor
between classes across the region can remain at a consistent high level and supports the
development of key cognitive strategies and content knowledge in high school students enrolled
in the credit by proficiency courses.
The third dimension in Conley’s conceptual framework, academic behaviors include:
time management, study skills, goal setting, self-awareness, self-monitoring, and self-control
(2011). It is possible for academic behaviors to begin development through students’ work in
Eastern Promise college courses, but the credit by proficiency courses will not be enough to
develop strong academic behaviors. Academic behaviors are critical as a student transitions
from high school into being solely responsible for their academic achievement, persistence
OREGON STATE DUAL ENROLLMENT 96
through college, and career success (Conley, 2011). Students who take Eastern Promise courses
will have an advantage in academic behavior development, but will need to be pursued further
for student success in upper division college courses. The credit by proficiency pathway also
lacks contextual skills and awareness building in high school students currently being served.
Contextual skills and awareness is most commonly referred to as college knowledge (Conley,
2005). Contextual skills and awareness is a student’s understanding of the relationship between
the students’ cultural frame of reference and culture of the college. This includes the ability to
collaborate while learning in college courses, being comfortable around people from diverse
backgrounds including the ability to have interactions and relations with professors. The lack of
college courses on a college campus could inhibit the students’ ability to understand and navigate
the cost of college and the procedural steps necessary to navigate the post-secondary system
(Conley, 2011). Although students are taking college course while in high school, the contextual
skills and awareness developed might not be comparable to an authentic college experiences and
interaction with post-secondary stakeholders onsite.
The scope of the gaps between Conley’s college-ready skills and the current Eastern
Promise students in high school is yet to be defined, but graduation rates, and college attendance
rates on the Oregon School Report Cards show there exists a gap in high school graduation, AA,
and bachelor’s degree completion as compared to the achievement compact indicators and 40-
40-20 goal. The Eastern Promise has began it’s work to close the gap and build college-ready
skills in students in Eastern Oregon but does not address the needs of diverse student population
as of yet. As the Eastern Promise develops and implements a thorough data collection plan to
inform practice, the link between OEIB college and career investments toward achievement
compact indicators is examined.
OREGON STATE DUAL ENROLLMENT 97
Research Question #3: How are the OEIB college and career investments aligned to increase
students’ successful completion of at least nine college credits prior to graduation and
enrollment in a post-secondary institution?
For ten years prior to the OEIB formation and educational investments, every high school
in Oregon has received funds for a program called Expanded Options. The purpose of these
funds was to provide schools with money for students to receive college credit prior to high
school graduation. Since the formation of the OEIB and the link between educational
investments and student outcomes, the college credit investment amount has greatly increased
and is starting earlier in the educational pipeline. In Summer 2013, the OEIB allocated two
million dollars to the existing Eastern Promise program serving Eastern rural Oregon, and
another two million dollars to expand the program across the state of Oregon through the RFP
process. The blend of expanded options, funding the existing Eastern Promise, and the plan for
expansion has promise, but needs to be further fleshed out to determine how exactly the money
will be allocated.
The Expanded Options program in Oregon has been in existence in all high schools for
approximately 10 years and is regulated through the state board of education. Expanded Options
in legislation is known as ORS 340. The purposes of ORS 340 are to:
(1) Create a seamless education system for students enrolled in grades 11 and 12 to:
(a) Have additional options to continue or complete their education;
(b) Earn concurrent high school and college credits; and
(c) Gain early entry into post-secondary education.
(2) Promote and support existing accelerated college credit programs, and support the
development of new programs that are unique to a community’s secondary and post-
OREGON STATE DUAL ENROLLMENT 98
secondary relationships and resources.
(3) Allow eligible students who participate in the Expanded Options Program to enroll
full-time or part-time in an eligible post-secondary institution.
(4) Provide public funding to the eligible post-secondary institutions for educational
services to eligible students to offset the cost of tuition, fees, textbooks, equipment and
materials for students who participate in the Expanded Options Program.
(5) Increase the number of at-risk students earning college credits or preparing to enroll
in post-secondary institutions (Oregon Department of Education, 2013).
The expanded options program has been in effect for many years, but is minimally taken
advantage of by high schools. In Eastern Oregon between 2005-2012, Expanded Options was
not discussed or advertised due to cuts in funding and economic challenges faced by high
schools. Families that were aware of money available and asked were provided the opportunity
and enrollment fees. Families that were not aware of the program did not ask and did not receive
the service. If the funds were not used for Expanded Options, the site would use the funds for
other needs. This resulted in the majority of students taking advantage of this program being
district employees’ children or children of parents who were savvy enough to know the program
existed, and knew they had a right for the funds. The students from affluent, educated families
who were connected to the district received the resource. Children from families who did not
have access to this information due to language, education, or other barriers did not receive the
opportunity. Although Expanded Options is not part of Eastern Promise or OEIB’s oversight, it
shows that within Eastern Oregon, a gap in students taking college credits existed from the start
due to the Expanded Options accessibility.
In the summer of 2013, $2,000,000 was allocated to fund the current Eastern Promise
OREGON STATE DUAL ENROLLMENT 99
program to schools within the InterMountain ESD and another two million dollars was allocated
to expand the Eastern Promise throughout Oregon. The $2,000,000 allocated to the Eastern
Promise for high school students residing within the InterMountain ESD is to provide funding to
sustain the current program and increase the robustness and depth of courses offering to high
school students. For the past two years, the Eastern Promise has created a program primarily
built from local funding. To start the program the Oregon chancellor’s office and Blue Mountain
Community College each invested $200,000 to assist with the initial implementation, material
costs, and work to lay the groundwork for the Eastern Promise through the pilot year.
The two million dollar OEIB investment for the current Eastern Promise program is in
the initial stages, and has not been broken down explicitly yet. The money is being sent directly
to the Eastern Promise then allocated to participating high schools for the program, teacher
grading costs, etc. Table 4.18 depicts the breakdown of known spending and costs for the
current Eastern Promise work, but a detailed budget is currently not available for how the two
million will be broken down.
Table 4.18

Two Million Dollar Eastern Promise Known Costs
Item Known Cost
Credit by Proficiency
College credit cost for low SES students $10/unit per participating
student
PLCs To be determined
Proficiency assessment grading $500 per class per teacher
Travel and substitute cost Variable
Career choices curriculum and training Variable depending on
participation
Increase in course offerings – focus on Spanish To be determined
Academic Momentum
Professional development for teachers To be determined
Curriculum and college tours To be determined
Eastern Promise Staffing
Executive Director Not available
OREGON STATE DUAL ENROLLMENT 100
K-12 Administrator Not available
Academic Momentum Coordinator Not available
Data Collection with Education Northwest Not available
Source: Eastern Oregon University, 2013
The two million dollars allocated to the existing Eastern Promise program is to increase
the quantity of students completing nine-plus college credits prior to high school graduation and
enrolling in a post-secondary institution. The funding can be broken down into four categories:
(1) credit by proficiency; (2) academic momentum program; (3) Eastern Promise staffing; and
(4) Data collection with Education Northwest. Eastern Promise high schools have agreed to
cover the $10.00 per unit cost for students who qualify for free or reduced school lunch.
Teachers are paid an additional $500 per Eastern Promise credit by proficiency course participate
in common grading of proficiency assessments three to four times per academic quarter. The
Academic Momentum Program was piloted in the 2012-13 for a group of 5th grade students.
The increase of funds for the Eastern Promise will allow Academic momentum to be scaled
vertically to and provide a program in the 6
th
, 7
th
, and 8
th
grades as well as horizontally and serve
more schools and students. The costs associated with the academic momentum program are
professional development for teachers, curriculum costs, and other various costs for early college
experiences such as college tours. The creation of new Eastern Promise leadership and faculty
positions will also increase cost. Finally, a portion of the investment will be allocated to the
research being done in collaboration with Education Northwest. The allocation of the
$2,000,000 for the existing Eastern Promise has much yet to be defined. This is the first time the
program has received a large amount of funding and as time passes, conversations continue to
solidify the breakdown of the two million dollars.
The Eastern Promise leaders requested that the additional $2,000,000 for scaling go
directly to the Eastern Promise with Eastern Promise leaders determining how and when to
OREGON STATE DUAL ENROLLMENT 101
expand. The Oregon Education Board determined in July 2013 through HM3232 that the
$2,000,000 would pass through the Oregon Education Board and regions would apply through
the RFP process for funding to participate in the expansion of the Eastern Promise (Oregon
Department of Education, 2013). Eastern Promise leaders were disappointed when it was
determined that they would not have control over the $2,000,000 for the Eastern Promise
expansion but played a critical role of writing the RFP application draft to include the necessary
components for success. The $2,000,000 for Eastern Promise expansion through the RFP
process requires an application from the region of high school, community college, and
university leaders who are willing to commit, collaborate, and implement the Eastern Promise
Five Pillars. Table 4.19 shows each Eastern Promise pillar broken down into criterion to be met
by regions in their RFP application to participate in the Eastern Promise.
Table 4.19

Eastern Promise RFP Draft Pillar and Criterion
Pillar Criteria to be met
A commitment to a cross
sector collaborative between a
university, community
college, education service
district, and high schools

• A model where a university, one or more community
colleges, and educational service districts with their high
schools form collaborative partnerships in the process of
developing a proficiency-based early college program to
build a college going culture with their constituents.
A “Credit by Proficiency”
early college credit offering
built on professional learning
communities

• Provide CBP in addition to advanced placement, expanded
options, and dual credit opportunities

• CBP must be a process using multiple measures through
defined course outcome knowledge equal to the
expectations of a college level course

• CBP building through PLCs made up of high school
teachers, community college and university faculty

• PLCs meet at least twice per academic quarter

• PLC participation criteria met
o Be approved by their high school administrator
OREGON STATE DUAL ENROLLMENT 102
o Have taught in the discipline or related subject area
for at least three years
o Have a master’s degree preferably in their teaching
discipline
o Attend an Eastern Promise training session in their
discipline conducted by the Eastern Promise
o Become an active member of the PLC
o Renew authorization annually and be willing to
allow college and university faculty
Build a college going culture
through the Academic
Momentum program

• Implement Academic Momentum program starting in
the fifth grade
• Implement activity where students, parents, and schools
sign a “compact” to work towards college and post-
secondary plans
• Provide college tours for students
• Continue Academic Momentum program in the 6
th
, 7
th
,
and 8
th
grades to learn more about colleges, financial
aid, and the dimensions of this process
Initiate a college credit career
class in high schools that
features a 10-year-plan

• Implement Success 101 using Career Choices
curriculum and the creation of a 10-year plan for every
9
th
grade student
• Provide students with college credit for Success 101
Expand the range of students
engaged in early college credit
by identifying at risk,
underserved, and
underrepresented populations
and providing preparation and
opportunity to participate.

• Target Spanish speaking students in the region
• Work with students in various tribal educational groups
• Establish programs to encourage and involve low
performing students, especially young males
Source: Eastern Oregon University, 2013
The pillar criteria give specific Eastern Promise tasks and programmatic components that
must be either in place or in process for the RFP application to be considered. The criteria for:
credit by proficiency, academic momentum, and success 101 include components to ensure the
integrity of the program to be maintained. Additionally, the commitment between high schools
and post-secondary institutions must exist by all leaders. Finally, to be considered for funding,
there must be a commitment to serve at risk and low-income students through the Eastern
Promise. Each of the pillar criteria supports the OEIB’s expectation for a return on investment
OREGON STATE DUAL ENROLLMENT 103
by ensuring: (1) elementary and middle school students participate in early college experiences;
(2) an increase in high school students taking early college credits; (3) an increase in high school
graduation rates; and (4) an increase in student attending colleges/university from early college
programs and demonstrating success through retention rates. Each region that wants go through
the RFP process must commit to the data collection through Education Northwest and also be
held accountable to these measures combined in addition to the college and career indicators on
the achievement compacts. The idea of the Eastern Promise becoming a statewide education
strategy became very feasible financially, but very challenging when regulation, selection, and
implementation might not involve the Eastern Promise leaders.
As the Eastern Promise transforms and begins to scale across the state of Oregon, the
“Add and Subtract” model should be considered (Hoffman, 2005). Eastern Promise leaders
alluded to this model when discussing financial investments for college readiness in Oregon and
potentially shifting lower-division college course funding to the high school level. Additionally,
adding support structures, interventions, and mentoring students in high school can also
potentially subtract from investing the resources in community college or universities. This
“Add and Subtract” framework has been used in New York and Florida on a state level as a
model to increase college completion rates in underrepresented students by adding supports and
interventions for high school students to ensure students can success in entry-level college course
prior to high school graduation, and potentially subtract from the total educational expense for a
student (Hoffman, 2005). The two million dollars for the existing Eastern Promise will allow for
better depth and access for high school students. The two million dollars allocated for Eastern
Promise expansion through the RFP process causes Eastern Promise leader concern regarding the
scalability versus integrity of the program.
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Research Question #4: How scalable are the college and career investments aligned to increase
students’ successful completion of at least nine college credits prior to high school graduation
statewide?
The scalability of the Eastern Promise to increase students’ successful completion of at
least nine college credits prior to high school graduation statewide is in its infancy and much is
yet to be defined. The program’s integrity must be maintained when the Eastern Promise is
scaled and will depend on educational institution collaboration and relationships and long-term
accessibility, affordability, and financial demands. There is also limited information on what the
expansion plan will actually look like in action because the 2012-2013 year was a pilot in terms
of implementation in Eastern Oregon.
The $2,000,000 for scale will be passing through the Oregon Department of Education
and a cut will be taken off the top, so the exact amount of funding to be used for scaling is still
unknown. Eastern Promise leaders cycled through various emotions when it was determined
they would not have control over the $2,000,000 for expansion in fear that the expansion and no
control would compromise integrity. Eastern Promise leaders are now actively working for a
way to ensure they are involved in the scaling of the program to maintain the integrity through:
the pillars, criterion, and authentic partnerships are in place from the start. The superintendent of
the ESD believes he had to pull from the top and push from the bottom to make the Eastern
Promise change occur in Eastern Oregon. He knows the work, time, and relationships it took to
start the program, and wants to ensure these components are maintained throughout the
scalability. Without the Eastern Promise’s leader involvement in the RFP application, selection,
and expansion of the program, it is highly likely that components of the program and/or pillars
will not be accurately or consistently implemented for the program to succeed.
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Eastern Promise leaders understand the importance of relationships between educational
institution leaders and the regular collaboration required for the program to work. The efforts to
replicate the Eastern Promise will only work if the top level leaders at each participating
educational institution are bought in, believe in the program, and are willing to put in the time
and work to implement it. At the post-secondary level, top-level leadership filters down to
university and college deans, department chairs, and faculty and buy in at a college department
level is not enough to create systemic change. Multiple K-12 districts have already reached out
to the Eastern Promise showing participation interest, but do not have the relationships or
partnerships from their local post-secondary institutions to create such a comprehensive early
college program. In 2013, many Oregon superintendents, principals, and university leaders
moved from Eastern to Western Oregon and are getting ready to apply for the RFP for the
Eastern Promise funds. Another district has created a proposal for the RFP process that is
focused on common core state standards, rather than credit by proficiency. There are districts
wanting to implement the Eastern Promise and two million dollars available for scaling, but the
sustainability of the program long term is a concern as it relates to the balance of accessibility,
affordability, and financial demands.
The balance between accessibility, affordability, and financial demand is yet to be found
after the 2012-2013 pilot data and is the biggest long-term challenge for the Eastern Promise.
The question that will help find the balance is: Is there a return on investment, and if so, how
large is the return on investment? This question cannot be answered until reliable and
longitudinal Eastern Promise data is available and one can determine: (1) How many Eastern
Promise students attend and graduate from an Oregon post-secondary institution? (2) What are
the demographics of these students? and (3) Do the academic momentum and credit by
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proficiency programs increase the students attending and graduating from Oregon post-
secondary institutions? Once these questions can be answered, a shift in community college
funding might be necessary if the quantity of high school students taking college courses
continues to grow.
The accessibility focus of the current Eastern Promise program is to reach more diverse
students through the credit by proficiency pathway. As previously found, the majority of
students taking advantage of the Eastern Promise through 2012-2013 were affluent students who
were already acquiring college credits prior to the Eastern Promise. Funding exists through both
Expanded Options and the current two million dollars for the Eastern Promise to help low socio-
economic status students pay for college credits through the pathways. Eastern Promise leaders
understand that the $10.00 per credit is not sustainable and believe to make the Eastern Promise
sustainable, they need to make the program have sustainable fees per credit for students. The
financial demands of the Eastern Promise are being funded through the four million dollar
allocation, but will not sustain the program across the entire state. The impact the Eastern
Oregon leaders have on the OEIB’s access, support, and expansion of the Eastern Promise is
measurable. The balance of scalability and integrity is in discussion between OEIB and the
Eastern Promise as leadership roles shift, investments, increase, and scalability across the state of
Oregon is on the horizon.
Conclusion
The purpose of this study was to determine OEIB’s expectation for a plan for students to
complete nine college credits prior to high school graduation, the effectiveness of the current
Eastern Promise program, the relationship between investment allocation and college credit
completion prior to high school graduation, and scalability of the Eastern Promise program
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statewide. The expectation and accountability from OEIB through achievement compact
measures came from the Eastern Promise’s preliminary work and discussion centered on college
credits for students in high school and was heavily reliant on the superintendent of the ESD’s
position as a member of the OEIB.
After one year of pilot data, the Eastern Promise is lacking substantial quantitative data to
determine how effective the Eastern Promise is in students completing at least nine credits prior
to high school graduation, graduating from high school, and enrolling in a post-secondary
institution. The preliminary findings indicated that students who were previously taking college
courses in high school have increased their unit completion, and students who were previously
not taking college courses in high school, are still not participating in the Eastern Promise. The
Eastern Promise’s main focus is increasing the credit by proficiency course offerings and course
sequences at participating high schools in 2013-14 as the pathway that is the most cost effective
and provides the most access to all high school students.
The OEIB investments for the Eastern Promise have been split: two million to support the
existing program in Eastern Oregon, and another two million allocated to scale the Eastern
Promise across Oregon through the RFP process. The expansion of the Eastern Promise is in the
initial stages, but the current Eastern Promise leaders lack complete control over who is selected
for participation and how the program is implemented in other regions. This causes concern
from Eastern Promise leaders as it relates to the balance of integrity versus Eastern Promise
expansion. Additionally after one year of data, there does not exist enough information to
determine how the two million dollars for expansion should be allocated and/or saved primarily
because the return of investment for the Eastern Promise cannot be measured until 2016 at the
earliest; after the 2013 Success 101 cohort graduates from high school having access to the
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Eastern Promise all four years of high school. Chapter 5 will discuss these issues further and
provide additional summary, conclusions, and suggestions for further research.

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CHAPTER FIVE - DISCUSSION
Background
This final chapter presents a brief overview of the current study, a summary of findings,
limitations of the study, and recommendations for future research.
Overview of the Study
The current study examined the Oregon Education Investment Board’s college and career
readiness investment, particularly college credit attainment prior to high school graduation and
post-secondary enrollment. The Eastern Promise, an early college program serving rural Eastern
Oregon was the center of this study providing high school students access to college credits prior
to high school graduation. In the Eastern Promise high schools, access to college credits prior to
high school graduation can be attained through four pathways: Advanced Placement testing; dual
credit; dual enrollment; and the credit by proficiency pathway. The primary focus of this study
was the credit by proficiency pathway, as it provides the most data available for scientific inquiry
and is the pathway which is most utilized. The present study focused on applying Conley’s
college and career readiness theory, the early/middle college model and results, and an analysis
of the Eastern Promise.
The purpose of the study was to examine the OEIB’s college and career investments and
determine: the OEIB’s expectation for a plan to address Oregon college and career readiness;
how these investments align to high school students’ successful completion of at least nine
college credits prior to high school graduation; how successful Eastern Promise vs. non-Eastern
Promise high school students are in completing at least nine college credits prior to high school
graduation; and how scalable the Eastern Promise early college program is statewide. The
effectiveness of the Eastern Promise was to be measured through the achievement compact
college and career indicators for the 2012-13 academic year including: nine-plus college credits
OREGON STATE DUAL ENROLLMENT 110
prior to high school graduation; high school graduation; and enrollment in a post-secondary
institution.
Summary of Findings
The research questions answered by the current study:
 What is the OEIB’s expectation for a plan that ensures high school students
successfully complete at least nine college credits prior to graduation?
 What is the effectiveness of the Eastern Promise at graduating high school students
with up to nine college credits and enrolling in a post-secondary institution after
graduation?
 How are the OEIB college and career investments aligned to increase students’
successful completion of at least nine college credits prior to graduation and
enrollment in a post-secondary institution?
 What is the potential scalability of the Eastern Promise to increase students’
successful completion of at least nine college credits prior to high school graduation
statewide?
The OEIB was created to examine the P-20 education transition points in the state and
discuss the best return on investment. An examination of the data collected revealed that OEIB’s
expectation for a plan that ensures high school students successfully complete at least nine
college credits prior to graduation is through early college programs and measured by the return
on investment in education through achievement compacts. The statewide expectation is an
outcome of collaboration between Eastern Promise leaders with internal Eastern Promise
accountability leading to OEIB statewide expectations and accountability. The internal
accountability leading to OEIB expectations and accountability was primarily due to the
OREGON STATE DUAL ENROLLMENT 111
superintendent of the ESD’s role as an active member of the OEIB. This individual increased
OEIB’s awareness of an innovative early college program when college and career funding
decisions were being made at the state level.
After a single year of pilot data, the Eastern Promise is lacking substantial and adequate
quantitative data to determine how effective the Eastern Promise is in students completing at
least nine credits prior to high school graduation, graduating from high school, and enrolling in a
post-secondary institution as compared to a control group of Eastern Oregon high school
students. Moreover, Eastern Promise data availability for 2012-2013 is strictly limited to credit
by proficiency overall performance by college course and only represented by academic grade
and pass/withdraw rates. There is currently no data available at the Eastern and non-Eastern
promise high school level, which identifies performance by student, demographic subgroup, or
grade level. A primary explanation is that Eastern Promise high schools have not agreed to
provide student identifiers, grade level, demographics, or cumulative college credits due to
FERPA. The available credit by proficiency data indicates that the biology courses also had the
highest pass rates (with a C or higher) with between 97.7-100% of students passing. Speech
(Comm. 111) had 79 students enrolled in the course with a 90% pass rate and writing (Writ 121)
had 58 students in the class with a pass rate of 44%. Approximately 25% of the students
enrolled in writing 121 failed the course because of plagiarism issues. Although the Eastern
Promise credit by proficiency pass-rates for the pilot year are generally positive, college ready
skills include a diverse set of characteristics in addition to passing college level courses.
Conley’s framework for college readiness strongly suggests that the credit by proficiency
pathway has the potential to develop key cognitive strategies and key content knowledge but
lacks in the development of academic behaviors and contextual skills and awareness. The pilot
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year credit by proficiency findings determine students who were previously taking college
courses in high school have increased their unit completion, and students who were previously
not taking college courses in high school, are still not participating in the Eastern Promise. The
area of focus moving forward for the Eastern Promise is to ensure all students have the access
and support required to be successful in the Eastern Promise early college program. To
determine how large the gap is between students already participating in the Eastern Promise and
those not, accurate quantitative demographic and performance data must be available. The data
collection proposal generated between Education Northwest and the Eastern Promise includes
extensive and thorough data points to better analyze the effectiveness of the Eastern Promise
moving forward.
The OEIB investments for the Eastern Promise have been allocated so $2,000,000 will
support the existing program in Eastern Oregon, and another $2,000,000 will be allocated to
scale the Eastern Promise across Oregon through the RFP process. The expansion of the Eastern
Promise is in the initial stages, but the current Eastern Promise leaders lack complete control
over who is selected for participation and how the program is implemented in other regions.
This causes concern from Eastern Promise leaders as it relates to the balance of integrity versus
Eastern Promise expansion. Additionally after one year of data, there is an inadequate amount of
information to determine how the $2,000,000 for expansion should be allocated and/or saved
primarily because the return of investment for the Eastern Promise cannot be measured until
2016 at the earliest; after the 2013 Success 101 cohort graduates from high school having access
to the Eastern Promise all four years of high school.
As the Eastern Promise develops, longitudinal data becomes available, and the program
scales across the state, Hoffman’s “Add and Subtract” model should be considered (2005). The
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Add and Subtract model can apply to the Eastern Promise by potentially shifting lower-division
college course funding to the high school level, adding support structures and interventions,
resulting in potentially subtracting from investment and supports at the community college and
university level. Finally, the program’s integrity will only be maintained when scaled if there
exists authentic educational institution collaboration and relationships as well as long-term
accessibility, affordability, and financial demands.
Limitations
The following limitations were present in the study:
o The Eastern Promise pilot data was only available for 2012-13 allowing for only one year
of available data
o The purposeful sample of Eastern Promise and non-Eastern Promise high schools was
restricted due to the quantity and size of high schools in rural Eastern Oregon
o Quantitative pilot data was only available for the credit by proficiency pathway so does
not fully represent all courses and credits earned through the Eastern Promise in 2012-13
o Quantitative pilot student performance data was only available by grade distribution and
pass rates making it impossible to analyze data by Eastern Promise and non-Eastern
Promise school, demographic, or student characteristic.
o Due to the lack of quantitative data available, the majority of data collected was
qualitative
o Because achievement compacts were initially established in 2012-2013 with new
indicators, district and regional goals might be unrealistic
o Qualitative data collection using interviews with OEIB, Eastern Promise leaders, and
high school teachers increase the potential for subjective interpretation of results
OREGON STATE DUAL ENROLLMENT 114
o Oregon currently does not have a longitudinal student tracking system, so there is no
effective method of assessing post-secondary matriculation/persistence
Recommendations for Future Research
The current study investigated the effectiveness of the largest early college program in
Oregon, the Eastern Promise. The focus was to determine: OEIB’s expectation for plan for
college credits prior to high school graduation; the effectiveness as it relates to students gaining
at least nine college credits prior to high school graduation and enrolling at a post-secondary
institution; the relationship between OEIB college and career investments and the Eastern
Promise; and the potential scalability of the Eastern Promise statewide. This study included
three sample Eastern Promise high schools and two non-Eastern Promise high schools but due to
the lack of quantitative data, statistical methods could not be used to compare Eastern and Non-
Eastern high school student college credit completion or enrollment in a post-secondary
institution. The following recommendations regarding future research in this area are proposed:
o It will be advantageous to proceed with the data collection plan with Education
Northwest to determine the students currently participating, performance, and
longitudinal performance. The thorough data collection plan will allow for
student demographics and performance to be examined and determine which
students are not participating and why.
o It will be beneficial to study the Eastern Promise student performance
longitudinally after the data collection plan is in place to determine if there exists
a relationship between the credit by proficiency pathway, post-secondary
enrollment, and post-secondary persistence.
o This study found that the relationship between top level, diverse educational
OREGON STATE DUAL ENROLLMENT 115
leaders is essential to the Eastern Promise’s effectiveness. It would be beneficial
to study the research on collaborative educational leaders making systemic
change.
Conclusion
The purpose of the present study was to examine the OEIB’s college and career
investments and determine: the OEIB’s expectation for a plan to address Oregon college and
career readiness; how these investments align to high school students’ successful completion of
at least nine college credits prior to high school graduation; how successful Eastern Promise vs.
non-Eastern Promise high school students are in completing at least nine college credits prior to
high school graduation; and how scalable the Eastern Promise early college program is
statewide.
In 2011, Senate Bill 909 established the Oregon Education Investment Board (OEIB) to
oversee educational investments in an effort to create a seamless, unified system for public
education from early childhood through high school and college. Under the leadership of
Oregon Governor John Kitzhaber, Oregon submitted its ESEA flexibility proposal in January of
2012, and received approval in July of 2012 (Department of Oregon, 2012). Oregon’s approved
framework moved toward an authentic, evidenced-based methodology for individual students,
schools, districts, and states. The creation of achievement compacts fulfilled this new direction.
The achievement compacts hold schools, districts, and regions accountable in reaching the
statewide 40-40-20 goal by 2025 with 40 percent of Oregonians graduating from a four-year
institution, 40 percent of Oregonians graduating from a two-year institution, and the remaining
20 percent of Oregonians graduating from high school career ready (Department of Oregon,
2012).
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The current OEIB investment foci target four major areas: 1) early literacy and learning,
2) STEM vertically aligned schools, 3) diverse teacher and leadership support, and 4) college and
career readiness (R. Crew, personal communication as part of class guest lecturer, 2013). This
study focused on the college and career readiness investment, particularly college credit
attainment prior to high school graduation and post-secondary enrollment in the state’s largest
early college program: The Eastern Promise serving rural Eastern Oregon.
In reviewing the findings for this study, the researcher would validate the importance and
critical need for a comprehensive multi-dimensional data collection plan to determine
effectiveness of the Eastern Promise through multiple lenses. The quantity of gatekeeper course
offerings being offered and taken across Eastern Oregon will further allow for data collection by
course, instructor, high school, student, demographic subgroup, and longitudinally. The lack of
quantitative data available results in difficulty in comparing how many students took college
courses in different schools, through different pathways, or the characteristics of students who
were taking and passing the classes. The researcher agrees with the Eastern Promise leaders that
they are not addressing diverse, at-risk, or first generation students, but until data is available, the
gap cannot be found or closed.
The study validated the importance of a shared vision, collaboration, and persistence of
top-level leaders serving the same community. The Eastern Promise would not have started if
the presidents and superintendents didn’t identify a shared concern for their students’ skills and
persistence through college. Their relentless work and effort took a shared concern to a forward-
thinking, far-reaching early college program. These relationships are critical to the creation,
development, and sustainability of the Eastern Promise and must be in place before the Eastern
Promise is scaled. It is difficult to determine how these relationships can be measured to
OREGON STATE DUAL ENROLLMENT 117
determine if a region is ready for the Eastern Promise, but it is a required component for the
program to work.
The study also validated the importance of offering college courses through multiple
methods. The Eastern Promise primarily focuses on the credit by proficiency pathway, with
courses always offered at the high school site. College ready skills also include the ability to
navigate the complex college environments and processes, which many times are a barrier to first
generation college students. Students who only participate in the credit by proficiency courses
will be lacking the contextual awareness and skills required for students to be successful in the
post-secondary institutions. The Eastern Promise should prioritize ways to offer college courses
on college campuses, online, using blended methods, and at the high school site to increase the
diversity of course types students experience through the program.
Finally, the researcher would also recommend structured and proactive supports for
diverse students’ needs to ensure that all students have the opportunity to take college courses
through the Eastern Promise. These support include: small learning environments, relationships
with teachers, and a family/advisory class where students stay with the same teacher through
high school and engage in various academic, personal, and collaborative learning experiences
through high school. The Eastern Promise has created a Spanish sequence of credit by
proficiency courses to target native Spanish speakers, but this step is not enough to provide
students with the skills to build Conley’s college ready characteristics. Underrepresented
students need deliberate supportive structures in place from the start of the early college
experience in the 9
th
grade. As a student finds success in college courses, the supports can be
reduced or increased as needed, supporting all learners in gaining college credits while still in
high school.
OREGON STATE DUAL ENROLLMENT 118
The researcher believes early college experiences and the ideas of Eastern Promise work
is the most effective way to develop college ready skills gradually through students’ educational
journey. Diverse pathway types of college courses offered to high school students, increase the
exposure to different post-secondary instruction techniques so as the student get older, they make
a more informed, post-secondary decision. Finally, early college coursework in high school is a
proven way to increase college acceptance, enrollment, and persistence, but without data, it
cannot be tracked. The Eastern Promise has created an innovative program to get students
college ready, but should become a data-driven early college program before expansion is
considered.

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APPENDIX A: DATA ELEMENTS OF INTEREST FOR EASTERN PROMISE

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APPENDIX B: CRITERIA FOR EASTERN PROMISE RFP

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APPENDIX C: HEALTH 250 GRADING RUBRIC

APPENDIX D: PATHWAYS TO LIFE AND COLLEGE SUCCESS – EASTERN PROMISE
OREGON STATE DUAL ENROLLMENT 134

OREGON STATE DUAL ENROLLMENT 135

OREGON STATE DUAL ENROLLMENT 136
APPENDIX E: EASTERN PROMSIE INTERNAL GAP ANALYSIS

Eastern
Promise
Internal
Gap
Analysis
2013-‐14

For
full
information
on
OTM/AAOT:
https://www.bluecc.edu/departments_english

*EP
Credit
by
Proficiency

AP

DC-‐
Dual
Credit

-‐-‐not
part.
in
available
CBP

Off

Campus

Oregon
Transfer
Module

(OTM)

Degree
Checklist

Credits

BMCC

HS

Teacher

#
sessions
offer

#stud
enrolled

*4/*4

COM
111

*5/*5

MTH
111

*4/*4

WR
121

/
4

WR
122

*12
*12

Span
201-‐3

/12

HST
201-‐3/PS
101-‐3

*12/*12

BIO
101-‐3

37/53

Total
core
credits

*12
Electives
already
completed:

Spanish
101,102,103

49/65

75%

Total
OTM
credits

Associates
of
Arts
Oregon
Transfer

(AAOT)

Degree
Checklist

Successful
completion
of
OTM
requirements

4

Cultural
Lit

*4/*4

CS
120

*3/*3

HE
250

4

SAS
(PYCH/SOC/HST)

*5/*5

MTH
112

20

Total
AAOT
core
credits

OREGON STATE DUAL ENROLLMENT 137
5/5

Electives

(Success
101,
CHEM
101)

66/90

73%

Total
AAOT
credits

School % of OTM %AAOT % EP CBP

Riverside 75% 70% 85% (no HE, CS)
Heppner 61% 58 78% (no Spanish 202, 203, no native speakers)
Hermiston 100% 100% 48% (no Math, LA, HE because AP/DC/onine)
Pendleton 94% 91% 66% (no Math, CS, HE)
La Grande 63% 72% 82% (no Span. 200, CS)
Pilot Rock 71% 70% 37% (happy w DC, already do CIS)
Weston-Mc 51% 57% 44% (FTE approved but spread too thin to offer)
Umatilla 81% 70% 60% (joining HWE, SAS, maybe CS)
Stanfield 38% 47% 57% (offer BA 131 not CS, Spanish?)

Abstract (if available)

Abstract The purpose of this study is to focus on the OEIB’s college and career investments and determine: OEIB’s expectation for a plan to address Oregon college and career readiness

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Asset Metadata

Creator Craig, Erin McKenzie (author)

Core Title An examination of the Oregon state college and career education investment and the Eastern Promise program

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/05/2014

Defense Date 12/16/2013

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag articulation agreement,career ready,college and career investment,college ready,dual credit,dual enrollment,early college,middle college,OAI-PMH Harvest,OEIB

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Picus, Lawrence O. (committee chair), Crew, Rudolph (committee member), Seelig, Michael (committee member)

Creator Email erincrai@usc.edu,erinmcraig@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-367528

Unique identifier UC11296293

Identifier etd-CraigErinM-2280.pdf (filename),usctheses-c3-367528 (legacy record id)

Legacy Identifier etd-CraigErinM-2280.pdf

Dmrecord 367528

Document Type Dissertation

Format application/pdf (imt)

Rights Craig, Erin McKenzie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA