Sources include 2016 MDE report to legislature, “Rigorous Course Taking”; MDE correspondence; AP and IB web sites; and National Association of Concurrent Enrollment Partnerships website.
| Concurrent Enrollment (with details re: U of M CIS) | Advanced Placement | Post-Secondary Enrollment Options | International Baccalaureate Diploma Program | |
|---|---|---|---|---|
| Type of course | Post-secondary courses that are approved by regular college procedures and listed in college course catalog (i.e., no special courses created just for high school students) | College-level courses taught in high school to prepare students for AP exams | Post-secondary courses that are approved by regular college procedures and listed in college course catalog (i.e., no special courses created just for high school students) | High school courses in a wide range of subjects using IB-approved curriculum |
| Location | Taught in the high school | Taught in the high school | Taught on the college campus | Taught at an IB-authorized high school |
| Taught by | High school teachers approved by the post-secondary academic department sponsoring the course | High school teachers selected by the high school | College and university faculty | High school teachers selected by the high school |
| Teacher qualifications and initial training | 1) Qualifications are set by post-secondary academic dept. and the Higher Learning Commission. 2) NACEP requires orientation and discipline-specific professional development; U of M CIS conducts faculty- and staff-led workshops. |
1) No educational or professional background requirements set by AP 2) Participation in workshops and conferences strongly encouraged but not required. |
Not applicable | No educational or professional requirements. Teachers at schools applying to become IB schools are required to participate in IB-approved workshops, typically lasting 3 days. IB expects schools to support continued IB-approved professional development. |
| Oversight and support of quality | 1) Shared by post-secondary academic department and CE program 2) NACEP requires annual discipline-specific professional development for teachers; CIS conducts faculty-led workshops 3 times each year and reviews syllabi each term. 3) NACEP requires classroom observations by post-secondary faculty; CIS U of M faculty and qualified assistants conduct site visits. 4) NACEP requires ongoing interaction among post-secondary faculty and CE teachers. CIS provides email and web-based support. |
1) Participation in AP workshops and conferences encouraged but not required. 2) Online training, consultants available 3) Syllabi are reviewed by at least two college faculty through the AP course audit process. |
Not applicable | 1) Online curriculum center and online courses 2) IB MN offers networking opportunities and follow-up training in content areas with significant curriculum changes. Participation not required. 3) Schools are reevaluated at least once every 5 years and must engage in self-study showing continual improvement. |
| Validation of scores and grades | NACEP requires CE courses to employ the same types of assessments, hold students to the same standards of achievement, and use the same grading standards as are used on the partnering post-secondary campus. | National exam created by post-secondary and high school faculty; AP-approved teams of high school and post-secondary faculty score exams. | Not applicable | Students take exams at the end of the program, which are evaluated by external examiners. They also complete assessment tasks, which are marked by teachers and moderated or sent directly to external examiners. |
| Authorizing organization | MN colleges and universities are the authorizing organizations; MN CE programs operate under MS 124D.09. | College Board in NY is the authorizing organization. | PSEO operates under MS 124D.09. | International Baccalaureate Organization is the authorizing organization; the North American office is in Bethesda, MD. |
| How college grades and credit are earned | 1) Multiple and varied assessments throughout the course 2) Students earn college credit and grade immediately upon successful completion of the course. 3) High school credit is earned upon successful completion of the course. |
1) Students earn high school credit/grade based on their course performance. 2) Single national exam in May 3) College credit may be awarded based on AP exam scores after college matriculation. Colleges and universities typically give credit for scores of 3-5; some give credit only for 4 or 5 scores. |
1) Multiple and varied assessments throughout the course 2) Students earn college credit and grade immediately upon successful completion of the course. 3) High school credit is earned upon successful completion of the college/university course. |
1) Students earn high school credit based on their performance in the course. 2) Standardized exams administered at the end of each course 3) College credit may be awarded based on IB exam scores once a student matriculates in college. Colleges and universities generally give credit for scores of 5-7; some grant credit for lower scores. |
| Recognition of credit earned1 | 77% of public and 67% of private post-secondary institutions recognized dual credit/concurrent enrollment credit for elective courses; 92% of public institutions and 78% of private institutions recognized dual credit/concurrent enrollment credits in courses required by the institution or for the major. | 75% of public and 80% of private post-secondary institutions recognized qualifying AP scores as credits for elective courses; 91% of public institutions and 92% of private institutions recognized AP scores as credits for courses required by the institution or major. | 77% of public and 67% of private post-secondary institutions recognized dual credit/concurrent enrollment credits for elective courses; 92% of public institutions and 78% of private institutions recognized dual credit/concurrent enrollment credits for courses required by the institution or for the major. | 39% of public and 60% of private post-secondary institutions recognized IB scores as credit for elective courses; 40% of public institutions and 63% of private institutions recognized IB scores as credit for courses required by the institution or the major. |
| Cost to student | None | 1) College Board 2016 per-exam fee is $92. 2) 2016 exam fees after College Board and MN legislative subsidies: low-income students - $0; all other MN students (at both public and private schools) - $43 or $52 per exam ($52 if school does not waive rebate). |
None | 1) 2015-16 IB exam fees: $277 for first exam plus $113/student for each subsequent exam; exam fees subsidized by the state. 2) 100% of low-income student exam fees are paid by legislative appropriation; all other student exam fees are partially subsidized. 3) Schools may charge administrative fee to cover costs associated with giving the exam. |
| Cost to teacher | None | Typically none | Not applicable | Typically, none |
| Cost to school or district | 1) Schools are billed by the post-secondary institution offering the course. 2) State subsidies partially offset the costs of offering concurrent enrollment courses. Legislation provides for up to $150/registration for a concurrent enrollment course offered by a state-approved post-secondary provider. Due to proration, high schools received $30.99/ student/course in 2014-15. |
State subsidies cover most of the costs for AP training and testing done within MN. In 2015-16 teachers may apply for $500 for tuition and college credit and for an additional $150 for room and board. A limited number of $900 scholarships for out-of-state trainings is also available. | Schools lose percentage of their ADM funding, proportional to number of class periods per day student is taking post-secondary courses and traveling to and from the post-secondary campus. | 1) State subsidies do not cover the total cost of IB trainings. Local offerings are paid at a pro-rated amount; state subsidies cover registration fees for out-of-state trainings, but districts cover travel and lodging costs. Schools also pay annual fees and dues. Schools submit invoices to the state and are reimbursed for expenses. 2) Schools applying to offer an IB diploma program pay a $4,000 one-time application fee plus $9,500 in candidacy fees (2015-16 rates) per year of candidacy, a status that typically lasts 2-3 years. 3) Established IB diploma programs pay annual school fees of $11,090 (2015-16), plus fees for student evaluation and teacher training. |
| 2014-15 state expenditures | $2,000,000 (Post-secondary institutions bear costs of training) | $3,363,591 (includes costs of teacher training) | No cap on the allocation; 2014-15 state expenditure for PSEO was $31,817,630. | $1,176,129 (includes costs of teacher training) |
| Financial factors | 1) High schools retain their ADM $. 2) State CE aid goes to high schools. High schools pay fees to MN post-secondary institutions. |
1) High schools retain their ADM $. 2) State AP aid goes to high schools; high schools pay fees to College Board in NY. |
1) High schools lose % of their ADM $. 2) State payments go to MN post-secondary institutions. |
1) High schools retain their ADM $. 2) State IB aid goes to high schools; high schools pay fees to IB, a Swiss organization with a U.S. office in MD. |
| Registration/exams taken; credits/scores earned (2104-15) | 224,594 college credits earned; 64,529 course registrations | 70,699 exams taken by 42,814 students; 66% of exams earned scores of 3 or better (range 1–5). See above, “How college grades and credits are earned.” | 167,206 credits | 7,698 exams taken by 3,599 students; 57% of exams earned scores of 4 or better (range 1 –7), students eligible for college credit at some colleges and universities. |
1 Western Interstate Commission on Higher Education, Accelerated Learning Options: Moving the Needle on Access and Success. June 2006. Chapter 3: Policies and Practices at Postsecondary Institution, p.31, Table 3.10. Please note: This study is the most recent source of published data about credit recognition.