Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis, in partnership with Education Northwest, produces a whitepaper addressing a projected shortage of dual credit teachers in Indiana titled, “Expanding Early Access to College And Careers: Recommendations for Prioritizing and Growing Indiana’s Pipeline of Dual Credit Teachers through Incentives and Supports”.
Dual credit courses are a proven model for helping more Indiana students graduate from high school prepared to succeed in college and the workforce (Indiana Commission for Higher Education [ICHE], 2021; U.S. Department of Education, 2019). However, these vital opportunities are at risk due to a statewide shortage of high school teachers who are credentialed to deliver dual credit courses. Further, the already limited supply of teachers is projected to significantly decrease by September 2023, when new dual credit teacher credentialing guidelines from the Higher Learning Commission take effect.
Building a sustainable pipeline of dual credit teachers is imperative if Indiana hopes to grow, or even sustain, the positive outcomes these courses provide for Hoosier students, including increased rates of high school graduation and postsecondary enrollment, persistence, and completion (ICHE, 2021).
The goal of the “Expanding Early Access to College and Careers” report is to help Indiana’s K-12 schools preserve and grow dual credit opportunities for students by building a more robust and diverse supply of teachers credentialed to teach these important courses.
Written for an audience of K-12 administrators, teachers, and school boards, this report provides:
- New findings related to Indiana schools’ current practices to engage dual credit teachers.
- A framework of recommendations for growing a school’s pipeline and supply of dual credit teachers.
- Considerations for future local- and state-level strategies to build a larger and more diverse supply of dual credit teachers in Indiana.
The research for this report occurred over nine months and involved more than 130 Indiana educators. Takeaways include:
- Indiana educators face five barriers to engaging more teachers in dual credit: time, cost, navigating the process, feelings of isolation, and limited awareness of the impact of dual credit on students.
- Some Indiana schools are addressing these barriers through innovative practices that provide either a) financial incentives for teachers to engage with dual credit (70 percent of schools) and/or b) non-financial support such as mentoring and additional time in the school day to complete dual credit course requirements.
- Schools can build their pipeline of dual credit teachers by implementing a framework of 11 recommended strategies related to prioritizing dual credit, providing financial and non-financial incentives and support to teachers, and partnering closely with the school’s higher education dual credit partners.
- Dual credit exists within a broader context of educational priorities in Indiana that are not separate from, but vital to, the state’s ability to leverage dual credit as an opportunity for both students and teachers.
To read more, download the PDF at https://bit.ly/CELLresearch2022
About the Center of Excellence in Leadership of Learning
Created in 2001, the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis is focused on all children graduating from high school fully prepared for success in postsecondary education and the 21st-century workforce. The Center has generated $57 million in funding to support its work as the leader for innovative education change in Indiana. CELL provides leadership that is both cutting-edge and action-oriented. Via partnerships with international, national, and local education leaders and organizations, CELL unites districts, schools, communities, universities, and businesses to build a sense of urgency and form innovative collaborations for statewide educational and economic improvement.