Colorado dual enrollment growing

AURORA – The number of Colorado students who earned college credit while still in high school jumped 15.5 percent between 2010-2011 and last year, Lt. Gov. Joe Garcia announced Wednesday.

Students work on algebra problems in a college-level course Wednesday at Hinkley High School in Aurora.

Known as “concurrent enrollment,” the program helps students gain core college credits before they graduate from high school.

The strategy is considered a fundamental piece of the state’s plans to improve college completion, particularly by minority students. Colorado has the second-largest degree attainment gap in the country between white and Hispanic students. Garcia also said future employment needs will require 67 percent of Colorado adults to have some sort of post-secondary credential. Currently 47 percent of adults over age 25 have an associate’s degree or higher.

Last year alone, officials say dual enrollment in college courses saved Colorado families $10 million in what they would have otherwise spent on sending students to college.

“You can’t have a globally competitive workforce unless all students have the opportunity to graduate from high school and move successfully into college,” Garcia said. “More students need to get a post-secondary credential, but that’s becoming increasingly unaffordable. Any program that allows students to be successful and doesn’t cost that student and family a lot of money can really work.”

A college degree is “not something that should be available to only some of our students,” he added.

Dual enrollment stats in Colorado

About 24,000 – or 19 percent – of Colorado’s high school students participate in dual enrollment programs. And of those, 85 percent enrolled in college after high school graduation. Additionally, those students also had higher first-year grade point averages (2.66) compared to students who had not taken college courses in high school (1.89). And, 78 percent of those who took college courses in 2009-2010 and went on to college remained enrolled after their first year, compared to 58 percent of students who did not take college courses in high school.

Garcia and Aurora Public Schools officials released the state’s annual concurrent enrollment report during an event at Hinkley High School, which has the third-highest number of students participating in college classes of any high school in the state.

Aurora is a state leader in using dual enrollment as a way to prepare students – especially minority students from low-income families without past college experience – for college attendance and completion.

Of students who took courses through 18 participating colleges while in high school – either at school or at a college campus – more than 75 percent passed all their courses while 10 percent failed them, the report found. The remainder earned partial credit. Some 64 percent of the state’s high schools, or 304, offer dual enrollment programs.

“We need to be blurring the lines between K-12 and higher education,” Garcia said. “This makes it easier for students to make that transition successfully.”

The two-year institutions with the largest dual enrollment programs were the Community College of Aurora, with 2,722 students, and Arapahoe Community College, with 2,365 students. The four-year institutions with the largest dual enrollment programs last year were the University of Colorado Denver, serving 3,775 students, and Colorado State University Pueblo, serving a little more than 1,000 students.

Enrollment growth reported across racial lines

Especially exciting to educators was the fact that students of color are participating in concurrent programs at a greater rate than ever before.

The number of Native-American students, for instance, nearly doubled from 53 to 105 between 2010-2011 and the following year. The number of Hispanic students rose 46.2 percent from 1,877 to 2,744

“These students were overlooked as potential college students,” Garcia said. “These are the students who are the future of not just our state, but our country.”

However, white students continue to make up the largest segment, 54 percent, of students enrolled in dual enrollment programs, with enrollment of 7,504. That figure is a dramatic 65.5 percent increase over the previous year.

In addition to concurrent enrollment, Aurora also has the state’s highest participation in the two-year-old ASCENT (Accelerating Students through Concurrent ENrollmenT) program, which allows a student who has 12 college credits at the time of high school graduation to stay in the program for a fifth year and have those college costs fully covered by the state. Statewide enrollment in ASCENT grew 50 percent last year to 129 students. (The legislative Joint  Budget Committee wants to put a cap on funding for ASCENT).

Alton Scales, president of the Community College of Aurora, called education “truly transformative.”

ASCENT student Laura Serrano

“We are creating an army of educated people – individuals who will stand in lockstep… not only to transform communities and families, but to redefine who we are nationally as a people.”

Laura Serrano, 19, who is enrolled in the ASCENT program, said it would have taken her years to complete a college degree since her family does not quality for in-state tuition or financial assistance. Now, she is on track to become the first in her family to earn a college degree. She graduated from Hinkley last year in the top 10 percent of her class. This spring she will earn an associate’s of arts degree from the Community College of Aurora. She plans to study communications in the fall at Fort Hays State University in Kansas.

“ASCENT not only provided me with school and classes, I never had to worry about paying for books,” Serrano said. “We’ve also had mentors guide us all through the way.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.