taxpayers; and (3) offering the potential to enrich students’ undergraduate college experiences by reducing the need to take some introductory courses and allowing earlier entry into more-advanced courses, facilitating double majors, and permitting students to enroll in a more enriched array of electives (Greenberg, 1992; Johnstone, 1993). Others point to the positive social consequences of college and high school partnerships, asserting that such partnerships provide opportunities for students who attend schools where AP, honors, and gifted-and-talented courses are not readily available (Tafel and Eberhart, 1999).
College courses taught in high school are typically the product of cooperative educational program agreements between high schools and colleges to offer college courses for credit in the high school. The postsecondary institutions are usually responsible for the curricular content and for standards, administrative support, and program monitoring. High school faculty, supervised by college faculty, frequently teach these courses.3
Both college and high school administrators and faculty have been raising concerns about the widespread implementation of these types of programs. Their concerns revolve around the following:
Qualifications of the teachers who teach the courses.
Policies for awarding college credit.
Characteristics of a “qualified” student.
Impact on the high schools’ curricula.
Difficulties associated with maintaining an atmosphere in high schools that is commensurate with the instructional/social setting and expectations of a college class.
Impact on the workload of high school teachers selected to teach university-level courses.
Instructional models that stress teacher-dominated class discussions to cover the scope of a college course.
Dual-enrollment options usually involve high school students taking college courses that allow them to earn both college credit and credit to-
Syracuse University’s Project Advance is one of the oldest and most widely recognized programs of this type. Information about this program can be accessed at http://supa.syr.edu/ (November 27, 2001).