Washington Student Achievement Council www.wsac.wa.gov
Access and Diversity in the Running Start
Program: A Comparison of Washington’s
Running Start Program to Other State Level
Dual Enrollment Programs Hosted on a
College Campus
Karl Smith
Intern, Washington Student Achievement Council
Associate Vice Chancellor & Chief Admissions Officer, Univ. of Washington
May 2014
Washington Student Achievement Council Page 1
BACKGROUND
Since 1990, high school students in Washington have had the choice of earning college
credit through the Running Start program. Running start is a dual enrollment and dual
credit program that allows eleventh and twelfth grade high school students to take college
courses at any of Washington’s 34 community and technical colleges, Central Washington
University, Eastern Washington University, Northwest Indian College, Washington State
University and The Evergreen State College. Participants receive high school and college
credit while taking classes located on the campus of participating colleges. Running Start
gives high school juniors and seniors the option to attend college on either full-time or
part-time basis while concurrently earning high school and college credit.
1
Running Start is
uniquely different from other dual enrollment programs in Washington because it provides
an authentic college experience. Students who enroll in Running Start not only have access
to rigorous courses they also have the opportunity to become a regular college student and
enjoy the same privileges and responsibilities as any other college student.
2
During the 2012-2013 academic year, 17,704 students participated in the Running Start
program. In its 24th year, there are concerns of access for traditionally underrepresented
minority groups and low-income students. In 2012-2013, African-Americans,
Hispanic/Latino, Native-American and Pacific Islanders comprised 23.7% of enrolled 11th
and 12th grade students but only made up 12.5% of Running Start students. While 46.1%
of all students in Washington qualify for free or reduced lunch only 28% of Running Start
participants qualify.
3
The access gap has plagued the Running Start program over the last decade. A 2001
Running Start report conducted by the State Board for Community and Technical Colleges
notes “While a primary intent of the Running Start program is to increase access to college
learning opportunities, current enrollment statistics indicate that African American, Native
American, and Hispanic students are underrepresented among Running Start students”
(SBCTC, 2001). In fact, the problem has existed since the inception of the Running Start
program. A 1991 report by the State Board of Community and Technical Colleges noted;
“The socio-economic status of Running Start student families was quite high…Whites and
Asian students were over represented in the Running Start group.”
4
This report will explore policy barriers that potentially limit the participation of
underrepresented minority and low-income students in the Running Start program.
Specifically this report will provide an overview of national practices and policies in other
states for potential solutions to increasing the participation of underrepresented
populations in the Running Start program.
1
State Board of Community and Technical Colleges. (2012). Running Start 2011-12 annual progress report.
Olympia, WA.
2
Olympic College. (2014). Is running start for you?. Retrieved from
http://www.olympic.edu/Students/StudentServices/RunningStart/benefits.htm
3
OSPI State Report Card and K-12 Data and Reports
4
Seppanen, L., & Washington State Board for Community and Technical Colleges, Olympia. (1991). The
Running Start Program: Impact and Benefits from the First Year in Washington Community Colleges. Operations
Report 91-4.
Washington Student Achievement Council Page 2
RUNNING START LEGISLATION BRIEF OVERVIEW
In 1990 the Washington Legislature passed the “Learning by Choice” law. The “Learning by
Choice” law included provisions for the creation of the Running Start program. Over the
past twenty-four years the law has been tweaked slightly but the essence of the law
remains to give high school juniors and seniors the option to attend college on either a full-
time or part-time basis while concurrently earning high school and college credit.
Running Start legislation extends college access to any student who has junior or senior
status, as established in accordance with a school districts grade placement policy. This
includes students attending public or private schools as well as home schooled students.
Students participating in the running start program have the option of earning their high
school diploma through the community college if they complete an associate degree. The
law requires that school districts provide information on the Running Start program to
10th, 11th and 12th grade students and their parents.
The state covers the cost of tuition for Running Start students for up to a combined 1.20
FTE between the high school and the institution of higher education with a maximum of
1.00 FTE at each institution. A student can take more than 1.20 FTE but must pay for the
additional cost. Low-income students are eligible for tuition waivers for enrollment
exceeding 1.20. Low-income is defined by free or reduced lunch eligibility.
5
Washington
law allows for colleges and universities to charge running start students up to ten percent
of tuition but currently no higher education institution is charging tuition.
Students are responsible for mandatory and/or student-voted fees, textbooks, supplies,
and other materials. Colleges and universities must make available fee waivers for low-
income running start students. Transportation to and from the postsecondary institution is
not funded by the Running Start program and students and their families must cover the
cost.
The state funds Running Start enrollment by transferring funds per full-time equivalent for
basic education from the school district to the college or university. The funding provided
to school districts is based upon the Running Start enrollments reported to Office of the
Superintendent of Public Instructions. In 2013-2014, funding for Running Start students is
provided at the rate of $5,296.73 per non-vocational annual average full-time equivalent
(AAFTE) and $6,043.16 per vocational AAFTE. The school district is allowed to keep seven
percent of the funding for administrative purposes while the college or university receives
the other 93%.
6
Interested students are responsible for applying to the college or university. Each
university or college determines if a student is qualified to take college course work.
Colleges use their regular admissions procedures which may include placement tests.
Students who place into college level English and/or math can participate in the Running
Start program. A few colleges also require a minimum high school GPA. Once accepted into
the program students can take any college-level academic or vocational courses in the
college catalog, including online courses.
Washington Student Achievement Council Page 3
POTENTIAL BARRIERS
Before proceeding it is important to identify potential barriers for underrepresented
student populations.
The policy structure of the Running Start program has barriers that make it difficult for
students to participate. These challenges include the following:
Admissions eligibility is determined by the postsecondary institution.
Only college level courses (100 or higher) are paid for by the Running Start
program.
Students and their families must provide their own transportation.
Books and fees are the responsibility of the student and their family.
Colleges can charge up to 10% of tuition cost (although, at the time of this report, no
college has implemented this option).
Other barriers include social and cultural barriers that are less apparent.
College classes may conflict with high school extracurricular activities (sports,
drama and music).
Students and families have to determine if the student is socially and emotionally
prepared for the college environment.
In addition to the aforementioned barriers, Running Start Coordinators/Advisors have
identified other potential barriers.
7
Running Start Coordinators/Advisors are
postsecondary employees responsible for the recruitment, application, registration, and
documentation for the Running Start program. Running Start coordinators identified the
following list of challenges that are most pertinent to underrepresented student
populations.
Cost of placement tests
Lack of funding for transportation
Lack of funding for lunch
Validity of placement test for non-native English speakers
Parents’ lack of knowledge regarding dual enrollment programs
Lack of diversity in the coordinators may create a negative perception for Running
Start students of different ethnic backgrounds
7
State Board of Community & Technical Colleges. (2012). Running start coordinator’s fall meeting notes
10.25.12. Retrieved from www.sbctc.ctc.edu/.../studentsvcs/20121025rs_coordinator_mtg-notes.pdf
Washington Student Achievement Council Page 4
Before considering solutions to policy, social, and practical barriers it must be determined
whether the barriers above disproportionately affect underrepresented minority
populations and low-income students. The table below has categorized the aforementioned
barriers for simplicity purposes.
Potential Barriers for Participation in the Running Start Program
Cost Related
Criteria Related
Social Related
Students and their families
must provide their own
transportation
Admissions eligibility is
determined by the
postsecondary institution
College classes may
conflict with high school
extracurricular activities
(sports, drama and music)
Books and supplies are the
responsibility of the student
and their family
Only college level
courses (100 or higher)
are paid for by the
Running Start program
Students and families have
to determine if the student
is socially and emotionally
prepared for the college
environment
Colleges can charge up to
10% of tuition cost
(although, at the time of
this report, no college has
implemented this option)
Validity of placement
test for non-native English
speakers
Parents’ lack of knowledge
regarding dual enrollment
programs
Cost of placement tests
Lack of diversity in the
coordinators may create a
negative perception for
Running Start students of
different ethnic
backgrounds
Free or reduced lunch
options are not provided by
the college campus
Cost Barriers
It is apparent that any cost related barriers will disproportionately affect students from
low-income backgrounds. The Running Start program does provide a waiver for
participants that cover mandatory fees that are not associated with the delivery of the
course. If postsecondary institutions start charging the 10% of tuition cost allowed by
recent legislation, low-income students will be able to receive a fee waiver for the cost.
Cost-related barriers disproportionately affect underrepresented minority students. Data
shows that a higher percentage of Hispanic/Latino, Black/African American, American
Indian/Alaskan Native and Native Hawaiian/Other Pacific Islander qualify for free and
reduced priced lunch than Asian and White students.
Washington Student Achievement Council Page 5
It is likely the hope of policy makers that free tuition and fees would outweigh the cost of
placement test, transportation, books, supplies and lunch. However it should be noted that
the cost of books, supplies and transportation at a community college is estimated to be
$2,370 for three quarters. For families on a tight budget this comes to $790 per quarter or
$263 per month. The true cost of Running Start enrollment was first reference in a 1991
report by the SBCTC which read “Because of the cost of books and travel, Running Start is a
viable option for few low-income high school students.”
8
The Running Start program has
not addressed the true cost of attendance which significantly affects all low-income and
disproportionately affects underrepresented minority student populations.
8
Seppanen, L., & Washington State Board for Community and Technical Colleges, Olympia. (1991). The
Running Start Program: Impact and Benefits from the First Year in Washington Community Colleges.
Operations Report 91-4.
Figure 1 Source: Washington State Office of Financial Management, Education Research & Data Center, High School
Feedback Report 2011-12; file created November 2013
Washington Student Achievement Council Page 6
Criteria Barriers
Since its inception, Running Start was created to allow high school students to take
rigorous college-level courses. While Running Start legislation does not explicitly create
academic achievement criteria for participation it does implicitly create the criteria that
high school juniors and seniors should be prepared to take college level course work. The
community and technical colleges have defined college readiness as the combination of
skills, knowledge, and habits of mind necessary to fully participate in college-level courses.
College readiness is demonstrated by a student having completed intermediate algebra
(typically algebra 2 in high school) and can demonstrate readiness on college English and
math placement exams. There is ample evidence that a higher percentage of
underrepresented minority students are likely not prepared to take college level course
work while in high school.
A study conducted by the State Board of Community and Technical Colleges analyzed the
2008-2009 public high school graduates who enrolled in a Washington community or
technical college immediately following graduation. The study found Hispanics (70%),
African Americans (70%), and Native Americans (60%) were substantially more likely than
Whites (54%) and Asian/Pacific Islander (55%) students to enroll in pre-college courses.
9
A 2012 study of all high school graduates conducted by the Washington State Board of
Education found that a higher percentage of African American (19.3%), Hispanic (19.6%),
low-income (17.0%) and limited English (23.9%) graduates enrolled in precollege or
remedial courses following high school graduation than White (13.3%) and Asian students
(15.5%).
10
Based on the evidence, it is apparent that a disproportionate percentage of
underrepresented minority and low-income 11
th
and 12
th
graders are ineligible to
participate in the Running Start program due to not meeting the minimum threshold for
participation.
Social Related Barriers
The decision to participate in Running Start is ultimately a choice of the student and likely
with the support of their family. Students may be academically prepared for college-level
classes, but may not feel prepared for the emotional or social demands of college life.
Materials produced by Running Start coordinators ask the basic question “Is Running Start
Right for You?”
11
To date there have been no published surveys asking qualified non-
participants about their decisions not to enroll in the Running Start program. There have
been several reports that inquire about the experience of Running Start students.
9
State Board for Community and Technical Colleges. (2012). Role of pre-college (developmental and
remedial) education 2009-10 public high school graduates who enroll in Washington community and
technical colleges in 2010-11. Olympia, WA
10
Washington State Board of Education. (2013). An overview of the statewide indicators of educational
health, their current state, goals/objectives, and recommendations for future enhancements. Retrieved from
http://www.sbe.wa.gov/documents/legislative/2013/5491report1.pdf
11
Olympic College. (2014). Is running start for you?. Retrieved from
http://www.olympic.edu/Students/StudentServices/RunningStart/benefits.htm
Washington Student Achievement Council Page 7
A 2006 survey conducted by Clark College (1 of 34 participating community and technical
colleges) on enrolled Running Start students asked several questions about the student’s
participation in the Running Start program. The survey revealed that the most important
reason that students participated in the Running Start program was to get an early start on
college, free tuition, and the ability to take classes not offered at their high school.
12
In addition the survey found the following:
58% of Running Start students took classes at both their high school and Clark
College
31% indicated that they did not participate in extracurricular activities at either
their high school or Clark College
60% of students who did participate in extracurricular activities only participated in
activities at their high school.
9% of students who did participate in extracurricular activities only participated in
activities at Clark College
5.7% of students indicated that they participated in extracurricular activities at both
their high school and Clark College
12
Survey of high school seniors in running start spring 2006. (2006). [Report], The Office of Planning and
Advancement, Clark College, Vancouver, WA.
Figure 2 Source: Clark College Office of Planning and Advancement Survey of High School Seniors In
Running Start Spring 2006
Washington Student Achievement Council Page 8
Issues that Running Start students faced included juggling high school and college
schedules, and maintaining connections with high school friends and activities.
There is little evidence that these social issues disproportionately affect underrepresented
minority or low-income student populations. Social challenges are faced by all students and
it cannot be definitively stated that cultural differences lead to the decision not to
participate for eligible students. More investigation needs to be done to determine what
impact cultural preferences have on Running Start participation.
DUAL ENROLLMENT BEST PRACTICES AND SURVEY OF
POLICIES IN OTHER STATES
Even with all of its flaws, the Running Start program aligns with many current best
practices for state level dual enrollment policies. The Education Commission of the States
recommends thirteen key components of state-level policies on dual enrollment.
13
13
Education Commission of the States. (2014). Increasing student access and success in dual enrollment
programs 13 model state-level policy components. Denver, CO: Zinh, J.
Figure 3 Source: Clark College Office of Planning and Advancement Survey of High School Seniors In Running
Start Spring 2006
Washington Student Achievement Council Page 9
Education Commission of the States Model Components of State-
Level Policies on Dual Enrollment
Running Start
Legislation
Aligns With the
Model
Access
All eligible students are able to participate. To ensure program
access, state law must be unequivocal on this point.
X
Student eligibility requirements are based on the demonstration of
ability to access college-level content, not bureaucratic procedures
or non-cognitive factors.
X
Caps on the maximum number of courses students may complete
are not overly restrictive. Cost should not be a driving factor for
states to establish caps.
X
Students earn both secondary and postsecondary credit for
successful completion of approved postsecondary courses. While it
may sound obvious, such policies are not universal.
X
All students and parents are annually provided with program
information. Less-advantaged parents are typically less likely to be
aware of dual enrollment opportunities.
X
Counseling is made available to students and parents before and
during program participation. State policies should promote the
availability of counseling.
X
Finance
Responsibility for tuition payments does not fall to parents. Requiring
parents to pay tuition up front and receive reimbursement later may
preclude participation by some students.
X
Districts and postsecondary institutions are fully funded or reimbursed
for participating students. At least one state is tying full funding to
course quality.
Ensure Course Quality
Courses meet the same level of rigor as the course taught to
traditional students at the partner postsecondary institution.
X
Instructors meet the same expectations as instructors of similar
traditional postsecondary courses, and receive appropriate support
and evaluation.
X
Districts and institutions publicly report on student participation and
outcomes. Only 30 of the 47 states with state-level dual enrollment
programs require such reporting.
X
Programs undergo evaluation based on available data. Nearly 30
states require dual enrollment programs to undergo internal or
external evaluation.
Postsecondary institutions accept dual enrollment credit as transfer
credit, provided measures of quality are ensured. More than 20
states require dual enrollment credits to be treated for transfer credit
in the same manner as credits earned at the receiving institution.
X
Washington Running Start legislation aligns with all six access recommendations and
eleven of the thirteen policy recommendations.
Washington Student Achievement Council Page 10
Furthermore, combining analysis from the Education Commission of the States and the U.S.
Department of Education, Washington has implemented many key state-level dual
enrollment policies from around the country.
1. Washington is 1 of 47 states to have statues and/or regulations governing dual
enrollment policies.
2. Washington is 1 of 40 states that allow students to access college classes on a
postsecondary campus. Three states allow dual enrollment classes to only be
offered on a college campus.
3. Washington is 1 of 24 states that specify that dual enrollment students earn both
high school and college credit.
4. Washington is 1 of 16 states that explicitly prohibit dually enrolled students from
participating in remedial courses.
5. Washington is 1 of 14 states that require that students be in at least the 11th grade.
6. Washington is 1 of 8 states that require all students in eligible high school grades to
be notified of dual enrollment programs.
7. Washington is 1 of 23 states that require students to meet course prerequisites set
by the institution and/or meet other course placement criteria.
8. Washington is the only state in which the school district receives reduced funding
for dual enrollment (Running Start) participation.
9. Washington is the only state in which the postsecondary institution receives less
funding for dual enrolled students than traditional students.
14
The Running Start program compares favorably to other state-level dual enrollment
programs in all aspects except for the funding model of high school and postsecondary
institutions. Thirty-one states provide schools with the same level of funding for dual
enrollment students and traditional high school students. Ten states have allowed for
double funding. In double funding both the high school and the postsecondary institution
are funded at their full rate. The funding structure for the Running Start program directs
high schools to send up to 93% of the pupil’s funding to the post-secondary institution. In
Washington, high schools are mandated to participate in the program and provide
information to all 10th–12th grade students. While information is being provided, it is
highly unlikely that high schools faced with the implication of losing funding have outreach
and recruitment plans to increase the number of students who participate in the Running
Start program. There is likely an alternative strategy to increase dual enrollment
opportunities offered at the high school. This would include Advanced Placement,
International Baccalaureate, College in the High School and the recent creation of “Running
Start in the high school”.
15
14
Education Commission of the States. (2014). Increasing student access and success in dual enrollment
programs 13 model state-level policy components. Denver, CO: Zinh, J.
15
While not a formal program “running start in the high school” is a model where the running start funding
model is used to support what would be traditionally classified as College in the High School (CHS). The
Washington Student Achievement Council Page 11
Similar State Level Dual Enrollment Programs
Several states have dual enrollment programs similarly structured to Washington’s
Running Start program. In these states, students have the option of participating in dual
enrollment courses provided on the postsecondary institution’s campus, access is
restricted to11th and 12 grade students, and secondary institutions are required to
participate in the program. For context, and to give a perspective of the uniqueness of the
Running Start program, brief dual enrollment program descriptions for four states are
provided below.
Minnesota Postsecondary Enrollment Options
In 1985, Minnesota became the first state in the country to formalize a student’s right to
apply to eligible post-secondary schools and receive both college and high school credit.
Postsecondary Enrollment Options (PSEO) allows high school students to enroll in courses
taught by college professors on a college campus. Admissions standards are determined by
the postsecondary institution. The college also sets the number of classes that a student can
take. Both public and private institutions are eligible to participate in the program. PSEO
courses must be non-sectarian, college-level courses. Most PSEO are only open to 11th–
12th grade students. The state covers the cost of tuition, fees and books. The state also
covers the cost of consumable supplies required for a course (ex: art supplies and film).
Students are responsible for general school supplies and their own transportation. Low-
income students may qualify for mileage reimbursement from the state. Postsecondary
institutions are not allowed to charge mandatory fees or fees for placement tests.
16
It
should be noted that a 2005 report reads “The majority of PSEO are female, white and
middle to upper income.”
17
African American, Hispanic, and low-income students are
underrepresented in PSEO. In 2005, African Americans made up 8% of all 11th–12th
graders but only 4% of PSEO, Hispanics made up 4% of 11
th
– 12
th
graders but only 2% of
PSEO and low-income students made up 24% of 11
th
– 12
th
graders but only 13% of PSEO.
Post-Secondary Enrollment Options Sample Minimum Admissions Requirements:
Minnesota State University Moorhead
Seniors: Be in the upper half of your class or score at or above the 50
th
percentile
on a national test such as the ACT, SAT, PSAT or Plan
Juniors: Be in the upper one-third of your class or score at or above the 70
th
percentile on a national test such as the ACT, SAT, PSAT or plan
Rochester Community and Technical College: Juniors 3.0+ GPA, Seniors 2.5+ GPA
Running Start funding allows colleges to offer these courses without need to charge tuition which is normally
required for CHS.
16
Minnesota Department of Education. (2014). Postsecondary enrollment options reference guide.
Minnesota, Minn. Retrieve from: http://teacherweb.com/MN/NewPragueHS/MikeBartusek/Postsecondary-
Enrollment-Options_Sept-20-2013.pdf
17
Nathan, J., Accomando, L., Fitzpatrick, D. H., & Hubert H. (2005). Stretching minds and resources: 20 years of
post secondary enrollment options in Minnesota. Minneapolis, Minn: Center for School Change, Hubert H.
Humphrey Institute of Public Affairs, University of Minnesota.
Washington Student Achievement Council Page 12
Georgia’s Move on When Ready
Georgia’s Move on When Ready (MOWR) legislation was passed in 2009. The MOWR
program is intended as another option - not a replacement for 11th and 12th grade.
Legislation requires that all 10th and 11th grade students receive information regarding
the MOWR program, and that school districts must accept credit and award a high school
diploma to any eligible student. High school students who are homeschooled and students
who attend private schools are ineligible for the MOWR program. Public and private
institutions are eligible to participate in the MOWR program. MOWR requires that students
enroll full-time at the postsecondary institution. Students are not allowed to take high
school courses on the high school campus while enrolled in the MOWR program. Remedial
courses are not allowed. Post-secondary institutions establish admissions policies which
may include SAT scores, ACT scores and/or a minimum GPA.
18
The admissions process
mimics the admissions process for all other students. Colleges and universities are able to
limit the number of MOWR students and participation in extracurricular activities. Tuition
and fees are paid by the Georgia Department of Education. Students are responsible for
their own transportation and food cost.
19
Qualified low-income students can qualify for a
grant to cover the cost of books. In 2010, only 3,390 students enrolled in the program,
1,266 through the community college system.
Move On When Ready Sample Minimum Admissions Requirements:
Georgia Institute of Technology Minimum Requirements: 2100+ SAT I Score, high
school GPA 3.9, students expected to have completed highest level of math and
science course work offer at the high school
Darton State College Minimum Requirements: 550 Critical Reading, 550 Math, high
school GPA 3.4
Wisconsin’s Youth Options
The Youth Options program allows public high school juniors and seniors who meet certain
requirements to take postsecondary courses at a Wisconsin technical college, a University
of Wisconsin systems college or university, a Wisconsin tribally-controlled college, or a
Wisconsin private nonprofit college or university. The law requires participation from all
public high schools. The school board determines if the postsecondary course is eligible for
high school credit and must approve student participation. The school board must pay the
cost of tuition, fees and books for a course that is taken for high school credit that is not
comparable to a course offered at the school district. The student may be required to
reimburse the school district for tuition and fees if the students drops or fails the course. A
student must pay for a postsecondary course that is not used for high school credit and/or
a course that is comparable to a course offered at the school district. Parents or students
18
Georgia Department of Education. (2012). Fy 2013 move on when ready guidelines. Retrieved from
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Documents/MOWR-Guidelines-for-
FY13.pdf
Georgia Department of Education. (2010). Move on when ready frequently asked questions. Retrieved from
http://archives.gadoe.org/DMGetDocument.aspx/MOWR_FAQs011910.pdf?p=6CC6799F8C1371F6FF1A14A
2EED51346FE7B547491D03537B251D1ECD2A16FD1&Type=D
Washington Student Achievement Council Page 13
are responsible for transportation between the school and the postsecondary institution.
However, transportation assistance is available for qualified low-income students. In 2009-
2010, approximately 3,600 students enrolled in Youth Options courses, or about 2.5% of all
11th and 12th graders in the state.
20
Youth Options Sample Minimum Admissions Requirements:
University of Wisconsin Rock County GPA 2.5
University of Wisconsin Madison GPA 3.00 and exhausted their high school
curriculum in the subject
Maine’s Early Study, Early Enrollment & Aspirations
The High School Aspirations Program gives qualified high school juniors and seniors the
chance to experience college by registering for on-campus college courses at a reduced
tuition and fee rate. The cost of books and transportation is the student’s responsibility.
Participants can take up to six college credits in an academic year. The program is open to
high school juniors and seniors in public school with at least a B average. Students must
meet course prerequisites. The program is typically not open to private school or
homeschooled students. The state pays 50% of the tuition for 3 semester credits. In the
2011 academic year only 653 students enrolled in the Aspirations Program.
21
Early Study, Early Enrollment & Aspirations Sample Minimum Requirements
University of Maine: GPA B average, Counselor Recommendation
20
Wisconsin Department of Public Instruction. (2011). Summary of options available for students to earn
college credit in Wisconsin high schools. Retrieved from
http://youthoptions.dpi.wi.gov/files/cte/pdf/dualenrollop.pdf
Wisconsin Department of Public Instruction. (2013). Youth options frequently asked questions and answers.
Retrieved from http://youthoptions.dpi.wi.gov/files/youthoptions/pdf/yo_faq.pdf
Wisconsin Department of Public Instruction (2013). Youth options program information for students and
parents. Retrieved from http://www.marion.k12.wi.us/cms_files/resources/yo_brochure_non-fold.pdf
21
Maine Department of Education (2012). Expanding access, increasing participation: post-secondary
educational opportunities during high school.
Washington Student Achievement Council Page 14
CONCLUSION
The Running Start Program is an important dual enrollment option. Evidence shows
underrepresented minority and low-income students are underrepresented in the Running
Start program. Evidence also shows that many Running Start access policies align with
national best practices. However, current best practices have not consistently increased
access for minority and low-income students. According to the Education Commission of
the States, “minority and/or low-income students tend to be underrepresented in
statewide dual enrollment programs.”
22
Many of the challenges related to access for
underrepresented minority and low-income students in the Running Start program are
also experienced in other state-level dual enrollment programs. These challenges include
cost, eligibility criteria, and social factors.
Strategies should be explored to address barriers that discourage students from
underrepresented backgrounds from participating in the Running Start program. At
minimum, targeted outreach and recruitment strategies to increase underrepresented
student populations should be developed and implemented as soon as possible. Addressing
issues of cost and transportation are major issues; policy makers, postsecondary
institutions and school districts should explore policies and practices in other states that
have successfully addressed these issues.
Finally, all outreach efforts and policy changes should be evaluated against student and
family preferences. In the quest to make the Running Start program more representative of
Washington’s student population, policy makers should not forget the spirit of the Learning
by Choice Law that was the catalyst for the program. The goal of Learning by Choice
legislation was to create options for high school students. If students and families prefer to
participate in other dual enrollment or dual credit programs, then the answer is to explore
options to increase participation in other programs. Ultimately, the goal is to give high
school students access to rigorous academic courses.
22
Education Commission of the States. (2014). Increasing student access and success in dual enrollment
programs 13 model state-level policy components. Denver, CO: Zinh, J.
Washington Student Achievement Council Page 15
REFERENCES
Austin-King, K., Lee, P., Little, J. & Nathan, J. (2012). Progress and possibilities: Trends in public school student
participation with Minnesota’s dual credit programs 2006-2011. Minneapolis, Minn: Center for
School Change, Macalester College.
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