This equity story describes the ways that Morris County Vocational School District has increased equity in dual enrollment.

Student Voice in Policy Creation and Implementation

The primary driver of increasing access to dual enrollment programs began with the Equity Task Force. The Equity Task Force convened on October 16, 2019, to determine strategies that increase access to the district’s high-quality programs. The Equity Task Force consisted of five students, five administrators, five teachers, two special education population representatives, an admissions specialist, a recruitment specialist, and three partners from other school districts in the County that educate diverse populations and send students to our district. The Equity Task Force met monthly after the October 16th meeting, persisting through April 15, 2020. In March 2020, the Equity Task Force pivoted to Zoom meetings.

During the Equity Task Force meetings, heterogeneous stakeholders collaborated in small groups to develop strategies for attracting and retaining a more diverse student population and providing access to all populations to high-quality programs such as dual enrollment. The five students who participated in the task force had a strong voice in recommending strategies the district could use. The district adopted several methods the students suggested. For example, summer camp and after-school programs focused on enrichment and exposure to innovation and technology have become part of the district’s culture.

Inclusive Faculty/Staff Leadership

In addition to the five staff members who actively participated in the Equity Task Force, several other faculty members have worked with the administrative team to develop relationships with colleges to provide more dual enrollment opportunities for students. For example, a finance teacher forged a relationship with a local university’s business college. That relationship led to our students attending classes at the university’s business college during their senior year. Another teacher asked us to forge a relationship with another local university, and we have a Memorandum of Understanding with that university which will enable students to take classes there. Our Anatomy and Physiology teachers asked to teach a college-level course for our county’s community college on our campus. Our students are earning college credit through that opportunity.

Collaboration with Families

One of the most critical ways we engage families to increase dual enrollment opportunities for our families is by providing information that outlines all of the options the district offers for dual enrollment. We use graphic organizers and specific examples to engage families in planning and imagining the possibilities. We have two school counselors advising students and parents about dual enrollment options.

An essential practice for supporting students with IEPs and 504s in dual enrollment programs on college campuses is to help them work with the college's accessibility services department. We have successfully secured support for special needs students through the college's departments.

Structural Changes for Equity

Several structures are currently in place to ensure equitable access to dual enrollment programs. First, we provide many different kinds of dual enrollment opportunities. We have classes that our district instructors teach as adjunct faculty members for various regional colleges. We also allow students to take senior-year classes on many college campuses. We have articulation agreements with six local community colleges and colleges/universities. Students can take a combination of general education and targeted CTE-related courses or just CTE-related courses on college campuses.

An essential structural component in increasing access to dual enrollment is that the district funds twenty-four college credits at a reduced tuition rate. Therefore, economically disadvantaged students have access to dual enrollment opportunities. Also, because dual enrollment is part of our district's culture, our teachers work with the colleges to ensure our students are adequately prepared for the rigors of college-level work and are set up for success when they take college classes.

Finally, the district has expanded support for the students taking college classes by hiring two college and career counselors who support students in qualifying for dual enrollment classes, registering and scheduling courses, and meeting the college requirements. The counselors provide an opportunity for students to transition to college-level work and the demands of a college in a supported way.

Utilization of Quantitative Data

As a Career and Technical Education District, we examine relevant data through the Perkins V Comprehensive Local Needs Analysis (CLNA) process. We conducted the first CLNA in 2020 and repeat the process every two years. Part of the CLNA requirement focuses on expanding dual enrollment opportunities for all students. We examine the data by CTE program and ensure that each approved program has dual enrollment opportunities focused on the career pathway. By examining our current dual enrollment and working closely with our postsecondary partners, we have successfully expanded college course offerings and secured more articulated credit and advanced standing for our students. Fortunately, all of our strategies, communication, partnerships, and support services have resulted in an increase in dual enrollment for Hispanic and students with disabilities. We are proud of our accomplishments in these areas and plan to continue providing increased access to all subgroups of students in our district.