OVERVIEW

The Western Interstate Commission for Higher Education (WICHE) has received funding from Lumina Foundation for Education to conduct a study of accelerated learning programs. Titled Accelerated Learning Options: A Study of State and Institutional Policies and Practices, this project’s overarching goal is to increase the number of low-income and underrepresented students participating in accelerated learning options by informing policy, education, and research communities about existing state and institutional policies and practices associated with these programs. “Accelerated learning” is an umbrella descriptor for programs such as the College Board’s Advanced Placement program, dual or concurrent enrollment, tech-prep, and International Baccalaureate.  The comprehensive study of accelerated learning programs will: 

1. Identify individual state policies related to accelerated learning options and key characteristics of those policies, including similarities, differences, funding guidelines or requirements, directives related to K-12 and higher education collaboration, quality issues, faculty requirements, etc.

2. Identify institutional policies and practices related to accelerated learning options and the application of accelerated learning credit.

3. Analyze existing data on current types of accelerated options programs and students who participate in them, including who they are; characteristics such as how, when, where, and why they participate; and what kinds of options they select.

4. Determine the student’s perspective on the value of these programs.

5. Analyze the cost effectiveness for students, institutions, and states of accelerated options, especially for low-income, first generation, and underrepresented populations.

6. Present strategies or recommendations on effective policy and practice at the state and institutional levels to enhance the participation and success of low-income and underrepresented students in accelerated learning programs.

While accelerated options are widely used across the states, limited analyses have been conducted on associated policies either at the state level or the institutional level; additionally, the research is nearly void of critical analyses of cost efficiency, accessibility, and effectiveness of these programs, most particularly as they affect the participation and success of low-income students in postsecondary education. This study will address current information gaps. Over an 18-month period, WICHE will engage in several activities to gather, analyze, synthesize, and evaluate policies and practices. The project will include a component to solicit student perspectives on accelerated options. 

The findings from this project will help guide policymakers and institutional leaders in K-12 and higher education on how to best channel limited resources for students.  It will also assist them in designing policies and practices that will more effectively broaden the opportunity for underrepresented students to participate in accelerated learning in order to be more competitive and enjoy the same kinds of choice options that more privileged students do in selecting their higher education experience.

WICHE Contact: Dr. Dolores Mize, Director of Policy Analysis & Research, Western Interstate Commission for Higher Education, PO Box 9752, Boulder, CO 80301; phone 303.541.0221; dmize@wiche.edu

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