The author, Hans A. Andrews, recently retired as president of Olney Central College in Southern Illinois. His professional experience includes a number of positions at various community colleges in an array of leadership roles. Andrews has established himself as a researcher, writer, and consultant in the area of faculty evaluation and was an early and enthusiastic proponent of dual credit programs.
Andrews' book is divided into chapters, each highlighting an important dimension of this issue. A description of each major theme follows.

Justification for Dual-Credit/Enrollment

Why dual credit? Dual credit is the answer to the call for a seamless transition from high school to college. For many students, the senior year of high school is seen as a reprieve from work or thinking. Many high school seniors attest to the fact that their senior year is a waste of time. Studies show that during the senior year of high school students often experience a decrease in motivation. Higher education and secondary education are not seen as working together in their efforts to address this situation. Responses to these same concerns over the years have included honors and AP classes. Dual credit is not new; it has existed in a few areas for nearly twenty-five years. The most significant growth in dual-credit has been in the community colleges.

Dual Credit Models

Andrews identifies several dual-credit models: 1) students receive college credit for courses they take at the high school, 2) community college teachers teach at the high school, 3) college courses are taught at a location other than the high school and limited to high school students, and 4) college courses are taught at a location other than the high school and include high school and college students. Many new models are also being developed and new ways of incorporating dual-credit/enrollment models are being tested. This phenomenon continues to evolve.

Andrews outlines what is happening throughout the country in various states, colleges, and secondary schools in their efforts to adopt dual-credit and dual-enrollment programs. Chapters II, III, and IV review various dual-credit programs. Evolving state plans and policies are identified, as well as program models in effect on college and high school campuses.

State Plans

This section reviews emerging state plans to adopt dual credit legislation. States have only recently begun to formally organize dual-credit/enrollment programs at the state level. Several states have already pushed programs through the state legislature while others are still gathering support. A national organization, The National Alliance of Concurrent Enrollment Partnerships (NACEP), has been formed to link people from colleges with those in high schools in an effort to establish initiatives and standards for the dual-credit/enrollment movement.

The next two sections differentiate dual-credit and concurrent enrollment programs that are developed as: 1) those programs offered at both the college campus and at secondary schools, and 2) those being offered only at a college campus.

State Plans: College Campus and High School Campus Options

Providing the option for high school students to attend dual-credit classes at either the high school or the college certainly enhances accessibility for students. However, quality issues arise when college courses are taught on the high school campus. Several states have instituted policies that require high standards for those who teach the college credit courses. Teachers are expected to have the same credentials as those required of college faculty as well as use college textbooks and syllabi.

State Plans: College Campus Programs

This section highlights various state policies applying to dual-credit instruction on college campuses. Some states do not allow dual-credit/enrollment classes to be offered on the high school campus; thus quality issues related to faculty credentials do not become an issue. The drawback to this model is that student access may be limited because they must travel to the college campus to take classes.

Outcomes of Dual-Credit for Students

At a preliminary level, dual-credit programs have been studied and positive outcomes have been identified. One study conducted in Oregon identified eight outcomes for dual-credit programs: 1) acceleration of progress for students, 2) reduced tuition cost, 3) reassurance for parents concerning their child's ability to handle college-level academic responsibilities, 4) relief of high school boredom, 5) productive interaction between secondary and postsecondary education, 6) facilitated student recruitment, 7) positive college and community relationships, and 8) opportunities to address equity concerns.

The author identifies outcomes that directly benefit students: 1) enrolling in college level classes while still in high school, 2) gaining marketable skills while still in high school, and 3) opportunities to earn up to one semester or even two years of college credit before or immediately following high school graduation.

Andrews further notes four positive outcomes identified in studies of dual-credit programs. First, secondary schools, community colleges, and universities are working together and providing college-level courses for students who are ready for early entry into college work. Second, students are leaving high school with one-semester or one-year of college work completed; others are completing an Associate's Degree by the end of their high school years. Third, there has been very little difficulty in transferring college dual-credit courses to higher education institutions. And fourth, students in follow-up studies have reported that the courses have been as challenging as or more challenging than courses subsequently taken at the university.

Dual Credit: Local, State, and National Research Needs

The number of studies being conducted on the positive and negative aspects of dual-credit continues to grow. The current need is for states to "document the success and impact of dual-credit programs on their students," and to take note of the accomplishments of students who enroll in dual-credit programs. Additionally, shortcomings of dual-credit programs need to be identified so that continuous improvements may be made. The quality of dual-credit programs is the major concern related to their growth.

Thoughts

This book provides an excellent springboard for learning what is happening throughout the states with the growth of dual-credit. Andrews mentions the fact that many descriptions in this book may be out-of-date by its printing because ideas and policy surrounding dual-credit/enrollment are evolving so fast. There is a clear need for approaches like dual-credit. As a former high school teacher, I have seen the need for programs that help to keep students engaged in learning as they transition to postsecondary education. Now, as a part of the research community I see within this book several starting points for research into assessment, quality, and policy. This book provides a preliminary agenda for implementing programs and conducting needed research to assess the dual-credit phenomenon. u

Book reviewed: Andrews, H.A., The dual-credit phenomenon: Challenging secondary students across 50 sites. Stillwater, OK: New Forums Press.