Curriculum Project Making Connections Between High School and Higher Education Coursework

COLUMBIA, SC – August 3, 2009 – Fifteen high school and college faculty members from across South Carolina are at the forefront of a statewide, ground-breaking initiative that is increasing connections between high school courses and entry-level college courses.

The South Carolina Course Alignment Project (SCCAP), the first of its kind in the nation, is a joint effort of the South Carolina Department of Education, the South Carolina Commission on Higher Education and the South Carolina Technical College System. 

SCCAP is examining the sequence and scope of high school exit courses in English, mathematics and science in relation to entry-level college courses in those same disciplines.  Its goal is to improve the alignment between high school and entry-level college courses so that students transition more easily and successfully from secondary to post-secondary education. 

“Education for South Carolina’s students should be seamless,” said Dr. Valerie Harrison, Department of Education Deputy Superintendent for Standards and Learning. “What involvement in this project has taught all of us is that when people start talking and working together, we can impact learning and make a positive difference in the lives of our young people.”

The course alignment effort brings together faculty members from participating high schools and colleges to develop courses that bridge the gap between the two entities. Five high school faculty members, three technical colleges and three four-year higher education institutions are designing aligned courses in English, mathematics and science.  Instructors were chosen for their in-depth knowledge of each academic field.

One of the high school team members is former Kershaw County district teacher of the year Holly Sullivan.  “As a science teacher, I understand the importance of preparing my students for college-level rigor, but I am not always sure what that rigor looks like,” Sullivan said.  “During my 14 years of teaching, I have never had the opportunity to sit and talk with a college chemistry professor.

“What I’ve been able to do as a member of the team is better understand the skills my students need to be successful in their next chemistry course.  I am sure this project will benefit all high school teachers; and through them, more of our students will be successful as they enter college,” Sullivan said. 

Dr. Harrison said that before the project began, there were some discrepancies in expectations regarding what students should know at both the secondary and postsecondary levels.

Clemson University’s Mary Krohn, a member of the mathematics team, agrees and believes that the teams’ efforts will impact how students are taught.  She said it was “wonderful” to sit down face-to face with high school educators and other higher education faculty and compare the standards and expectations that high school educators have for their graduating students to expectations college educators have for students entering those institutions.

SCCAP is an outgrowth of the Education Economic Development Act (EEDA) of 2005. The EEDA focuses on better preparing South Carolina students for the workforce and post-high-school education through early career planning and an individualized curriculum. The act creates for each student a Personal Pathway to Success, making education relevant to their aspirations and abilities.   In elementary school, students are made aware of a variety of professions, and in middle school they develop an Individualized Graduation Plan with the help of parents and guidance counselors.  In high school, students plan and prepare for postsecondary education, training or employment. 

The curriculum project has three phases.  In Phase One, analyses were conducted of alignment issues and processes were put in place to support the project.  During Phase Two – where project officials are now – aligned courses in English/language arts, mathematics and science will be developed.  The information that has been gathered will be used by teachers as curriculum resources.  Finally, during Phase Three (2009-10 school year), efforts will focus on strategic outreach and support for adopting paired courses statewide. This will help ensure that students who complete exit-level high school courses will be prepared to succeed in entry-level college courses.

SCCAP officials say that aligning secondary and postsecondary courses will:

• Provide explicit information on the content and skills necessary for postsecondary success in order to improve student preparation for college coursework;
• Create clear pathways between high school and college coursework and reduce curriculum redundancy; and
• Improve high school graduation rates, reduce the need for remedial instruction and improve college retention and graduation rates.

During SCCAP’s review process, South Carolina’s Academic Standards 2007 received very positive reviews.  Standards in mathematics, English/language arts and science were compared to the Knowledge and Skills for University (KSUS) standards.  Content experts from across the nation who reviewed the standards were impressed by the Palmetto State’s science standards, which were found to be well-aligned with the KSUS standards.
Faculty members participating in SCCAP are:

English Design Team

• Julie Ellington, Tri-County Technical College; Cynthia Mayfied, York Technical College; Lloyd Willis, Lander University; Mary Zeigler, Bamberg-Ehrhardt High School

Mathematics Design Team

• Sherrie Holland, Piedmont Technical College; Mary Krohn, Clemson University; Gerald Marshall, Tri-County Technical College; Karen Threlkeld, T.L. Hanna High School

Science Design Team

• Galen Dehay, Tri-County Technical College; John Edwards, Piedmont Technical College; John Kinard, Greenwood High School; Amy Pope, Clemson University; Darlene Slusher, Coastal Carolina University; Holly Sullivan, Lugoff-Elgin High School; Ruth Truluck, Wando High School

Ultimately, the nationally renowned Educational Policy Improvement Center (EPIC), the project’s facilitator, will recommend a list of college readiness standards that will serve as the common reference point to determine the alignment that exists between exit-level high school courses.